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Home , Lindsay Oades, Martin Seligman, Positive Neuroscience, Roy Baumeister

Final Program

Third World Congress on Positive

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 , Senior Advisor James Pawelski, Executive Director

Board of Directors Tal Ben-Shahar Helena Marujo Table of Contents Page Ilona Boniwell Mario Mikulincer David Cooperrider Luis Miguel Neto Committees...... 3 Jeanne Nakamura Nansook Park Barbara Fredrickson Kaiping Peng Welcome Messages ...... 4 Maria Elena Garassini Willibald Ruch Anthony Grant Kamlesh Singh Nick Haslam Alena Slezackova General Information ...... 6 John Helliwell Alejandro Castro Solano Felicia Huppert Philip Streit Ren Jun Sombat Tapanya Hotel Floor Plan ...... 7 Rose Inza-Kim Margarita Tarragona Hans Henrik Knoop George Vaillant Marlena Kossakowska Jason Van Allen, SIPPA President Schedule at a Glance...... 8 Charles Martin-Krumm Joar Vitterso Michael Lamb Marie Wissing Program Schedule...... 20 Richard Layard Shane Lopez

Poster Session 1 ...... 36 IPPA Directorate Reb Rebele, MAPP, Director of Programing and Communications Gene Terry, CAE, Administrative Director Poster Session 2 ...... 47 Congress Committee Stewart Donaldson, Congress Chair Exhibitor Information...... 58 Scientific Committee Mihaly Csikszentmihalyi, Co-chair Invited Speaker Abstracts ...... 62 Jeanne Nakamura, Co-chair Robert Vallerand (ex officio) Program Abstracts...... 65 Marino Bonaiuto Ingrid Brdar Barbara Fredrickson Author Index ...... 128 Attilla Olah Nansook Park Amy Wrzesniewski

Applied 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

3 www.ippanetwork.org 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. reveals that the science of positive psychology has now achieved a point where it is comparable to the other sub-disciplines of psychology. And the scientifically informed applications of positive psychology are more popular and diversified than ever. This is why the World Congress on psychology is so important. It allows us to get together from all parts of the world and to take stock of where we are and where we are likely to go next… together!

While the first two World Congresses were outstanding, the 3rd World Congress on Positive Psychology promises to be the best yet. It will include some of the top speakers in the field of positive psychology, some outstanding pre-conference workshops and lectures, as well as a record number of conference workshops, symposia, and oral and poster presentations. It will also include a number of special sessions that will allow us to spend time and exchange ideas and viewpoints. Time has been put aside to make sure that we do interact. After all, this is one of the defining strengths of our field: positive interactions!

Organizing such a congress is a humongous task. I would like to thank Dr. Stewart Donaldson (Congress Chair), Drs. Mihaly Csikszentmihalyi and Jeanne Nakamura (Scientific Chairs), Dr. Carol Kauffman (Applied Committee Chair), and their numerous committees for the outstanding work they have done. In addition, thanks also go to Kathy Baumer and Talley Management Group, Inc. for their professional support. Without these people’s work, there would not be any 3rd World Congress, and certainly not of such a high quality. So, my dear fellow delegates, on my personal behalf and that of the IPPA Executive Committee and Board of Directors, I am delighted to invite you to fully get involved in the 3rd World Congress on Positive Psychology in beautiful Los Angeles. Let us bask together in the positivity that will be so vibrant during the next 4 days.

My most heartfelt wishes for an outstanding and positive congress!

Robert Vallerand President

4 www.ippanetwork.org 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 on , Excellence, and Optimal Human Functioning. The result has been an amazing plethora of research investigations, grants, peer-reviewed articles, books, awards, conferences, and applications focused on optimal human functioning and improving human welfare and society. In addition to the rapid growth of scholarly activity, new professional societies such as the International Positive Psychology Association (IPPA), scholarly journals including the Journal of Positive Psychology, and top-tier graduate programs have been developed. A recent analysis by Rusk and Waters (2013) found more than 18,000 documents in PsycInfo® databases on positive psychology topics, including more than 2,300 published in 2011 alone. The growth of positive psychology has been remarkable.

It is now time to showcase the best of positive psychology once again. IPPA is proud to sponsor the Third World Congress on Positive Psychology in Los Angeles, California, USA. An outstanding program has been organized: keynote addresses by leading positive psychology scholars and practitioners from around the world, international symposia on important topics in the field, workshops on best practices in positive psychology, conversation hours, and individual paper and poster sessions from researchers, practitioners, and students from every continent, as well as exhibitions by leading publishing houses and technological innovators. There are wonderful opportunities to participate in pre-conference research methods and applied practice workshops, and master lectures by some of the world’s leading thinkers and trainers in positive psychology. And this is a truly global gathering, offering opportunities to connect with colleagues and learn about developments in positive psychology from seemingly every corner of the globe.

Organizing a conference of this magnitude requires the contributions of many and a total team effort. First, I would like to thank: IPPA President Bob Vallerand, Executive Director James Pawelski, Director of Programming and Communications Robert "Reb" Rebele, the Co-Chairs of the Scientific Committee Mihaly Csikszentmihalyi and Jeanne Nakamura, and the Chair of the Applied Committee Carol Kaufman. Special thanks to the members of the Scientific and Applied Committees, and to all of the reviewers who helped create an outstanding program. Thanks also to Kimberly Perkins (Chair of Media Relations), Michael Condren (Chair of Outreach), and Damian Vaughn (Chair of Sponsorships) for their contributions and 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 and happiness as you participate in as many sessions as possible during our four days together. Please take advantage of the wonderful networking opportunities and social events that will take place, such as the opening and SIPPA receptions (Thursday), graduate programs reception (Friday), and the gala evening under the stars (Saturday). Make your presence count and meet as many like-minded people as possible. IPPA’s Third World Congress on Positive Psychology promises to be the largest and most vibrant meeting of the positive psychology community yet. Welcome to the many treasures of southern California and Los Angeles!

Stewart I. Donaldson Congress Chair

5 www.ippanetwork.org Mission Statement Language "Positive psychology is the scientific study of what enables individuals and English is the official language of the Congress. No translation arrangements communities to thrive." will be made. The mission of the International Positive Psychology Association (IPPA) is to: Mobile Devices ➢ Promote the science of positive psychology and its research-based As a courtesy to the speakers and your fellow attendees, please switch your applications mobile device(s) to silent while attending the sessions. ➢ Facilitate collaboration among researchers, teachers, students, and practitioners of positive psychology around the world and across academic Photography disciplines Any photography, filming, taping, recording or reproduction in any medium ➢ Share the findings of positive psychology with the broadest possible audience 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 Congress Objectives without the express written consent of the International Positive Psychology After attending the World Congress on Positive Psychology participants Association is strictly prohibited. Exceptions to this policy include non-flash should be better able to: photography and audiotape recording using hand-held equipment for strictly • Understand, discuss, and critique theoretical perspectives in personal use, which are permitted if not disruptive. positive psychology. • Integrate findings from the latest basic research in positive psychology into Poster Sessions their own ongoing or anticipated program of research or practice. There will be two poster sessions during the congress. Posters, located in the • Use positive interventions effectively in personal and professional settings. 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. General Information Friday, June 28, 2013 Admission Poster Session 1 2:30 pm – 3:30 pm Congress name badges are required for access to all scientific sessions Saturday, June 29, 2013 including admission to the exhibit hall and all social events. (*Admission Poster Session 2 3:15 pm – 4:15 pm and attendance to the off site event on Saturday evening requires separate registration and payment for all registration types.) The complete list of accepted posters is located on pages 36-57. Please note the following access per badge type: Press/Media Room • Full Attendee Badge: All activities throughout the congress Westin Bonaventure Hotel - Los Feliz Room • One Day Badge: All activities on the specified day Telephone: • Guest Badge: Exhibit Hall and Opening Reception excluding the Evening The Press Room will be open the following days and times: Under the Stars event Thursday, June 27, 2013 7:30 am – 5:00 pm • Press Badge: All Educational Sessions and Exhibit Hall Friday, June 28, 2013 7:30 am – 5:00 pm • Exhibitor Badge: All activities throughout the congress. Please note: Saturday, June 29, 2013 7:30 am – 5:00 pm Exhibit Hall Only badge will not grant access to scientific sessions and Sunday, June 30, 2013 7:30 am – 12:00 pm social events. Arrangements for interviews and inquiries concerning news releases and news * Attendees not wearing a badge will be denied admission to the congress conference should be directed to Kim Perkins ([email protected]) or call activities. 415-724-0065.

Business Center Registration Hours The Business Center is located on the Lobby Level. Hours of operation are: Congress Registration will take place at the Registration Desk in the Monday-Friday – 7:30 am – 7:00 pm. Closed Saturday and Sunday. California Ballroom. Hours are as follows: Telephone number is: 213-622-2045. Wednesday, June 26, 2013 3:00 pm – 8:30 pm Thursday, June 27, 2013 7:00 am – 6:00 pm Certificate of Attendance Friday, June 28, 2013 7:00 am – 5:30 pm A personalized certificate of attendance is available upon request at the Saturday, June 29, 2013 7:00 am – 6:30 pm Congress Registration Desk. Sunday, June 30, 2013 7:00 am – 2:30 pm

Exhibits Smoking Policy Educational and informational exhibits will be available in Pasadena Room, Smoking is prohibited anywhere within the Hotel. located one level below the Lobby, during the congress. Exhibiting company representatives will be available to answer your questions about their Speaker Ready Room products and services. Please visit the exhibits and thank the representatives The Speaker Ready Room is located in Beaudry B of the Westin Bonaventure for their support. The complete list of exhibits can be found on pages 58-61. Hotel. Hours are as follows: Exhibit Hall hours are as follows: Wednesday, June 26, 2013 3:00 pm – 8:30 pm Thursday, June 27, 2013 6:30 pm – 9:30 pm Thursday, June 27, 2013 7:00 am – 6:00 pm Friday, June 28, 2013 7:00 am – 5:30 pm Friday, June 28, 2013 7:00 am – 5:00 pm Saturday, June 29, 2013 7:00 am – 5:30 pm Saturday, June 29, 2013 7:00 am – 5:00 pm Sunday, June 30, 2013 7:00 am – 12:00 pm Insurance All presenters are asked to check into the Speaker Ready Room 24 hours in The Congress organizers cannot accept liability for personal injuries advance of their presentation. 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 Congress Evaluation encouraged to purchase travel insurance prior to leaving their home country. At the conclusion of the congress, you will receive an invitation to complete Insurance plans typically cover accidental loss of belongings, medical costs in the evaluation. Please take the time to complete this survey as it provides very case of injury or illness, and other possible risks of international travel. Please important feedback for future programming. Thank you, in advance, for check the validity and coverage of your own insurance. completing the evaluation…your opinion and feedback matter!

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7 www.ippanetwork.org Positive Psychology Special Lecture Thursday, June 27, 2013

6:30 pm - 8:00 pm California Ballroom 6:30 pm - 6:45 pm Congress Welcome 6:45 pm - 8:00 pm Prospection and Positive Psychology Martin Seligman and will discuss new developments in the science of mental simulations of possible futures: teleology, , consciousness, and creativity.

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

Dr. Baumeister is Francis Eppes Professor of Psychology at in Tallahassee, Florida. He is a social psychologist who is known for his work on the self, , , 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 and his M.A. from . 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 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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18 www.ippanetwork.org 19 www.ippanetwork.org Schedule Thursday, June 27, 2013 7:00 am – 8:00 pm Congress Registration San Diego Registration Booth 8:00 am – 9:00 am Continental Breakfast 9:00 am – 10:30 am Master Lecture 1 – How Hope Happens Santa Barbara Room Shane Lopez, Clifton Strengths Institute, Omaha, NE 9:00 am – 12:00 pm Applied Workshop 1 – Positive (PPT): Application of San Gabriel BC Positive Resources of Clients – Without Dismissing Negatives THURSDAY PROGRAM THURSDAY Tayyab Rashid, University of Toronto, Health & Fitness Center, Toronto, Ontario, Canada 9:00 am – 12:00 pm 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 9:00 am – 12:00 pm Research Methods Workshop 1 – Introduction to Multilevel Modeling San Fernando Room Donald Hedeker, University of Illinois – Chicago, Chicago, IL 10:00 am – 10:30 am Refreshment Break 10:45 am – 12:15 pm Master Lecture 2 – Human in a Sustainable World Santa Barbara Room Donna McMillan, St. Olaf College, Northfield, MN Olin Eugene Myers, Western Washington University, Bellingham, WA 12:00 pm – 1:30 pm Lunch (on own)

FRIDAY PROGRAM FRIDAY 1:30 pm – 3:00 pm Master Lecture 3 – at Work Santa Barbara Room Jane Dutton, University of Michigan, Ann Arbor, MI 1:30 pm – 4:30 pm Applied Workshop 3 – Mindfulness-Based Strengths Practices San Gabriel BC Ryan Niemiec, VIA Institute on Character, Cincinnati, OH 1:30 pm – 4:30 pm 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 Graduate School of Education, Melbourne, VIC, 1:30 pm – 4:30 pm Research Methods Workshop 2 – Naturalistic Research Methods San Fernando Room Matthias Mehl, University of Arizona, Tucson, AZ Tamlin Conner, University of Otago, Dunedin, NZ 3:15 pm – 4:45 pm Master Lecture 4 - Flourishing and the Genome Santa Barbara Room Barbara Fredrickson, University of North Carolina, Chapel Hill, NC 6:30 pm – 6:45 pm Congress Welcome 6:45 pm – 8:00 pm Special Lecture - Prospection and Positive Psychology California Ballroom Martin Seligman, University of Pennsylvania, Philadelphia, PA Roy Baumeister, Florida State University, Tallahassee, FL 8:00 pm – 9:30 pm Welcome Reception Pasadena Room 9:30 pm – 11:30 pm SIPPA Student Social Bonaventure Brewing Company

Friday, June 28, 2013 7:00 am – 6:00 pm Congress Registration San Diego Registration Booth 7:00 am – 8:00 am Continental Breakfast Pasadena Room 8:00 am – 8:15 am Opening Session and Remarks California Ballroom 8:15 am – 9:15 am IN 1 - Invited - Positivity Resonates: How Creates Health Barbara Fredrickson, University of North Carolina, Chapel Hill, NC 9:15 am – 9:45 am Refreshment Break/Exhibits/Posters Pasadena Room 9:45 am – 10:45 am Concurrent Session 1 SY 1 Symposium: Examining the Peer Reviewed Science Influenced by the Sacramento Room Positive Psychology Movement Stewart Donaldson, Claremont Graduate University, Claremont, CA SY 1.1 The Development of Positive Psychology: Theory & Research Stewart Donaldson, Maren Dollwet, Claremont Graduate University, Claremont, CA SY 1.2 Examining the Scientific Methods used in Positive Psychology Matthew Galen, Claremont Graduate University, Claremont, CA SY 1.3 Diversity in Positive Psychology Research Natasha Wilder, Claremont Graduate University, Claremont, CA SY 1.4 Examining Positive Psychology Research from a Feminist Lens Meghana Rao, Claremont Graduate University, Claremont, CA Discussant: Mihaly Csikszentmihalyi

20 www.ippanetwork.org SY 2 Symposium: Happiness and 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 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 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; , Adelaide, Australia

SY 3.3 Towards a Flourishing School PROGRAM FRIDAY Matthew White, St. Peters College, Adelaide, Australia; 2The , Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 3.4 Recommendations from the Seligman Residency: Opportunity for Coordinated Action in South Australia Amy Walker, University of Pennsylvania, Philadelphia, PA SY 4 Symposium: Positive Interventions in the Clinical Field: New Challenges and New Responses San Diego Room Carmelo Vazquez, Complutense University of Madrid, Madrid Spain SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary Clinical Trials Adam Leventhal, University of Southern California, Los Angeles, CA SY 4.2 The Dynamics of Flourishing in Children Treated with an Eudaimonic Well-Being Enhancing Strategy (Cheers) Chiara Ruini, University of Bologna, Bologna, Italy SY 4.3 Happy Despite Pain: A Positive Psychology Intervention for Patients with Chronic Musculoskeletal Pain Madelon Peters, Maastricht University, Maastricht, The Netherlands SY 4.4 Does MBCT Work Against Depression by Changing Real-World Experience of Positive Emotions? A Randomised Controlled Trial Using Ecologically Valid Daily Life Assessments Marieke Wichers, Maastricht University, Maastricht, The Netherlands SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy for Clinical Depression: A Pilot Study Carmelo Vazquez, Complutense University of Madrid, Madrid Spain SY 5 Symposium: Humor and Positive Psychology Avalon Room Willibald Ruch, University of Zurich, Zurich, Switzerland SY 5.1 The Happiness Café: Serving Positive Psychology with a Smile Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA SY 5.2 Benevolent and Corrective Humor: A Strength Analysis Willibald Ruch, University of Zurich, Zurich, Switzerland SY 5.3 An Overview on Current Research in Playfulness in and Its Role in Positive Psychology René Proyer, University of Zurich, Zurich, Switzerland SY 5.4 Clowning and Positive Institutions Alberto Dionigi, University of Macerata, Macerata, Italy IPS 1 Positive Emotions and the Environment (Selected Oral Presentations) Emerald Bay Room IPS 1.1 Existential Concerns and Psychological Needs: A Basis for Positive Motivation toward the Natural World Donna McMillan, St. Olaf College, Northfield, MN IPS 1.2 for Eco-Restoration Volunteerism: Qualitative Approach to Uncovering Positive Psychology's Role on Pro-Environmental Behavior Stanley Asah, University of Washington, Seattle, WA IPS 1.3 Social Identity Framing Promotes Positive Emotions about Environmental Sustainability Viviane Seyranian, University of Southern California, Los Angeles, CA

21 www.ippanetwork.org Schedule (cont’d) IPS 1.4 How Priming Memories of Transcendent Experiences Influence Pro-Environmental and Pro-Social Values and Behaviors Nora Davis, University of California – Irvine, Santa Monica, CA WK 1: Mindfulness Interventions: Experiential and Scientific Perspectives San Gabriel Room Itai Ivtzan, University of East London, London, United Kingdom WK 2: Cultivating Emotional Balance (CEB), the New Kid on the Block in Santa Anita Room Evidence-Based Mindfulness Programs Vanessa Kettering, Claremont Graduate University, Claremont, CA WK 3: Positive Identities: Exploring Our Stories through Positive Psychology and Narrative Practice Santa Barbara Room Margarita Tarragona, Universidad Iberoamericana, Mexico City, Mexico 11:00 am – 12:00 pm Concurrent Session 2 IN 2 - Invited - Positive Environment San Francisco Room Marino Bonaiuto, University of Rome, Rome, Italy SY 6 Symposium Strengths: Producing Real World Outcomes that Matter Sacramento Room Denise Quinlan, University of Otago, Dunedin, New Zealand SY 6.1 Contribution 1: Strengths: Producing Real World Outcomes that Matter Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada SY 6.2 Contribution 2: Strengths: Producing Real World Outcomes that Matter Stephen Dooley, Kwantlen Polytechnic University, Surrey, British Columbia, Canada FRIDAY PROGRAM FRIDAY SY 6.3 Contribution 3: Strengths: Producing Real World Outcomes that Matter Carmel Proctor, Positive Psychology Research Centre, St. Peter Port, Guernsey SY 6.4 Contribution 4: Strengths: Producing Real World Outcomes that Matter Denise Quinlan, University of Otago, Dunedin, New Zealand SY 7 Cognition and Positive Emotions: New Advancements from Basic and Applied Research San Jose Room Carmelo Vazquez, Complutense University, Madrid, Spain SY 7.1 Best Possible Self Imagery Leads to Improvements in Objective Indicators of Healthy Functioning Madelon Peters, Maastricht University, Maastricht, The Netherlands SY 7.2 Persistent Positivity: Automatic about our Favorite People and Activities Elise Rice, University of North Carolina, Chapel Hill, NC SY 7.3 The Influence of Resilience on the Relationship between Positive Mood and Affective Flexibility Maud Grol, Ghent University, Ghent, Belgium SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns? Carmelo Vazquez, Complutense University, Madrid, Spain SY7.5 Reducing Depressive Symptoms by Increasing Patient’s Insights into Real-life Patterns of Positive Emotions: A New Clinical Application of Experience Sampling Methodology (ESM) Marieke Wichers, Maastricht University, Maastricht, The Netherlands SY 8 Cross-Cultural Psychological Capital: Having a HERO (Hope, Efficacy, Resilience, San Diego Room and Optimism) in Cross-Cultural Trigger Events Rebecca Reichard, Claremont Graduate University, Claremont, CA SY 8.1 Validation of a New Measure of Cross-Cultural Psychological Capital Maren Dollwet, DIRECTV, El Segundo, CA SY 8.2 Cross-Cultural Trigger Events: A Grounded Theory Study Michael Condren, Claremont Graduate University, Claremont, CA SY 8.3 Accelerating the Cross-Cultural Development of Leaders through Training Shawn Serrano, The Walt Disney Company, Glendale, CA SY 9 Understanding : 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

22 www.ippanetwork.org 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 PROGRAM FRIDAY DB 1 Student Data Blitz Avalon Room Chair: Orin Davis, Quality of Life Laboratory, New York, NY 1:30 pm – 2:30 pm Concurrent Session 3 IN 3 – Invited – Peak: How Great Companies Get Their Mojo from Maslow San Francisco Room Chip Conley, Joie de Vivre Hospitality, San Francisco, CA SY 10 Positive Psychology of Sustainability Sacramento Room Donna McMillan, St. Olaf College, Northfield, MN SY 10.1 Response to Corral-Verdugo Target Presentation Marino Bonaiuto, Sapienza Università di Roma, Rome, Italy SY 10.2 Response to Corral-Verdugo Target Presentation Michelle Lani Shiota, Arizona State University, Fort Collins, CO SY 10.3 Response to Corral-Verdugo Target Presentation Michael Steger, Colorado State University, Ft. Collins, CO SY 11 The Influence of the Application of Strengths on Positive Individual San Jose Room Outcomes at Work and in General Life Claudia Harzer, University of Zurich, Zurich, Switzerland SY 11.1 Work is More Fun if the Character Fits the Bill Claudia Harzer, University of Zurich, Zurich, Switzerland SY 11.2 Managing on Strengths: The Effects of Strengths-Based Management on Employee Engagement, Burn-out and Innovative Work Behaviour Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily Hope Intervention Dina Nir, Ono Academic College, Kiryat Ono, Israel SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare Graduate Students for the Labor Market Maria Meyers, Tilburg University, Tilburg, The Netherlands SY 12 Positive Youth Development in Structured Out of School Time (OST) Programs: San Diego Room Insights from Applied Research and Evaluation Tiffany Berry, Claremont Graduate University, Claremont, CA SY 12.1 What Is Positive Youth Development? Katherine Harder, Claremont Graduate University, Claremont, CA SY 12.2 Positive Youth Development in Organized Youth Programs: Trends in Current Siilvana Bialosiewicz, Claremont Graduate University, Claremont, CA SY 12.3 PYD in Organized Youth Programs: Insights from Applied Research and Evaluation of Large Multi-Site Afterschool Programs Michelle Sloper, Claremont Graduate University, Claremont, CA SY 12.4 A Conceptual Framework for the Development and Evaluation of Youth Tiffany Berry, Claremont Graduate University, Claremont, CA

23 www.ippanetwork.org Schedule (cont’d) SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Processes in US Adults Avalon Room Antonella Delle Fave, University of Milano, Milano, Italy Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 13.1 Harmony, Family and Love: Findings from the US Branch of the Eudaimonic and Hedonic Happiness Investigation Brett Wheeler, Claremont Graduate University, Claremont, CA SY 13.2 The Role of Romantic Relationships as a Distinct Domain of Happiness Brittany Branand, Claremont Graduate University, Claremont, CA SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in Empathy Research Pi-Ju Liu, Claremont Graduate University, Claremont, CA IPS 3 New Direction in the Measurement of Emotions (Selected Oral Presentations) Emerald Bay Room IPS 3.1 : The Self-Regulatory Sense Katherine Peil, Northeastern University, Cambridge, MA IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for 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 Smartphone App Sophie Bostock, University College London, London, United Kingdom FRIDAY PROGRAM FRIDAY IPS 4 Youth and Well-Being (Selected Oral Presentations) San Gabriel Room IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative Analysis in Ten Developing Countries Juan Oyanedel, Universidad Andrés Bello, Santiago, Chile IPS 4.2 Using Comics and Board Games to Assist Counselors and Educators to Interactively Teach Pro-Social Behavior to Youth Ellis Copeland, Chicago School of Professional Psychology, Los Angeles, CA IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for Children and Adolescents Sherry Cowen, Brigham Young University, Heber City, UT IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia: A Grounded Theory Method Ferlis Bullare, University Malaysia Sabah, Kota Kinabalu, Malaysia WK 7 PROPEL: An Evidence-Based Positive Psychology Coaching System Which Has Been Santa Anita Room Shown to Generate Quantum Improvements in Personal and Organizational Performance Thomas Muha, PROPELperformance, Annapolis, MD WK 8 To See Ourselves as Other See Us: Reciprocal Strengths Recognition Santa Barbara Room Practices and Outcomes in Schools Mark Linkins, VIA Institute on Character, Cincinnati, OH 2:30 pm – 3:30 pm Poster Session I (Authors present)/Exhibits/Refreshment Break Pasadena Room 3:30 pm – 4:30 pm Concurrent Session 4 SY 14 The Collaboration between Science and Culture in the Quest for Human Flourishing San Francisco Room James Pawelski, University of Pennsylvania, Philadelphia, PA SY 14.1 What Is the Meaning of the “Positive” in Positive Psychology? James Pawelski, University of Pennsylvania, Philadelphia, PA SY 14.2 Postive Theology Ellen Charry, Princeton Theological Seminary, Princeton, NJ SY 14.3 Positive Story Telling Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA SY 14.4 The Eudaimonic Turn in Literary Studies James Pawelski, University of Pennsylvania, Philadelphia, PA SY 15 Where is the ‘Person’ in Positive Psychology? A Critical Reflection on the Lack of Sacramento Room Qualitative Research in Positive Psychology Kate Hefferon, University of East London, London, UK SY 15.1 The Effects of Gratitude on the Cultivation of Well-Being and Positive Relationships for School Leaders Lea Waters, University of Melbourne, Melbourne, Australia SY 15.2 The Flourishing Narratives of Athletes Arabella Ashfield, Leeds Metropolitan University, Leeds, UK SY 15.3 Why Does Positive Psychology = Positivist Psychology? Uncorking the Research Potential Beyond Surveys, Statistics and Such Jacqueline Synard, University of Ottawa, Ottawa, Canada 24 www.ippanetwork.org SY 15.4 Corporeality and Trauma: The Role of the Body in Posttraumatic Growth Kate Hefferon, University of East London, London, UK SY 16 Strengths in Higher Education: Cross Cultural Differences, Assessment, and San Diego Room Relationships with Other Well-Being Variables Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 16.1 Hope, Optimism and Humour Sense in University Grade Students: A Cross-Cultural Study between Spanish, Portuguese and Romanian Students Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted University Degree Students? Relationships between Strengths, Social Skills and Social Acceptation Raquel M. Sinovas, University of Valladolid, Valladolid, Spain SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a Validate Set of Musical Excerpts to Evoke Specific Emotions? Rosario Castañón, University of Valladolid, Valladolid, Spain SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers and Fathers of Children with Disabilities Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 17 Well-Being and Public Policy: Global Views Using Large Datasets San Jose Room Gonzalo Herves, Complutense University of Madrid, Madrid Spain SY 17.1 Structuring National Accounts of Well-Being: Making the Case for Governments to Systematically Measure Population Well-Being

Nic Marks, NEF-The New Economics Foundation, London, United Kingdom PROGRAM FRIDAY SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based Well-Being Aaron Jarden, Open Polytechnic of New Zealand, Lower Hutt, New Zealand SY 17.3 What Enhances and What Harms? Exploring Predictors of Life Satisfaction within a Large National Representative Sample Gonzalo Herves, Complutense University of Madrid, Madrid Spain SY 18 Creating Sustainably Positive Communities Avalon Room Louis Alloro, George Mason University, Cleveland, OH SY 18.1 SOMO Leadership Labs Louis Alloro, George Mason University, Fairfax, VA SY 18.2 Go Strengths! Renee Jain, Go Strengths, New York, NY SY 18.3 Gratitude Bucket Zach Prager, Gratitude Bucket, Sacramento, CA SY 18.4 PERMACISE Elaine O’Brien, Temple University, Philadelphia, PA IPS 5 Post-Traumatic Well-Being (Selected Oral Presentations) Emerald Bay Room IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among Israeli Youth Exposed to Ongoing Missile Attacks: The Significance of Gender Oren Kaplan, College of Management Academic Studies, Rishon Lezion, Israel IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric Brain Tumor Survivors Coralie Lanoue, Université du Québec à Montréal, Montréal, Canada IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth among High-Risk Youth Thalida Arpawong, University of Southern California, Los Angeles, CA IPS 5.4 Being a Thriver: Unifying the Concepts of Post-Traumatic and Post-Ecstatic Growth Judith Mangelsdorf, Free University of Berlin, Berlin, Germany WK 9 Positive Team Coaching: Flourishing People, Teams and Organizations San Gabriel Room Diane Brennan, Brennan Associates, Tucson, AZ WK 10 Positive Re-entry: Using Positive Psychology in Prison Settings Santa Anita Room Mark Hurst, The Evergreen State College, Olympia, WA WK 11 Mindfulness and 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 www.ippanetwork.org Schedule (cont’d) Saturday, June 29, 2013 7:00 am – 6:00 pm Congress Registration San Diego Registration Booth 7:00 am – 8:00 am Continental Breakfast Pasadena Room 8:00 am – 9:00 am IN 5 – Invited – Positive Development of Youth: San Francisco Room Theory, Research, and Applications Richard M. Lerner, Tufts University, Boston, MA 9:15 am – 10:15 am Concurrent Session 5 SY 19 Creating a Positive Academic Concentration at Your University: San Diego Room Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future Shari Kuchenbecker, Chapman University, Orange, CA SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in Positive Psychology Stewart Donaldson, Claremont Graduate University, Claremont, CA SY 19.2 Creating a Program on Positive Organizational Scholarship Jane Dutton, University of Michigan, Ann Arbor, MI SY 19.3 Master of Applied Positive Psychology (MAPP) Programs: Bringing Research to Practice James Pawelski, University of Pennsylvania, Philadelphia, PA SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration at your University Mark Maier, Chapman University, Orange, CA SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad Class at your University: Collaborative Resources for Interdisciplinary Community Building and Step-by-Step Syllabus Design to Academic Approval Shari Kuchenbecker, Chapman University, Orange, CA SY 20 Positive Business and Positive Organizations: Current Research Findings San Francisco Room Kim Cameron, University of Michigan, Ann Arbor, MI SY 20.1 Virtuous Practices and Organizational Performance Kim Cameron, University of Michigan, Ann Arbor, MI SY 20.2 Organizations of Higher Purpose: The CEO Perspective Robert Quinn, University of Michigan, Ann Arbor, MI SY 20.3 Measuring Well-Being in Organizational Contexts Carlos Mora, Determinant, LLC, Ann Arbor, MI SY 20.4 Relational Dilemmas and their Effects on Individuals, Relationships, and Organizations

SATURDAY PROGRAM SATURDAY Walter Sowden, University of Michigan, Ann Arbor, MI SY 20.5 Organizational Healing: Mechanisms for Growth and Strengthening Edward Powley, Naval Postgraduate Program, Monterrey, CA SY 21 Signature Strengths: Recent Research Informing Best Practices Sacramento Room Ryan Niemiec, VIA Institute on Character, Cincinnati, OH SY 21.1 Signature Strengths: Validating the Construct Neal Mayerson, VIA Institute on Character, Cincinnati, OH SY 21.2 Strengths-Based Career Counseling Hadassah Littman-Ovadia, Ariel University Center, Ariel, Israel SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies René Proyer, University of Zurich, Zurich, Switzerland SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles of Groups Willibald Ruch, University of Zurich, Zurich, Switzerland SY 22 Applying Positive Psychology to the Workplace: New Perspectives on Strengths Use, San Jose Room Job Crafting, Self-Determination and Well-Being at Work Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 22.1 A Weekly Diary Study on the Predictors and Outcomes of Strengths Use in the Workplace Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 22.2 Character Strengths Predict Task Performance, Job Dedication, Interpersonal Facilitation, and Organizational Support Claudia Harzer, University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend, Germany SY 22.3 The Effects of a Strengths-Based Intervention on Employee Well-Being, Psychological Capital, Engagement, and Commitment Christina Meyers, Tilburg University, Tilburg, The Netherlands SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement: A Day Reconstruction Study Wido Oerlemans, Erasmus University, Rotterdam, The Netherlands SY 22.5 How Motivational Profiles Relate to Psychological Health and Well-Being? David Emmanuel Hatier, Université de Montréal, Montréal, Canada 26 www.ippanetwork.org 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 Well- Being in Response to Youth-led Mental Health and Well-Being Programs Dianne Vella-Brodrick, University of Melbourne, Melbourne, Australia IPS 6.4 A Methodological Exploration on Experience Sampling Methods Atushi Kukita, Claremont Graduate University, Claremont, CA IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel about Myself Xiao Dong Yue, City University of Hong Kong, Hong Kong, China WK 12 Positive Supervision & Intervision Avalon Room Fredrike Bannink, Therapy, Training, Coaching and Mediation Practice, Amsterdam, The Netherlands WK 13 Demonstration of the Virtual Gratitude Visit San Gabriel Room Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA WK 14 The Automatic Positive Thinking Program™: Santa Anita Room Assessment and Basic Mechanism for Improved Well-Being Debora Baldwin, University of Tennessee, Knoxville, TN WK 15 Positive Space – Creating Places Where People Can Thrive Santa Barbara Room Sally Augustin, Design with Science, LaGrange Park, IL 10:15 am – 10:45 am Refreshment Break / Exhibits / Posters Pasadena Room 10:45 am – 11:45 am Concurrent Session 6 IN 6 - Invited - Presidential Address San Francisco Room Robert Vallerand, IPPA President, Université de Montréal, Montréal, Canada SY 23 The Character Strength of 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 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 PROGRAM SATURDAY Online Games Ryan Hornbeck, Fuller Theological Seminary, Pasadena, CA SY 24 Schools as Positive Institutions San Diego Room Lea Waters, University of Melbourne, Melbourne, Australia SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural Change Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 24.2 Combining Student Centered Learning and Positive Psychology at Carey Grammar to Create Flourishing Learners Peter Robson, Carey Baptist Grammar School, Kew, Australia SY 24.3 Leading School Wide Cultural Change: A Systems Theory Approach to Positive Psychology Phil Doll, the Peninsula School, Mt. Eliza, Australia SY 24.4 An Investigation of the Relationship between Psychological Capital and School Leaders Workplace Well-Being Gabriel Strauss, University of Melbourne, Melbourne, Australia SY 25 Motivational Interviewing and Positive Psychology/Social Sciences Avalon Room Christopher Wagner, Virginia Commonwealth University, Richmond, VA SY 25.1 Motivational Interviewing in the Light of Positive Psychology Antonia Csillik, University of Paris Ouest Nanterre la Défense, Paris, France SY 25.2 Integrating Positive Emotions into Motivational Interviewing Christopher Wagner, Virginia Commonwealth University, Richmond, VA SY 25.3 Incorporating Fredrickson’s Broaden-and-Build Model into Motivational Interviewing Groups Karen Ingersoll, University of Virginia, Charlottesville, VA

27 www.ippanetwork.org IPS 7 Cross Cultural Studies of Hope and Well-Being (Selected Oral Presentations) Emerald Bay Room IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across the Lifespan in Germany and Switzerland: An Internet Study among 11,400 Participants Andreas Krafft, University of St. Gallen, St. Gallen, Switzerland IPS 7.2 Further Evidence on the Potential of Strengths-Based Online Interventions Fabian Gander, University of Zurich, Zurich, Switzerland IPS 7.3 Positive Developmental Markers in Adolescents: Content of Personal Strivings and Well-Being Nathaniel Fernandez, Fuller Graduate School of Psychology, Pasadena, CA IPS 7.4 Sources of Hope among People Experiencing Homelessness Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada IPS 8 Positive Schooling Across Cultures (Selected Oral Presentations) San Gabriel Room IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students and Staff Mathew White, St Peter's College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia IPS 8.2 Psychological Strengths in Early Adolescence and a Reduced Risk of Developing Mental Health Problems and Educational Difficulties in Early Adulthood Susana Marques, Porto University, Porto, Portugal IPS 8.3 Character Strengths as Helpful Resources in School Children Marco Weber, University of Zurich, Zurich, Switzerland IPS 8.4 The Role of Values in Supporting Student Well-Being and Carolyn Broadbent, Australian Catholic University, Canberra, ACT, Australia IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness Intervention Improves Elementary Students' Academic Achievement Positively and Pragmatically Laura Bakosh, Sofia University, Oswego, IL WK 16 Creating Happiness: A Step-By-Step Program for Clients and Their Coaches Santa Anita Room Laura Delizonna, ChoosingHappiness.com, San Francisco, CA WK 17 HOW to Find the “WHY” of Life: A Research-Based Process to Uncover Santa Barbara Room One’s Purpose and Find Meaning in Life Caryn Rockind, CLeaR Coaching, New York, NY WK 18 Utilizing the Seven-Axis System of Positive Psychological Assessment in Sacramento Room Conceptualization of Clients and Treatment Outcomes Jeana Magyar-Moe, University of Wisconsin - Stevens Point, Stevens Point, WI 11:45 am – 1:00 pm Lunch (on own)/Exhibits/Posters (Authors not in attendance) Pasadena Room SATURDAY PROGRAM SATURDAY 11:55 am – 12:55 pm Lunch Sessions CH 1 Applying Positive Pychology in Lifestyle Medicine to Promote Health and Well-Being San Gabriel Room Liana Lianov, American College of Lifestyle Medicine, Woodburn, OR CH 4 - Whole School Approaches to Psychological Well-Being: Evidence-Based Strategies Santa Anita Room for Building Communities of Well-Being Zoë Alford, St. Peter’s College, Adelaide, Australia CH 5 - Positive Environment, Sustainability, and Conservation Santa Barbara Room Olin Eugene Myers, Western Washington University, Bellingham, WA SIPPA - Speed Mentoring Session Hollywood Ballroom 1:00 pm – 2:00 pm Concurrent Session 7 SY 26 – Invited Symposium - Moral Formation San Francisco Room Chair: William Damon, Stanford University, Stanford, CA SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders Anne Colby, Stanford University, Stanford, CA SY 26.2 Early Nature Experiences in Environmental Ethics Formation Kyle Matusba, Kwantlen Polytechnic University, British Columbia, Canada SY 26.3 The Moral Architecture of Gratitude Robert Emmons, University of California – Davis, Davis, CA SY 27 Implementing Sustainable Change: Will Positive Psychology Transform a Negative Culture San Jose Room Mark Hurst, The Evergreen State College, Olympia, WA SY 27.1 Positive Psychology Outcomes from Sustainability in Prisons Projects Joslyn Rose Trivett, The Evergreen State College, Olympia, WA SY 27.2 The Positive Re-entry Program Mark Hurst, The Evergreen State College, Olympia, WA SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes, and Future Direction of a Positive Psychology Intervention for Incarcerated Inmates Kim Huynh, Seattle Pacific University, Seattle, WA

28 www.ippanetwork.org Schedule (cont’d) SY 28 Positive Psychology and the Internet: Disseminating Positive Interventions and Sacramento Room Assessments over the Internet to the General Public Aaron Jarden, Auckland University of Technology, Auckland, New Zealand SY 28.1 HappCo: A Mobile Application of Positive Interventions Emiliya Zhivotovskaya, Flourishing Center, New York, NY SY 28.2 Happify: Bringing the Science of Happiness to the Masses Ofer Leidner, Happify, New York, NY SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully Automated Online Mindfulness Program Jo Mitchell, Monash University, Melbourne, Australia SY 28.4 Social Networking and Gamification: Allies in Self-Improvement Rose Broome, SuperBetter Labs, LLC, San Francisco, CA SY 29 Post-Traumatic Growth and Inclusive Positivity San Diego Room Takehiko Ito, Wako University, Machida, Japan; Manami Ozaki, Sagami Women’s University, Sagamihara-shi, Japan SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the March 11 Earthquake, Tsunami, and Nuclear Disaster in Japan Takehiko Ito, Wako University, Machida, Japan SY 29.2 Blessed are Those who Mourn: From the PTG Research of the 311 Earthquake/ Tsunami Disaster Manami Ozaki, Sagami Women’s University, Sagamihara-shi, Japan SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive Psychology in Action Lisa Cypers Kamen, Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA SY 29.4 How Survivals from the Terror Attack in Norway 22nd July 2011 Can Find Flow, Engagement and Enjoyment after the Extreme Experience Nina Hanssen, Flowcom, Oslo Norway SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-Based Theory Avalon Room Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 30.1 Positive Employees in Positive Organizations: Toward a Conceptual Multi-Level Model Carolyn Youssef, Bellevue University, Bellevue, NE SY 30.2 Coordination and Task Engagement in Teams: Evidence from a Longitudinal Multilevel Design Pedro Torrente, Universitat Jaume I, Castelló, Spain PROGRAM SATURDAY SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain Performance Hedy Acosta, Universitat Jaume I, Castelló, Spain SY 30.4 Virtuousness and Performance in Organizations Kim Cameron, University of Michigan, Ann Arbor, MI IPS 9 Youth Development and Connectedness with Nature (Selected Oral Presentations) Emerald Bay Room IPS 9.1 Children and Adolescents' Application of Character Strengths to Environmental and Conservation Activities Aaron Metzger, West Virginia University, Morgantown, WV IPS 9.2 Experiential Purchasing as a Function of Approach versus Avoidance Motivation Ryan Howell, San Francisco State University, San Francisco, CA IPS 9.3 A Longitudinal Study of the Development of Happiness and Connectedness with Nature Coral Bruni, Claremont Graduate University, Claremont, CA IPS 9.4 Positive Youth Development through Engagement in an Immersive Conservation Experience Rupanwita Gupta, New Knowledge Organization, New York, NY WK 19 A Canadian School Division’s Journey with Positive Psychology: The Application San Gabriel Room of Positive Psychology and Appreciative Inquiry to Respond to a Community’s Changing Context Rosanne Kerr, Greater Saskatoon Catholic Schools, Saskatoon, Canada WK 20 Happiness Works! How to Create Happy High Performing Teams with an Innovative Tool Santa Anita Room Nic Marks, Happiness Works, London, United Kingdom, Vanessa King, Action for Happiness, London, United Kingdom WK 21 Romance and Research: Can Positive Psychology Help Couples Santa Barbara Room Improve Their Relationships? Suzanne Pileggi Pawelski, Philadelphia, PA; James Pawelski, University of Pennsylvania, Philadelphia, PA

29 www.ippanetwork.org Schedule (cont’d) 2:15 pm – 3:15 pm Concurrent Session 8 IN 7 Invited - Executive Coaching: Leveraging Positive Psychology to San Francisco Room Accelerate Leadership Development David Peterson, Google, Inc., San Francisco, CA SY 31 Elevating Elevation: Recent Advances San Gabriel Room Andrew Thomson, Claremont Graduate University, Claremont, CA SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators of Morality Jason Siegel, Claremont Graduate University, Claremont, CA SY 31.2 Moderator of Morality II: The Personality of Elevation Andrew Thomson, Claremont Graduate University, Claremont, CA SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with Distinct Outcomes Mario Navarro, Claremont Graduate University, Claremont, CA SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating Prosocial Behaviors in Relation to Exposure to Written Moral Stories Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 31.5 Narratives of Elevation Laura Graham, Claremont Graduate University, Claremont, CA SY 32 Positive Curriculum Santa Anita Room Anne Johnstone, Seymour College, Adelaide, Australia SY 32.1 Fostering a Strengths Focus through Visual Arts Anne Johnstone, Seymour College, Adelaide, Australia SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative Inquiry in Studio Music Education Timothy Patston, The Peninsula School, Mount Martha, Australia SY 32.3 Incorporating Positive Psychology Interventions into the Year 7 Science Curriculum: Impact on Student Well-Being and Academic Outcomes Georgina Brennan, Yarrawonga College P-12/University of Melbourne, Yarrawonga/ Melbourne, Australia SY 32.4 Positive Psychology in the Classroom: Using Core and Student Character Strengths to Improve the Way Students Understand Narrative Characterisation in Literature and Film Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne SATURDAY PROGRAM SATURDAY Graduate School of Education, Melbourne, VIC, Australia SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy and Avalon Room Sustainable Work Environments Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 33.1 Happiness at Work Santiago Vázquez, Universidad de Santiago de Compostela, Santiago de Compostela, Spain SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement and Burnout Carlos Spontón, Universidad Católica de Córdoba, Córdoba, Argentina SY 33.3 How Positive Meaning Can Drive Individual, Organizational and National Sustainability Merja Fischer, Aalto University, Aalto, Finland SY 33.4 How Team Efficacy Beliefs and Transformational Leadership Predict Individual Self- Efficacy: A Multilevel and Longitudinal Study Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 34 Positive Psychology Perspectives on the Challenge of Reducing San Diego Room Humanity’s Global Ecological Footprint Olin Eugene Myers, Western Washington University, Bellingham, WA SY 34.1 Response to Wackernagel Target Presentation Michael Crooke, Pepperdine University, Los Angeles, CA SY 34.2 Response to Wackernagel Target Presentation John Fraser, New Knowledge Organization, New York, NY SY 34.3 Response to Wackernagel Target Presentation Ezra Markowitz, Princeton University, Princeton, NJ IPS 10 Health and Treatment: East and West (Selected Oral Presentations) San Jose Room IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to Health Promotion Antonella Delle Fave, University of Milano, Milano, Italy IPS 10.2 Clinical Applications of Positive Psychology to Addiction Treatment among French Speaking Clients Francois Crespo, Centre Phenix Plainpalais, Geneva, Switzerland

30 www.ippanetwork.org 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 Emerald Bay Room (Selected Oral Presentations) IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response to Positive Experiences Michael Pluess, King’s College London, London United Kingdom IPS 11.2 Withdrawn IPS 11.3 "Do We Have to Wait Till We’re Old?": The Cultivation of Relational Wisdom across the Lifespan Karen Skerrett, Northwestern University, Evanston, IL IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional Differences in the Nature and Nurture of Adolescent Well-Being Oliver Davis, University College London, London, United Kingdom IPS 11.5 What's it Like to Be 17? Using Supercomputers and Social Media to Study Positive Human Development Johannes Eichstaedt, University of Pennsylvania, Philadelphia, PA WK 22 The 13th Step: Thriving in Recovery Santa Barbara Room Bob Reese, Jefferson College of Health Sciences, Roanoke, VA Special Session on Positive Psychology in Film – Taking Positive Psychology to Hollywood Sacramento Room Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA 3:15 pm – 4:15 pm Poster Session 2 / Break / Exhibits Pasadena Room 4:15 pm – 5:15 pm Concurrent Session 9 SY 35 Invited Symposium - Building Positive Education in a Whole School: San Francisco Room Governance and Stewardship Moderator: James Pawelski, University of Pennsylvania, Philadelphia, PA SY 35.1 The Scientist-Practitioner and Building Positive Education Martin Seligman, University of Pennsylvania, Philadelphia, PA SY 35.2 Building and Defining Strategic Direction and Managing Change Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 36 Understanding Optimal Youth Development: 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 SATURDAY PROGRAM SATURDAY SY 36.2 Adolescent Happiness versus Self-Esteem: Which Matters Most for Positive Well-Being? John Coffey, Claremont Graduate University, Claremont, CA SY 36.3 Beyond Depression: The EPOCH Measure of Adolescent Flourishing Elizabeth Steinberg, Temple University, Philadelphia, PA SY 37 Invited Symposium - Pursuing Happiness: Cutting-Edge Experimental Sacramento Room Research on Positive Activities Sonia Lyubomirsky, University of California – Riverside, Riverside, CA SY 37.1 How Do Simple Positive Activities Increase Well-Being? Kristin Layous, University of California – Riverside, Riverside, CA SY 37.2 New Insights from Positive Activity Interventions: Effects of Self-Affirmation and Giving and Receiving Generosity S. Katherine Nelson, University of California – Riverside, Riverside, CA SY 37.3 Moving Past Traditional Interventions: Using a School-Based Curriculum to Teach Children How to Think Gratefully Giacomo Bono, California State University, Dominquez Hills, CA SY 37.4 What Do Genetic Influences on Well-Being Really Mean for the Success of Intervention Programs? Claire Haworth, King’s College London, London, United Kingdom SY 38 Head in the Cloud: Using an Integrative, Collaborative Data Environment to Improve the San Diego Room Resilience and Psychological Health of US Army Soldiers and Their Families Alycia Perez, Research Facilitation Team/Army Analytics Group, Monterey, CA SY 38.1 Introducing the Person-Event Data Environment Major Paul Lester, Research Facilitation Team/Army Analytics Group, Monterey, CA SY 38.2 Psychometric Structure of a Self-Report Assessment of Psychological Health in Young Army Soldiers Loryana Vie, University of Pennsylvania, Philadelphia, PA SY 38.3 Army Spouse Resilience Stacy Hawkins, Research Facilitation Team/Army Analytics Group, Monterey, CA

31 www.ippanetwork.org Schedule (cont’d) SY 38.4 Positive Psychology in the Military Context: An Evaluation of a Large-Scale Program to Improve the Resilience of U.S. Army Soldiers Mitchel Herian, Personnel Development & Hiring, Lincoln, NE SY 39 Positive Technologies: An Interdisciplinary Field of Positive Psychology Avalon Room Rosa Maria Baños, University of Valencia, Valencia, Spain SY 39.1 Positive Technology Mark Wiederhold, VirtualReality Medical Center, San Diego, CA SY 39.2 Towards Mobile Positive Technologies: Opportunities and Challenges Andrea Gaggioli, Catholic University of Milan, Milan, Italy SY 39.3 Modifying our Personal Experience Using Positive Technologies Giuseppe Riva, Università Cattolica del Sacro Cuore, Milan, Italy SY 39.4 Positive Mood Inductions Procedures Using Positive Technology Rosa Maria Baños, University of Valencia, Valencia, Spain SY 39.5 Improving Positive Mood and Personnel Strengths Using a Self-Applied CBT Internet- Based Program Cristina Botella, University Jaume I, Castellón, Spain IPS 12 Clinical Applications: From Well-Being to Chronic Illness (Selected Oral Presentations) Emerald Bay Room IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and Field Experiments of Moral Elevation: Beneficial Effects on Cortisol and Positive Psychological States Thane Erickson, Seattle Pacific University, Seattle, WA IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in Patients with Heart Failure Kerry Whittaker, Uniformed Services University of the Health Sciences, Bethesda, MD IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and Chronic Illness (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

SATURDAY PROGRAM SATURDAY Robert Stebbins, University of Calgary, Calgary, Canada IPS 13.3 The Real Creativity Crisis Garrett Jaeger, University of Georgia, Athens, Georgia IPS 13.4 Sensitivity to Beauty and Goodness - Structure and Life Outcomes Angelika Güsewell, University of Zurich, Zurich, Switzerland WK 23 Applied Positive Psychology in Coaching Santa Anita Room Ebbe Lavendt, University of Copenhagen, Copenhagen, Denmark WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons from Santa Barbara Room CorStone’s Girls First Program in India Steve Leventhal, CorStone, Mill Valley, CA 5:30 pm – 5:45 pm Awards Ceremony San Francisco Room 5:45 pm – 7:00 pm Christopher Peterson Memorial Session "Celebrating Chris: Life and Legacy" San Francisco Room SUNDAY PROGRAM SUNDAY Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA Nansook Park, University of Michigan, Ann Arbor, MI Martin Seligman, University of Pennsylvania, Philadelphia, PA 8:00 pm – 11:00 pm Reception: An LA Evening The Music Center

Sunday, June 30, 2013 6:30 am – 3:00 pm Congress Registration San Diego Registration Desk 7:00 am – 8:00 am Continental Breakfast California Ballroom Foyer 8:00 am – 9:00 am IN 8 - Invited - Toward a Scientific Theory of Free Will San Francisco Room Roy Baumeister, Florida State University, Tallahassee, FL 9:15 am – 10:15 am Concurrent Session 10 SY 40 Novel Measures and Applications in Positive 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 SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive Social to Benefit Well-Being? Sarah Pressman, University of California – Irvine, Irvine, CA SY 40.3 The Hospital and Depression Scale Positive Affect Subscale: A Preliminary Evaluation of its Utility for the Assessment of Resilience in Patients with Chronic Pain Afton Hassett, University of Michigan, Ann Arbor, MI SY 41 Mind, Body, Flow Sacramento Room Orin Davis, Quality of Life Laboratory, New York, NY SY 41.1 Flow and Dual Processing Lauri Järvilehto, Aalto University, Helsinki, Finland SY 41.2 Engagement and Motivation in STEM (Science, Technology, Engineering and Math) Education Frans Anderson, Aarhus University, Copenhagen, Denmark SY 41.3 The Relation of Flow-Experience and Physiological Arousal Under Stress - Can U Shape it? Dorinna Peifer, University of Trier, Trier, Germany SY 42 Practices in Positive Psychology in a Latin American Country San Jose Room Maria Garassini, Universidad Metropolitana, Caracas, Venezuela SY 42.1 Positive Psychology in Chile: Training, Interventions and Educational Programs on Applied Positive Psychology Claudio Ibañez, Chilean Institute of Positive Psychology, Santiago, Chile SY 42.2 Positive Psychology in Brazil: Measuring and Promoting Positive Children and Adolescents. Ecology of Human Development and Positive Psychology in Interventions Michele Poletto, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil SY 42.3 Positive Psychology in Venezuela: Environments and Projects to Develop Positive Psychology Interventions: Writing, Social Interventions, Education, Work and 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, , 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 SUNDAY PROGRAM SUNDAY Shannon Kearney, Red Dear Primary Care Network, Red Deer, Canada WK 28 The High Performance Mindset at Work Santa Anita Room Michael Bernard, University of Melbourne, Parkville, Australia WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of Santa Barbara Room the Christchurch (NZ) Earthquakes Lucy Hone, AUT, Auckland, New Zealand 10:15 am – 10:30 am Refreshment Break California Ballroom Foyer 10:30 am – 11:30 am Concurrent Session 11 SY 44 Flow at Work Sacramento Room Orin Davis, Quality of Life Laboratory, New York, NY SY 44.1 Temporal Patterns of Flow in the Workplace Lucia Ceja, IESE Business School, Barcelona, Spain SY 44.2 The Theory Team Flow Jef van den Hout, Technical University of Eindhoven, Eindhoven, The Netherlands SY 44.3 Microflow in the Workplace Orin Davis, Quality of Life Laboratory, New York, NY 33 www.ippanetwork.org Schedule (cont’d) 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 and Positive Psychology: Opportunities, Challenges, and Implications Santa Barbara Room

SUNDAY PROGRAM SUNDAY Julian Thayer, The Ohio State University, Columbus, Ohio 11:30 am – 12:00 pm Refreshment Break 12:00 pm – 1:00 pm Concurrent Session 12 SY 47 How to Become a Good Faculty Mentor and How Being a Good Faculty Mentor Becomes You Sacramento Room Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 47.1 Generativity and Ego-Integrity Returns on Past Mentoring Investments Thomas Chan, Claremont Graduate University, Claremont, CA SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring Brittany Branand, Claremont Graduate University, Claremont, CA SY 47.3 Situational Optimism and Coping Behaviors as Factors in Satisfaction with Mentorship Julia Koch, Claremont Graduate University, Claremont, CA SY 48 Constructive, Critical Journalism Informed by Positive Psychology San Francisco Room Hans Henrik Knoop, Aarhus University, Aarhus, Denmark SY 48.1 Positive News Journalism Hans Henrik Knoop, Aarhus University, Aarhus, Denmark

34 www.ippanetwork.org SY 48.2 Positive Media: An Introductory Exploration Meghan Burke Keener, University of Pennsylvania, Philadelphia, PA SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding Obese Families toward Wellness and Well-Being Paki Tandon, University of Pennsylvania, Philadelphia, PA SY 49 The Trials and Triumphs of Applying Positive Psychology in the Real World San Jose Room Vanessa King, The Change Space, London, United Kingdom SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the Real-World Lucy Hone, AUT, Auckland, New Zealand SY 49.2 Authentic Culture Pamela Teagarden, The Teagarden Group, New York, NY SY 49.3 Corporate Training - How Do We Teach Positive Psychology Experientially in Organizations? Lisa Samsom, LVS Consulting, Kingston, Ontario, Canada IPS 15 Leadership, Relationships, Citizenship, and Competence at Work (Selected Oral Presentations) Avalon Room IPS 15.1 Development of Authentic and Mindful Leaders: A Longitudinal Study on How Experiential Training Succeeds Louis Baron, ESG UQAM, Montreal, Quebec, Canada IPS 15.2 Quality of Work Relationships and Work Well-Being: Differences between Vertical and Horizontal Relationships Lin Lin, Claremont Graduate University, Claremont, CA IPS 15.3 The Influence of Integrative Happiness Model to Organizational Citizenship Behaviour Rostiana Dachlan, Tarumanagara, Jakarta, Indonesia IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable Volunteers: A Randomized Controlled Trial Manja van Wezep, Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht, The Netherlands IPS 16 The Regulation of Positive Emotions (Selected Oral Presentations) Emerald Bay Room IPS 16.1 Sustainable Positive Affect Nicola Schutte, University of New England, Armidale, Australia IPS 16.2 Should We Learn First to Up-Regulate our Positive Emotions or to Down-Regulate our Negative Ones? Comparative Benefits of Three Interventions Fanny Weytens, Université Catholique de Louvain, Louvain-la-Neuve, Belgium IPS 16.3 Global Health Psychology - A New Vision of Health and Wellness Jess Ghannam, University of California – San Francisco, San Francisco, CA IPS 16.4 Emotional Contagion and Its Relationship to Mood Dana Arakawa, University of Hawaii, Honolulu, Hawaii IPS 17 Outdoors, Leisure, and Sports (Selected Oral Presentations) San Gabriel Room IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being Sukkyung You, Hankuk University, Seoul, Korea IPS 17.2 Withdrawn IPS 17.3 Happy Feelings in the Outdoors Helga Løvoll, Volda University College, Volda, Norway IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of Seligman’s Full Life and PERMA Model of Well-Being

Amy Baltzell, Boston University, Boston, MA PROGRAM SUNDAY IPS 17.5 Learning to Flourish through Sport and Exercise Lisa Miller, American Military University, Worthington, OH WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural, Santa Anita Room and Socioeconomic Considerations John Yeager, The Culver Academies, Culver, CA WK 35 Engaging Coaching Students in Positive Psychology: Experiences with Combining the San Diego Room Magic and Empirical Research in a Well-Established Coach Training Program Jeffrey Auerbach, College of Executive Coaching, Pismo Beach, CA CH 7 Creating a Common Language in Positive Psychology Santa Barbara Room Hannah Krebs, Claremont Graduate University, Claremont, CA 1:15 pm – 2:15 pm Final Session: “Role of the Future in Positive Psychology” San Francisco Room Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA Jeanne Nakamura, Claremont Graduate University, Claremont, CA 2:15 pm – 2:30 pm Closing Remarks and Wine Send-Off Toast

35 www.ippanetwork.org Poster Session 1 Friday, June 28, 2013 F 011 Ingroup Eco Arguments: Using Q Sort Methodology for a Responsive Evaluation Approach to Examine Environmental Education (EE) F 001 Allegro in Crescendo: Profiling Wellbeing of Classical Professionals’ Beliefs about EE Professional Musicians J. Fraser, R. Gupta S. Ascenso, R. Perkins, A. Williamon New Knowledge Organization, New York, NY, United States Royal College of Music - London, Centre for Performance Science, London, United Kingdom F 012 Development of Staff Cultural Capacity in a Conservation Setting with Youth Interns F 002 The Impact of Attitudes about Art on Divergent Thinking in J. Fraser, R. Gupta Elementary School Students New Knowledge Organization, New York, NY, United States I. Chand O'Neal1, M.A. Runco2, A. Schulz Begle1, G. Jaeger2 1John F. Kennedy Center for the Performing Arts, Washington, DC, United States, F 013 The Importance of Hope, Positive Social Feedback and Confidence 2Creativity Testing Services, Athens, GA, United States in the Self-efficacy of Interpreters Tasked with Teaching Climate Change J. Fraser1, R. Gupta1, J. Swim2 F 003 Positive Psychology - Factual and Social Learning in 1NewKnowledge.org, New York, NY, United States, 2Penn State University, Humanitarian Environments Psychology, University Park, PA, United States M. Brohm Universität Trier, Trier, Germany F 014 Preliminary Development of Two School-based Measures of Positive Youth Development: Positive Experiences at School Scale (Grades 4-6) and F 004 Standardization of the Revised NEO Personality Inventory the Adolescent CoVitality (CoVi) Scale (Grades 7-12) (NEO PI-R) for the Marriage of United Arab Emirates Citizens M.J. Furlong1, E. Dowdy1, S. You2 K.N.M. Al-Heeti 1University of California Santa Barbara, Counseling, Clinical, and School United Arab Emirates University, Psychology & Counseling, Al Ain, United Psychology, Santa Barbara, CA, United States, 2Hankuk University of Foreign Arab Emirates Studies, College of Education, Seoul, Korea, Republic of

F 005 Towards a Comprehensive Paradigm of Strengths-based, Positive F 015 Mindfulness. Proposal and Validation of a Scale with Inquiry: Integrating Constructivist Philosophies of Inquiry and Qualitative Positive Approach Methodologies with the Positive Turn E. Góngora-Coronado, I. Vásquez-Velázquez, J. Canto-Vadillo L. Batthyany De La Lama1, L. De La Lama2, A. Wittgenstein3 Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico 1University of South Florida, Counselor Education and Supervision, Tampa, FL, United States, 2University of South Florida, Counselor Education, Tampa, FL, F 016 Towards a Mexican Positive Personality. Validation of a Culturally United States, 3Argosy University, Tampa, FL, , Tampa, FL, Relevant Scale United States E. Góngora-Coronado, M. Pérez-Díaz, I. Vásquez-Velázquez Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico F 006 Designing and Implementing Positive, Strengths-based Inquiry Projects and Interventions: A 7-steps, Holistic, Positive, and F 017 Coping with Life, Happiness and Spirituality in two Developmental Model Mexican Ecosystems L. Batthyany De La Lama1, L. De La Lama1, A. Wittgenstein2 E. Góngora-Coronado, I. Vásquez-Velázquez, J. Canto-Vadillo, A. Mena-Nájera 1University of South Florida, Education, St. Petersburg, FL, United States, 2Argosy Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico University, Tampa, FL, Clinical Psychology, Tampa, FL, United States F 018 The Multidimensional Well-being Assessment (MWA): Measuring F 007 Positive Psychology in Latin-American Contexts: Implications for an Relational, Collective, Transcendent, Psychological, and Physical Contexts Emic/Etic Approach of Wellness A. Castro Solano1,2, M.L. Lupano Perugini1,2 S.P. Harrell, N. Moshfegh, G.L. Anderson, M. Orozco, C.V. Pena, N.Z. Bellete, J.J. 1Universidad de Palermo, Psychology, Buenos Aires, Argentina, 2National Council Underwood, E. Park, L. Chmiel, H. Abou-Ziab of Scientific and Technical Research (CONICET), Buenos Aires, Argentina 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 F 019 What's in a Name? The Naming Ceremony Intervention for P. Chow1, R.P. Chalmers2 Enhancing Hope, Gratitude, and Perseverance 1Nipissing University, Psychology, North Bay, ON, Canada, 2York University, S.P. Harrell Psychology, Toronto, ON, Canada Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States F 009 Toward a Better Future: Development of the Assessment Model for Future Imagination F 020 The Sovereign New Zealand Wellbeing Index T.-L. Chu1, W.-W. LIn2, C.-P. Chiang2 A.J. Jarden1,2, G. Schofield1 1National Taiwan Normal University, and Counseling, 1Auckland University of Technology, Human Potential Centre, Auckland, New Taipei, Taiwan, Republic of China, 2National Taipei University of Education, Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand Education, Taipei, Taiwan, Republic of China F 021 Unconditional Happiness at Work: Theory and Measurement F 010 Validation of a French Version of the State Hope Scale M . Jarman1, M. Warren2, J. Nakamura2 Y. Delas1, C. Martin-Krumm2, F. Fenouillet3, S. Lopez4 1Florida Atlantic University, Psychology, Boca Raton, FL, United States, 1CREAD EA 3875 - Université de Rennes 2, Rennes, France, 2CREAD EA 3875 - 2Claremont Graduate University, School of Behavioral and Organizational IUFM de Bretagne, École Interne UBO - IFEPSA, Rennes - Angers, France, 3PACO Sciences, Claremont, CA, United States EA 4431 - Université Paris Ouest Nanterre La Défense, Paris, France, 4The Clifton Strengths Institute and Gallup, Omaha, NE, United States F 022 The PERMA Profiler M.L. Kern1, J. Butler2 1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States, 2University of Oxford, Oxford, United Kingdom

36 www.ippanetwork.org F 023 What Does Leadership Development Have to Do with Program F 035 The Happy Update: Self-reported Happiness Linked to Semantic Evaluation?: Strategies for Combining Organizational Assessment and Representations of Status Updates in Facebook Individual Development D. Garcia1, O.N.E. Kjell2, S. Sikström3 R. McKenna, R.D. Kirce, M. Hickory, C. Rudd 1University of Gothenburg, Centre of Ethics, Law and Mental Health, Gothenburg, Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, , 2Lund University, Psychology, Lund, Sweden, 3Lund University, United States Lund, Sweden

F 024 Differentiated Leadership: A Systems Perspective on Assessing and F 036 The Dark Triad, Happiness and Words Related to Happiness Developing Leaders D. Garcia1, O.N.E. Kjell2, S. Sikström2 R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2, E. Pavese-Kaplan2, R. Kirce2, C. 1University of Gothenburg, Centre for Ethics, Law and Mental Health, Hawkinson2, D. Ecker2, T. Brown2 Gothenburg, Sweden, 1Lund University, Psychology, Lund, Sweden 1Center for Leadership Research & Development, Seattle, WA, United States, 2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, F 037 Resilience in Children with the Risk of Witnessing United States Domestic Violence J.C. Gaxiola Romero, M.P. Vázquez García, E.R. Valenzuela Hernández, S.A. F 025 Abstract has been withdrawn Corrales Dórame, C.L. Aranda Corrales, R.M. Millanes Vargas Universidad de Sonora, Psychology, Hermosillo, Mexico F 026 Youth Purpose and Satisfaction with Life of Students Engaged in Community and Social Activities F 038 Students' Perception of Teachers' Character Strengths and U.F. Araujo, V.A. Arantes Classroom Management University of Sao Paulo, Sao Paulo, Brazil P. Gradisek University of Ljubljana, Faculty of Education, Ljubljana, Slovenia F 027 Positive Strenghts to a Healthier Life: A Brazilian Study about Optimism F 039 The Application of the Individually Highest Strengths at Work M.R. Bastianello, C.S. Hutz Fosters Calling: Preliminary Results of a Strengths-based Random- Federal University of Rio Grande do Sul, Porto Alegre, Brazil assignment, Placebo-controlled Online-intervention Study at Work to Increase Calling F 028 Subjective Well-being, Psychological Capital and Character C. Harzer1,2, W. Ruch1 Strengths in Workers of Social Interventions in Chile 1University of Zurich, Switzerland, Personality and Assessment, Zurich, M.A. Bilbao, J. Pavez Switzerland, 2University of South Carolina, Psychology, Columbia, SC, Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile United States

F 029 Psychometric Characteristics of the Spanish Version of the PsyCap F 040 Validation of the Romantic Relationships Scale by Fraley, Waller and VIA IS, Applied to Workers from Social Programs in Chile and Brennan (2000) M.A. Bilbao, C. Ferrada, B. Hernandez, N. Poblete, L. Ordenes A. Herrera, A. Lyon, P. Zavarce Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela

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 Physically Disabled Persons a Group's Work Behavior and Styles S. Coulombe1,2, S. Jutras1,2, K. Taupier3 J. Hu 1Université du Québec à Montréal, Psychology, Montreal, QC, Canada, 2Centre for Growthring Consulting, Research Department, Shanghai, China Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC, Canada, 3Centre de Réadaptation Lucie-Bruneau, Montreal, QC, Canada F 042 "You’ve Got to Have Heart," - A One Woman Cabaret Performance and Workshop on the Virtue of Humanity F 031 Core Conceptions of Self Influence Character Strengths B. Jones L. De La Lama1, L. Batthyany De La Lama2, A. Wittgensetin3 Private Practice, Ranchos de Taos, NM, United States 1University of South Florida, Counselor Education and Supervision, Tampa, FL, United States, 2University of South Florida, Tampa, FL, United States, 3Argosy F 043 Meaning of Life among Polish Young People University, Tampa, FL, , Tampa, FL, United States M.M. Kossakowska1, P. Kwiatek2, T. Stefaniak3 1University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland, 2The F 032 Character Strengths and Patterns of Work-related Attitude and Salesian Pontifical University, Rome, Italy, 3Medical University of Gdansk, Coping Behaviors Gdansk, Poland F. Gander, R.T. Proyer, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland F 044 Strong Enough to Give: High Coping Appraisal and Compassionate Behavior F 033 Gratitude in Venezuelans H.E. Krebs1,2, S. Palazzotto1 M.E. Garassini1,2 1Claremont Graduate University, School of Behavioral and Organizational 1Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela, Sciences, Claremont, CA, United States, 2California State Polytechnic University, 2Sociedad Venezolana de Psicología Positiva, Junta Directiva, Caracas, Venezuela Psychology, Pomona, CA, United States

F 034 Work Climate and Virtues Predict Positive Emotions and F 045 Promoting Humor in People with Intellectual and Developmental Performance at Call Centres Disabilities through the Use of Printed Material C.W. Funes Moreno1, O.N.E. Kjell2, A.-C. Andersson Arntén3, S. Sikström2, T. D. Paredes Gómez1, R. M. Sinovas2, A. Redondo Redondo2, I. González Álvarez3 Archer3, D. Garcia4 1Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain, 2University of 1University of Central America, San Salvador, El Salvador, 2Lund University, Valladolid, Psychology, Valladolid, Spain, 3FEAPS Castilla y León, Psychology, Lund, Sweden, 3University of Gothenburg, Gothenburg, Sweden, Valladolid, Spain 4University of Gothenburg, Centre for Ethics, Law and Mental Health, Gothenburg, Sweden

37 www.ippanetwork.org Poster Session 1 (cont’d) F 046 “WELL-BEING-WELL”: A Program for Promoting Personal F 055 Acceptability of a CBT Program Supported by Virtual Reality and Well-being and Mental Health for People with Intellectual and Positive Psychology Strategies for the Treatment of Adjustment Disorders Developmental Disabilities S. Quero1,2, C. Botella1,2, S. Andreu-Mateu1, R. Banos2,3, M. Molés1, V. Guillén1 I. González Álvarez1, A. Redondo Redondo2, R.M. Sinovas2, D. Paredes Gómez3 1Universitat Jaume I, Castellón, Spain, 2Ciber de Fisiopatología de la Obesidad y 1FEAPS Castilla y León, Valladolid, Spain, 2University of Valladolid, Psychology, Nutrición (CIBEROBN), Santiago, Spain, 3Universitat de Valencia, Valencia, Spain Valladolid, Spain, 3Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain F 056 Emotional Therapy Online: An Internet-based Intervention for the F 047 Is the Subjective Well-being of the Portuguese and the Spanish after Care Self-management of Chronic Pain Influenced by their Satisfaction with Income? An Online Exploratory Study R. Herrero1, G. Molinari1, E. del Rio1, C. Botella1,2, R. Baños2,3, A. García- C. Rivero1,2, R. M. Sinovas3, P. Luís1, M. Oliveira1,2, H.A. Marujo1,2, L.M. Neto1,2 Palacios1,2 1Instituto Superior de Ciências Sociais e Politicas (School of Social and Political 1Universitat Jaume I, Castellon de la Plana, Spain, 2CIBER de Fisiopatología de la Sciences), Technical University of Lisbon, Lisboa, Portugal, 2APEIPP - Associação Obesidad y Nutrición, Castellon de la Plana, Spain, 3Universitat de Valencia, Portuguesa de Estudos e Intervençao em Psicologia Positiva (Portuguese Valencia, Spain Association of Research and Intervention on Positive Psychology), Lisboa, Portugal, 3University of Valladolid, Psychology, Valladolid, Spain F 057 Abstract has been withdrawn

F 048 Social Comparison and Salary Discrepancies: An Exploratory Study F 058 The Process of the Positive Psychotherapy for Students with on the Impact upon the Wellbeing of Portuguese and Spanish Workers Interpersonal Relationship Disturbance R. M. Sinovas1, C. Rivero2,3, P. Luís2, M. Oliveira2,3, H.A. Marujo2,3, L.M. Neto2,3 H.F. Cheng 1University of Valladolid, Psychology, Valladolid, Spain, 2Instituto Superior de Young-An Elementary School Counselor, Counseling Center, Taipei, Taiwan, Ciências Sociais e Politicas (School of Social and Political Sciences), Technical Republic of China University of Lisbon, Lisboa, Portugal, 3APEIPP - Associação Portuguesa de Estudos e Intervençao em Psicologia Positiva (Portuguese Association of Research F 059 The of Therapeutic Effect of Short-term Art Therapy and Intervention on Positive Psychology), Lisboa, Portugal with Positive Psychology View H.C.A. Chu F 049 Reinventing the Workplace for Millennials through Relational Job New Taiei Municipal Lin-Kou Senior High School, New Taipei City, Taiwan, Design and Relational Mentoring Republic of China R. Yi, M. Bligh, B. Reichard, S. Donaldson Claremont Graduate University, Claremont, CA, United States F 060 Positive Cognitive Behavior Therapy for Adolescents: A Case Study T. Freire, A. Teixeira, E. Silva, J. Mourão F 050 Survey of Psychological Causes of Afghanistan Women’s Tendecy to University of Minho, Braga, Portugal Suicide (Self_Immolation) P. Ahmadi1, Z. Sepehri Shamloo2, S. Ahmadi3, M.R. Ahmadi4, G.R. Vaezi5 F 062 The Parental Consultation Model with the Perspective of Chinese 1Ferdowsi University of Mashhad-Iran, Clinical Psychology, Herat, Afghanistan, Positive Psychology and its Therapeutic Effects: With Four Taiwan Mothers 2Ferdowsi University of Mashhad-Iran, Mashhad, Iran, Islamic Republic of, as Examples 3Ferdowsi University of Mashhad-Iran, Herat, Afghanistan, 4Islamic Azad P.L. Harn1, P.L. Wu2 University of Mashhad (IAUM), Herat, Afghanistan, 5Afghanistan Research and 1Hsuan Chunag University, , Hsinchu, Taiwan, Republic of Social Change Org (ARSCO), Kabul, Afghanistan China, 2National Taiwan Normal University, Education Psychology & Counseling, Taipei, Taiwan, Republic of China F 051 Positive Psychology: Pathology, Prevention and Promotion Z. Alford1, M. White1,2 F 061 Being Alone versus Being with People: The Impact on the 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Momentary Affective Experience of Adolescents and Older Adults Graduate School of Education, Melbourne, VIC, Australia M.J. Ferreira1, G. Matias2, C. Fonte3, T. Freira2 1Universidade Lusófona do Porto, Porto, Portugal, 2Universidade do Minho, F 052 Effectiveness of Counseling Program for Mothers in Developing Braga, Portugal, 1Universidade Fernando Pessoa, Porto, Portugal Skills Responding to the Psychological and Social Needs of their Gifted Daughters in Primary Schools F 063 The Efficacy of Body-mind-Spirit Group Therapy on Depression and M. Almeqren Salivary Cortisol Responses for Young Breast Cancer Survivors Princess Nora Bint Abdul Rahman University, Psychology, Riyadh, Saudi Arabia F.-H. Hsiao1, K.-J. Chang2, C.-S. Huang3, W.-H. Kuo3, P.-S. Yang4, Y.-F. Liu4, Y.-M. Lai5, Y.-T. Chen5 F 053 Positive CBT. From Reducing Distress to Building Success - State of 1National Taiwan University, Nursing, Taipei, Taiwan, Republic of China, 2Cheng the Art Ching General Hospital, Taipei, Taiwan, Republic of China, 3National Taiwan F. Bannink University, Taipei, Taiwan, Republic of China, 4Mackay Memorial Hospital, Bannink, Amsterdam, Netherlands Taipei, Taiwan, Republic of China, 5Chang-Gung University, Tao-Yuan, Taiwan, Republic of China F 054 Defense Styles and Self-reports of Posttraumatic Growth M. Boerner1, S. Joseph1, D. Murphy2 F 064 Solutions Focus: A Positive Approach to Coaching and Change 1University of Nottingham, School of Sociology and Social Policy, Nottingham, K. Barclay, G. Barclay United Kingdom, 2University of Nottingham, School of Education, Nottingham, Lifestyle Wellness Partners LLC, Maricopa, AZ, United States United Kingdom 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 F 080 Yoga-Thrive: An Evaluation of the Physical and Psychological A. Jain, K. Singh Benefits of a Yoga-based Program for Cancer Survivors and Patients Indian Institute of Technology - Delhi, New Delhi, India A.G. Bearden1, R. Newton2 1Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB, F 068 Promoting Well-being Through Urban Design Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada M.R. Crawford, M.D. Holder University of British Columbia, Psychology, Kelowna, BC, Canada F 081 Self-acceptance in the Education and Counseling of Young People M.E. Bernard F 069 Identifying Personality Facets Related to a Connection to Nature University of Melbourne, Melbourne Graduate School of Education, Parkville, M.R. Crawford, M.D. Holder VIC, Australia University of British Columbia, Psychology, Kelowna, BC, Canada F 082 “TO BE A HERO”: A systematic Positive Psychology Training F 070 Evaluation of the 4-H Record Book as a Positive Youth Program for School Teachers in China Development Intervention H. Cao, M. Guan, Z. Zhu, X. Meng L.H. Bikos1, D.M. Haney2, S. Hsia2, K. Kirkpatrick-Husk2, M. Bossen2, Institute of Psychology, Chinese Academy of Sciences, Beijing, China R. Bullock2, J. Jenkins2, R. Kirce2, H. Roche2, J. Weaver2, K.K. Wenzel2 1Seattle Pacific University, Clinical Psychology, Seattle, WA, United States, F 083 What Do you Want to Be When you Grow Up? The Relationships 2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, between Emotion, Dispositional Hope, and Career Decision-Making Self- United States efficacy among Korean High Schoolers Y. Chung1, S.-Y. Park2 F 071 Who Is Calling You? Perceptions of Calling and 1Sogang University, Seoul, Korea, Republic of, 2University of North Carolina at Transformational Events Greensboro, Greensboro, NC, United States R.B. McKenna1,2, D.M. Haney2 1Center for Leadership Research & Development, Seattle, WA, United States, F 084 Hope as Resource in an Environment of Standardized Testing and 2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, Tracking Based on Achievement? United States K. Delichte Alliant International University, Fresno, CA, United States F 072 Activating Hubs of Wellbeing: Case Study of Mt Barker, South Australia F 085 Creativity to Overcome Transactional Distance in Online Learning G. Kelly1, K. Bartley2, R. Earl1,3 for Undergraduate Biology Students 1Adelaide Thinkers in Residence, Government of South Australia, Department for D. Diki Premier and Cabinet, Adelaide, SA, Australia, 2Department for Education and Claremont Graduate University, Claremont, CA, United States Child Development, Government of South Australia, Adelaide, SA, Australia, 3Univeristy of Adelaide, Psychology, Adelaide, SA, Australia F 086 Family Background, Parental Involvement and Levels of Children's Hope F 073 Cultural Specificity and Effects of Higher Education on People's T.A. Fernandez Orientations to Happiness in a Nationally Representative Swiss Sample Alliant International University, Fresno, CA, United States S. Brouwers, W. Ruch University of Zurich, Zurich, Switzerland F 087 Supportive Others in the Development of Four-year and Community College Students F 074 Acculturation Discrepancies, PGI and Adaptation among Mexican V. Fruiht Immigrants: Does La Familia Know Best? Claremont Graduate University, School of Behavioral and Organizational M. Longhurst, C. Robitschek Sciences, Claremont, CA, United States Texas Tech University, Psychology, Lubbock, TX, United States F 088 Positive Psychology in the Classroom: A Case of Positive F 075 Factor Structure and Correlation of MHC-SF and SWLS: Study from Psychology Intervention for Special Education in High School the Kingdom of Saudi Arabia A. Goldstein1, N. Park2 M. Salama-Younes1, M.M. Abdel-Hafiz1,2 1San Francisco Unified School District, San Francisco, CA, United States, 1Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, 2University of Michigan, Ann Arbor, MI, United States Egypt, 2Umm Al-Qura University, Makkah, Saudi Arabia F 089 Applying the Dualistic Model of Passion to Post-secondary Online F 076 From Experience to Application: Infusing Undergraduate Teaching Instruction: A Comparative Study with Principles of Positive Psychology S. Greenberger A. Allen, J. Keener Grand Canyon University, Phoenix, AZ, United States Barry University, School of Adult and Continuing Education, Miami Shores, FL, United States F 090 Creativity and the Evolution of Culture: The Evolution of Student Understanding in an Online Capstone Course F 077 Positive Psychology as a Framework for Student Affairs Practice in D. Gute, G. Gute Higher Education University of Northern Iowa, Cedar Falls, IA, United States V.M. Ambler, J. Fisler College of William & Mary, Office of Student Affairs, Williamsburg, VA, F 091 Pastoral Care at Ivanhoe Grammar School United States J.A. Hewett Ivanhoe Grammar School, Melbourne, VIC, Australia F 078 Mindfulness in Middle School: Connecting Heart and Minds at Kingswood College F 092 Surprising College Students with Resiliency Training S. Anil1, E. Lenders1, L. Waters2 M.M. Huber 1Kingswood College, Melbourne, VIC, Australia, 2University of Melbourne, Youngstown State University, Accounting and Finance, Youngstown, OH, Melbourne Graduate School of Education, Melbourne, VIC, Australia 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 1Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB, Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada 39 www.ippanetwork.org Poster Session 1 (cont’d) F 093 Evidence of Meaning in Context: Work, Expertise, and Well-being F 104 Complexity as a Catalyst for Flow and Creativity in the Family for Professionals Lives of Creative People M.M. Huber1, M.L. Kearn2, D. Law1 G. Gute1, D.S. Gute2, J. Nakamura3, M. Csikszentmihalyi3 1Youngstown State University, Accounting and Finance, Youngstown, OH, United 1University of Northern Iowa, School of Applied Human Sciences, Cedar Falls, IA, States, 2University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States, 2University of Northern Iowa, Academic Learning Center, Cedar United States Falls, IA, United States, 3Claremont Graduate University, Quality of Life Research Center, Claremont, CA, United States F 094 Fostering Teacher Resilience at the Pre-service Level R.L. Justeson F 105 Effect of Autotelic Personality on Inferiority Feelings California State University, Chico, School of Education, Chico, CA, United States K. Hirao, R. Kobayashi, K. Yabuwaki Kibi International University, Takahashi, Japan F 095 Hope Paves the Way: Family Background, Parental Behavior, Reading Motivation, Test Taking, Career Ambitions, and Vocational F 106 Passionate Love as a Flow Experience Competency Development H.N. Keiser1, S.R. Ross2 K. Delichte1, T.A. Fernandez1, F. Kadva1, J. Lehman1, L. Machicote1, K. Yoshida1, 1University of Minnesota, Twin Cities, MN, United States, 2DePauw University, C. Wandeler1,2,3 Psychology, Greencastle, IN, United States 1Alliant International University, Fresno, CA, United States, 2University of Teacher Training, Fribourg, Switzerland, 3University Fribourg, Fribourg, F 107 The Responsibility Associated with Psychological Well-being of Switzerland Mexican Adolescents P. Andrade Palos1, D. Betancourt Ocampo2, C.O. Sánchez Xicotencatl3 F 096 First Generation College Students Support, Well-being, Time 1Universidad Nacional Autónoma de México, Facultad de Psicología, Méxcio, Perspective, Empathy, Positivity, Stress and Academic Success: Unique Mexico, 2Universidad Anáhuac México Norte, México, Mexico, 3Universidad Pressures for Hispanic & Latina/o Americans Nacional Autónoma de México, México, Mexico M. Rivera1,2, S.Y. Kuchenbecker1 1Chapman University, Department of Psychology, Orange, CA, United States, F 108 Positive Affect Influences Systolic Blood Pressure Reactivity during 2Harvard University, Graduate School of Education - Human Dev. & Psychology, a Painful Physical Stress Task Boston, CA, United States S.M. Bassett1, T.L. Kraft1, S.D. Pressman2 1University of Kansas, Psychology, Lawrence, KS, United States, 2University of F 097 Brief Videos and “START Everyday Heroes” Reminder Bands California, Psychology, Irvine, CA, United States Facilitate Well-being and Pro-social Behavior J. Celniker, C. Colicino, B. Everett, K. Gilbert, B. Franco, A. Jacobsmeyer, C. F 109 Subjective Sleep Quality Is Associated with Self-reported Resilience Butterfield, H. Silva, S.Y. Kuchenbecker in the Survivors of Trauma Chapman University, Department of Psychology, Orange, CA, United States S.M. Bassett1, T.L. Kraft1, E.B. Kroska2, S.D. Pressman3 1University of Kansas, Psychology, Lawrence, KS, United States, 2University of F 098 Predictors of Optimal College Experience from a Developmental Iowa, Psychology, Iowa City, IA, United States, 3University of California - Irvine, Perspective Psychology, Irvine, CA, United States A. Kukita Claremont Graduate University, School of Behavioral and Organizational Science, F 110 Deciphering Prospective Links between Perseverance and Health: Claremont, CA, United States An Integrative Approach L.E. Benson1, M.L. Kern1, E. Larson1, L. Steinberg2 F 099 Novice Teachers' Perspectives on Teaching Remedial Mathematics to 1University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United the Disadvantaged Students States, 2Temple University, Psychology, Philadelphia, PA, United States Y.-M. Lee National Taipei University of Education, Department of Psychology and F 111 Effects of Physical Activity Levels on Self-concept among Counseling, Taipei, Taiwan, Republic of China College Students H. Cho1, H. So2 F 100 iAstronaut - Hope as Rocket Fuel for Children's Career Ambitions 1Claremont Graduate University, School of Community and Global Health, J. Lehman, F. Kadva Claremont, CA, United States, 2California State University, Department of Alliant International University, Fresno, CA, United States Kinesiology, San Bernardino, CA, United States

F 101 Get into your Flow T'ai Chi Kineo F 112 An Internet-based Positive Affect and Coping Skills Intervention for E. Belz Adults with Type 2 Diabetes Vivo Selbstmanagement + Consulting, Konstanz, Germany M.A. Cohn, L.R. Saslow, J.T. Moskowitz University of California, Osher Center for Integrative Medicine, San Francisco, F 102 Flow, Mood, and Visual Creativity CA, United States G.M. Cseh, L.H. Phillips, D.G. Pearson University of Aberdeen, School of Psychology, Aberdeen, United Kingdom 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 F 103 Inducing Flow Through Written Prompts: A Mixed Western Washington University, Psychology, Bellingham, WA, United States Methods Approach M. Dubin, E. Lyrintzis, J. Heisey F 114 The Impact of Heavy Drinkers on the Health and Well-being Claremont Graduate Univeristy, School of Behavioral and Organizational of Others Sciences, Claremont, CA, United States D.L. Dinnel, K.J. Schalock, S.L. McGarrity, L.A. Clark Western Washington University, Psychology, Bellingham, WA, United States

40 www.ippanetwork.org F 115 The Effectiveness of REBT Therapy and RT and the Mixed one on F 125 Efficacy of a Character Strengths Enhancement Program the Hope of Patients with Second Stage/Invasive Ductal Breast Carcinoma (FLORIST®) Based on Positive Psychotherapy for Nurses in Tehran N.-B. Lee1, J.-E. Lee2, Y. Han2, J.-W. Choi2, J.-A. Min1, K.-I. Jang1, J.-H. Chae1 P. Ebadi1, F. Bahari2 1The Catholic University of Korea, Psychiatry, Seoul, Korea, Republic of, 2Strength 1MAMA Journal, Owner and Chairman of The First Specific Journal of Women's Garden, Seoul, Korea, Republic of Health in Iran, Tehran, Iran, Islamic Republic of, 2Arak Science and Research University, Psychology and Counseling, Arak, Iran, Islamic Republic of F 126 Abstract has been withdrawn

F 116 Do Flourishing People Have Healthier Lifestyles? A Cross-sectional F 127 A Delphi Study for the Development of Protocol Guidelines for Yoga Internet Survey of Wellbeing and its Association with Healthy Behaviors in Interventions in Mental Health, Positive Emotions and Well-being Chilean Adults M.J. de Manincor, A. Bensoussan, C. Smith, P. Fahey, S. Bourchier G. Echeverría1, S. D'Acuña1, P. Jiménez1, I. Urquiaga1, A. Parada1,2, M. Bitran1,3, University of Western Sydney, Centre for Complementary Medicine Research, N. Pedrals1, F. Leighton1, A. Rigotti1,2 Sydney, NSW, Australia 1Pontificia Universidad Católica de Chile, Centro de Nutrición Molecular y Enfermedades Crónicas, Santiago, Chile, 2Pontificia Universidad Católica de F 128 The Inverse Relationship between Depression, Stress and Thai Chile, Departamento de Nutrición, Diabetes y Metabolismo, Santiago, Chile, Happiness indicators of Thai Youth 3Pontificia Universidad Católica de Chile, Centro de Educación Médica, T. Detkong, R. Kornprasi Santiago, Chile Adviser Group, Department of Mental Health, Nonthaburi, Thailand

F 117 Resilience Training in the Danish Army F 129 A Campus-wide Mentoring System for First-year Students to E. Hertz Enhance Wellness and the Development of Positive Psychological Factors Center for Mental Robusthed/Center for Mental Toughness, Copenhagen, Denmark that Affect Academic Achievement A. Du Plessis, L. Botha, C. Cilliers, P. Kloppers, E. Strauss F 118 The Relationship of Oxytocin to Benefit Finding, Coping, and Stellenbosch University, Student and Academic Support, Stellenbosch, Optimism in HIV South Africa C.B. Kelsch1, G. Ironson1, A. Szeto2, H. Kremer1, N. Schneiderman1, A.J. Mendez2 1University of Miami, Psychology, Coral Gables, FL, United States, 2University of F 130 Mobile-based Experience Sampling Method as an “Accidental” Miami Miller School of Medicine, Diabetes Research Institute, Miami, FL, Developmental Tool: A Developmental Readiness Perspective United States J. Fajans Claremont Graduate University, Positive Organizational Psychology, Claremont, F 119 Perceived Neighborhood Social Cohesion and Stroke CA, United States E.S. Kim, N. Park, C. Peterson University of Michigan, Psychology, Ann Arbor, MI, United States F 131 Self-experimentation & the Quantified Self: New Avenues for Positive Psychology Research and Application F 120 Using the Appreciative Inquiry Method to Operationalise J. Fajans the Strategic Intent and Constitution of the Positive Education Claremont Graduate University, Positive Organizational Psychology, Claremont, Schools Association CA, United States A. Johnstone Seymour College, Adelaide, SA, Australia F 132 Positive Psychology: A Catalyst for Renewal in University Counseling Centers F 121 Faith and Positive Psychology: What Can Homo positivus S.L. Flessati1, J. Miller1, A.L. Ciccocioppo2 Contribute to Homo religiosus? 1Mount Royal University, Student Counselling, Calgary, AB, Canada, 2University P. Kwiatek1, K. Skrzypiska2,3, A. Pecoraro4 of Calgary, Student Union Wellness Centre, Calgary, AB, Canada 1Salesian Pontifical University, Rome, Italy, 2Institute of Psychology, University of Gdask, Gdask, Poland, 3Founder of the Polish Society for the Psychology of F 133 Abstract has been withdrawn Religion and Spirituality, Gdask, Poland, 4Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States F 134 Impact of a Gratitude Intervention on Life Satisfaction: Is It Being Thankful or Being Thanked that Promotes Well-being? F 122 Book of Life: Enhancing Personal Strengths M.W. Gerson, D.D. Foster, A.F. Waters, J.M. Lynds, B.M. Ford, A.I. Breda, R.L. L. Farfallini1, E. Etchemendy2, B. Serrano1,2, J. Bretón-López1,2, C. Botella1,2, R. Chavez, J. Lim Baños2,3 California Lutheran University, Psychology, Thousand Oaks, CA, United States 1Universitat Jaume I, Castellón de la Plana, Spain, 2CIBEROBN, ISC III, Santiago de Compostela, Spain, 3Universitat de Valencia, Valencia, Spain F 135 Abstract has been withdrawn

F 123 Preferences and Usefulness of a Brief Psychological Intervention F 136 Moderate to Severe Traumatic Brain Injury: Important Actions to that Uses Information and Communication Technologies (ICT) to Promote Optimize Psychosocial Adaptation Well-being in Adult Oncology Inpatients A. Hamelin1, C. Jourdan-Ionescu1, P. Boudreault2 M. Espinoza1, R.M. Baños2, A. García-Palacios1, C. Botella1, J.M. Cervera3, G. 1Unviversité du Québec à Trois-Rivières, Psychology, Trois-Rivières, QC, Canada, Esquerdo3, E. Barrajón3 2Unviersité du Québec en Ouataouais, Sciences de l'Éducation, Gatineau, 1Universitat Jaume I, Castellón de la Plana, Spain, 2Universidad de Valencia, QC, Canada Valencia, Spain, 3ITIC, Hospital Clínica Benidorm, Benidorm, Spain F 137 Effects of Positive Interventions on Mental Health of Breast Cancer F 124 Positive Adolescent Promotion Patients A.M. Catalá, M.E. Garassini, M.E. Aquique H. Horike Metropolitan University of Caracas, Behavioral Science Department, Tohoku Gakuin University, Department of Human Science, Sendai, Japan Caracas, Venezuela 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 1Seattle Pacific University, Clinical Psychology, Seattle, WA, United States, 2Evergreen State College, Psychology, Olympia, WA, United States

41 www.ippanetwork.org Poster Session 1 (cont’d) F 139 Medium-to Long-term Effectiveness of Positive Psychology F 150 Subjective Well-being as a Result of Personal Growth Interpretation Approach in Preventing Depressive Symptoms of the Community Elderly of Attained Goals Y. Jin1,2, N. Niino2, F. Yu3, A. Morita4, S. An1, H. Haga2 Z. Bahrami Ehsan, J. Cranney, S. Hadi Sadeghi 1The Dia Foundation for Research on Ageing Societies, Tokyo, Japan, 2Institute of University of New South Wales, Psychology, Sydney, NSW, Australia Aging and Human Development, Obirin University, Tokyo, Japan, 3Hunchun City Happy Health Center for The Elderly, Hunchun, China, 4Department of Human F 151 Psychological Facilitators of Colorectal Cancer Screening: What Ecology, The University of Tokyo, Tokyo, Japan Factors Can Motivate People to Participate in a Colorectal Cancer Screening Test? F 140 Why Positive Psychology Ought to Include Laughter Yoga as an M. Bridou, C. Aguerre Intervention Strategy University François Rabelais of Tours, Tours, France S. Kavanagh, P. MacNeela School of Psychology, National University of Ireland, Galway, Ireland F 152 How Self-regulation Predicts Progress in Health Related Goal Pursuit F 141 A Positive Intervention for Adolescent Victims of School Bullying A. Castonguay1, P. Miquelon2, P.-É. Chamberland2 H.M. Kim, D.H. Song, W.Y. Im, K.A. Cheon 1Université du Québec à Trois-Rivières, Psychologie, Trois-Rivières, QC, Canada, Yonsei University College of Medicine, Department of Psychiatry, Seoul, Korea, 2Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada Republic of F 153 Stereotype Threat Effects on Female’s Soccer Motor Learning F 142 Who Is your Hero? Honoring our Heroes, Inspiring the World & S. Chiviacowsky, C. Heidrich Preparing Future Heroes Federal University of Pelotas, Pelotas, Brazil K.'. Koetting1,2 1Northcentral University, Prescott Valley, AZ, United States, 2Wellness and Well- F 154 Giving the Prevention Optimist a Sense of Control: Persevering on being Solutions, LLC, Leawood, KS, United States an Anagram Task A. Feravich F 143 Life Is Looking Up: A Pilot Study to Investigate Whether Stargazing Oakland University, Rochester, MI, United States Activity Demonstrates a Connectedness to Nature R. Bell1, K.N. Irvine1, S. Warber2, C. Wilson1 F 155 Our Breath - The Connection between our Body and Mind. Why the 1Leicester De Montfort University, Institute for Energy and Sustainable Exhalation Is to Be Emphasized and How it Is Directly Linked to Stress Development, Leicester, United Kingdom, 2University of Michigan, Family A. Aarsland1,2, N. Hanssen3 Medicine, Ann Arbor, MI, United States 1Cappelen Damm, Slependen, Norway, 2Pusteteknikk (Breathing technique.no), Owner, Selepnden, Norway, 3Cappelen Damm, Oslo, Norway F 144 Charity Challenge and the Activation of Signature Strengths A. Coghlan, K. Filo F 156 The Strength Principle of Risk-need-Responsivity Model of Griffith University, Department of Tourism, Sport and Hotel Management, Gold Offender Rehabilitation Coast, QLD, Australia A. Azizian1,2, W. Saloum2, J. Hazel2, J. Kasdorf2 1California State University, Criminology, Fresno, CA, United States, 2California F 145 The Measurement of Leisure and Recreational Activities for State Hospitals, Psychology, Coalinga, CA, United States Individuals with Autism and other Intellectual and Developmental Disabilities Utilizing the Social Community Integration Matrix (SCIM) F 157 Charitable Donation: The Underlying Mechanisms Behind Giving L.A. Dotson1,2 C.M. Benavides, A.L. Thomson 1Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, Claremont Graduate University, Behavioral and Organizational Sciences, United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, Claremont, CA, United States CA, United States F 158 Communication and Parental Supervision, Friends and Prosocial F 146 Preliminary Findings Regarding the Utility of the Satisfaction with Behavior of Mexican Adolescents Life Scale and the Subjective Happiness Scale for Adults with Autism and D. Betancourt Ocampo1, P. Andrade Palos2, A. González González3 other Developmental Disabilities 1Universidad Anáhuac México Norte, Facultad de Psicología, México, Mexico, L.A. Dotson1,2 2Universidad Nacional Autónoma de México, Facultad de Psicología, México, 1Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, Mexico, 3Universidad Nacional Autónoma de México, Dirección General de United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, Servicios Médicos, México, Mexico CA, United States F 159 The Relationships among Sexual Attitudes, Self-esteem, and F 147 Happiness Narratives: Individuals with Autism and other Acculturation among Heterosexual Latina Women Residing in the Intellectual and Developmental Disabilities Share Stories of Family, United States Friendship and Adventure M.M. Carcel, V. Gutierrez, J. Madero L.A. Dotson1,2 Alliant International University, CSPP, San Diego, CA, United States 1Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, F 160 Optimal Optimism: Establishing a Motivational Model of CA, United States Realistic Optimism S.C. Chou F 148 The Art and Science of Film and Behavior Change: An National Taiwan University, Psychology, Taipei, Taiwan, Republic of China Emerging Agenda B. Karlin, K. Ahu, B. Duoung F 161 Optimal Optimism: Establishing a Cognitive Model of University of California Irvine, Irvine, CA, United States Realistic Optimism S.C. Chou F 149 The Application of Positive Psychology to Digital Dating National Taiwan University, Psychology, Taipei, Taiwan, Republic of China M.F. Guthrie Yarwood, C. Hendrick Texas Tech University, Psychology, Lubbock, TX, United States

42 www.ippanetwork.org F 162 What Is Optimal about Optimal Optimism? The Pros and Cons of F 174 A Longitudinal Investigation of Gratitude and Positive Affect in Realistic Optimism Adolescents: Examining Moderators and Mediators S.C. Chou C. Harris, D. Arouty, J. Froh National Taiwan University, Psychology, Taipei, Taiwan, Republic of China Hofstra University, School-, Hempstead, NY, United States

F 163 Subliminal Priming and Pro-environmental Behaviours: The F 175 Assessment of Positive/Negative Emotions among College Students Moderating Role of Positive Emotions and School Performance S. De Dominicis1,2, M. Bonaiuto1,2 M.D.R. Hernandez-Pozo1, M.A. Campos Resendiz2, J.L. Gomez Resendez3, J.A. 1Sapienza Rome University, Dipartimento di Psicologia dei Processi di Sviluppo e Valerio Carbajal4, M.A. Alvarez Gasca5 Socializzazione, Roma, Italy, 2Sapienza Rome University, CIRPA - Centro 1Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Interuniversitario di Ricerca in Psicologia Ambientale, Roma, Italy Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Morelos, Mexico, 2Universidad Nacional Autonoma de Mexico, UNAM, Psicologia, FES Iztacala, F 164 Global Health and Positive Psychology Tlalnepantla, Mexico, 3Universidad Popular de la Chontalpa, Psicologia, Division J. Ghannam1,2, K. Sood2 de Ciencias Sociales y Administrativas, Cardenas, Mexico, 4Universidad 1UCSF School of Medicine, Department of Psychiatry, San Francisco, CA, United Autonoma del Estado de Morelos, Facultad de Ciencias Quimicas e Ingenierias, States, 2UCSF Global Health Sciences, San Francisco, CA, United States Cuernavaca, Mexico, 5Universidad Nacional Autonoma de Mexico, UNAM, FES Iztacala, Medicina, Tlanepantla, Mexico F 165 Searching for Meaning Leads to Presence of Meaning under Conditions of High Life Satisfaction F 176 Effect of Positive Psychotherapy on Currently Abstinent Alcohol M.E. Grouden, P.E. Jose Dependents Victoria University of Wellington, Psychology, Wellington, New Zealand K. Kaur, V. Sharma Institute of Human Behavior and Allied Sciences, Clinical Psychology, Delhi, India F 166 Presence of Meaning Predicts an Increase in Happiness and Life Satisfaction for Older People F 177 Research Methods to Explore their Own Potential to Foster a M.E. Grouden, P.E. Jose Positive Attitude of the Army Victoria University of Wellington, Psychology, Wellington, New Zealand Y. Li The People's Liberation Army of China 95958, Shanghai, China F 167 Children’s Expression of Positive Emotion and Family Member Reciprocity in the Everyday Lives of Families: A Naturalistic Approach F 178 Social Relationships and Subjective Well-being amongst People with S. Bai-Koh1, J. Sperling2,3, R.L. Repetti1 Acquired Brain Injury 1University of California Los Angeles, Psychology, Los Angeles, CA, United States, A.K. Chmiel, M.D. Holder 2McLean Hospital, Belmont, MA, United States, 3Harvard Medical School, Boston, University of British Columbia- Okanagan, Psychology, Kelowna, BC, Canada MA, United States F 179 Clear Skies Ahead: Fair Weather Conditions Are Associated with F 168 A Mood Induction Procedure (MIP) to Induce Joy and Activation Relationship Status and Comfort with Intimacy in Children W.J. Chopik, N. Park, C. Peterson P. Escobar Valero1, M. Miragall1, L. Vara1, A. Carrillo1, A. Cebolla2,3, R.M. Baños University of Michigan, Ann Arbor, MI, United States Rivera1,2 1Universidad de Valencia, Personalidad, Evaluación y Tratamientos Psicológicos, F 180 A Closer Look at Romantic Getaways: New Experiences in Travel Valencia, Spain, 2CIBER de Fisiopatología de la Obesidad y Nutrición, Are Associated with Greater Relationship Satisfaction and Passion (CIBEROBN), Santiago de Compostela, Spain, 3Universidad Jaume I de Castellón, J. Coffey1, B.A. Wang2 Psicología Básica, Clínica y Psicobiologia, Castellon, Spain 1Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Pomona College, Claremont, CA, F 169 Mindfulness Based Training and Positive Affect. A Pilot Study in United States Venezuela J. Blanco Baldo, A.J. Paz F 181 Positive Relationships, Meaning of Life and Happiness among Universidad Metropolitana, Behavioral Sciences, Caracas, Venezuela Malaysian Adolescents I.H. Hashim1, N. Mohd Zaharim2 F 170 Gratitude and Prosocial Behavior Following Trauma: Lessons from 1University Sains Malaysia, School of Social Sciences, Pulau Pinang, Malaysia, Musician Breast Cancer Survivors 2University Sains Malaysia, School of Social Sciences, Penang, Malaysia C. Cassingham1, J. Giebenhain1, S. Schmalenberger1, C. Gessert2, L. Starr3 1University of St. Thomas, Psychology, St. Paul, MN, United States, 2Essentia F 182 An Insight into the Psychological Impact of Different Sports on Health, Duluth, MN, United States, 3Wisconsin Indianhead Technical College, Students Aged 11 -12 Years Old in London Superior, WI, United States J.T. Beale1, M. Wilson1, K. Hefferon2 1University of East London, School of Health, Sport and Bioscience, London, F 171 In the Mood: The Role of Positive Emotions in Reversing the Impact United Kingdom, 2University of East London, School of Psychology, London, of Negative Emotions United Kingdom P.-S. Connolly University College Dublin, Columbia University, New York, NY, United States F 183 Aiming to Achieve Holistic Excellence through Positive Psychology Interventions in College Athletics F 172 Emotional Enhanced through a Manualized Group L.M. Miller Psychoeducational Program American Military University, Sports and Health Sciences, Worthington, OH, L. Delizonna, T. Anstedt, B.A. Davoodian, M.M. Williams, A.A. Davoodian United States Stanford University, Psychology, Stanford, CA, United States F 184 Think Positive! The Role of Expectations for Health Benefits after F 173 Happiness Increased through a Manualized Group Acute Exercise Psychoeducational Program H. Mothes1, C. Leukel1,2, R. Schween1, A. Schöndube1, R. Fuchs1 L. Delizonna, T. Anstedt, B.A. Davoodian, A.A. Davoodian 1Albert-Ludwigs-University Freiburg, Institute of Sport & Sport Science, Freiburg, Stanford University, Psychology, Stanford, CA, United States Germany, 2University of Fribourg, Department of Medicine, Movement and Sport Science, Fribourg, Switzerland

43 www.ippanetwork.org Poster Session 1 (cont’d) F 185 Parental Encouragement of Extrinsic Relative to Intrinsic Values in F 196 Job Demands, Job Resources Coping Strategies and the Attainment Daughters and its Association with Daughters' Extrinsic Relative to of Subjective Wellbeing among Nurses Intrinsic Values and Self-esteem J.H. Buitendach1, S. Kesari2 M. Ashraf, J. Duckitt 1University of KwaZulu Natal, School of Applied Human Sciences, Durban, South University of Auckland, School of Psychology, Auckland, New Zealand Africa, 2University of KwaZulu Natal, Durban, South Africa

F 186 Implications of Bioethics in the Science of Psychological Wellbeing F 197 The Nature of Psychological Conditions of Work Engagment among D. García - Álvarez1,2 Employees at a Tertiary Institution 1Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Rafael Urdaneta J.(. Buitendach, G. Chikoko University, School of Psychology, Maracaibo, Venezuela University of KwaZulu Natal, Durban, South Africa

F 187 How to Structure the Impact of Emotional Intelligence, Willingness F 198 Develop, Test and Evaluate the Youth Happiness Psychology Module to Flow at Work and Stress Work Perception over the Psychological (YHPM) among Adolescents in Malaysia Wellbeing? Context: Venezuela University Professors F. Bullare D. García-Álvarez1,2, A. Millán2,3,4, M.E. D'Aubeterre3 Universiti Malaysia Sabah, School of Psychology & Social Work, Kota 1Rafael Urdaneta University, School of Psychology, Maracaibo, Venezuela, Kinabalu, Malaysia 2Venezuelan Society of Positive Psychology, Caracas, Venezuela, 3Universidad Metropolitana, Associate Professor, Caracas, Venezuela, 4Universidad Simón F 199 Utilizing Mixed Research Methods to Develop a Subjective Bolívar (USB), PhD Student in Interdisciplinary Social Sciences and Humanities, Happiness Instrument for People with Physical Disabilities (SHI-PwPD) Caracas, Venezuela in Malaysia F. Bullare F 188 The Effectiveness of Happiness Training on Children’s Universiti Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu, Depression Symptoms Malaysia S. Amiri1,2, F. Shakenia2, H. Molavi2, A. Etesamipour King3 1University of Isfahan, Psychology, Isfahan, Iran, Islamic Republic of, 2University F 200 Quality of Life and Adjustment of Parents Having a Child with an of Isfahan, Isfahan, Iran, Islamic Republic of, 3Community College of Baltimore Autistic Spectrum Disorder: A Comparative Study of France and Quebec County, Baltimore, MD, United States E. Cappe1, N. Poirier2 1Institut de Psychologie - Université Paris Descartes, Sorbonne Paris Cité, F 189 Flourishing and Immigrants: Implications for Helping Professions Laboratoire de Psychopathologie et Processus de Santé, Boulogne-Billancourt, S. Ando France, 2Université du Québec à Montréal, Département de Psychologie, Widener University, Center for Social Work Education, Chester, PA, United States Montréal, QC, Canada

F 190 Well-being, Fulfillment and Happiness as Core Feelings in F 201 Emotional Intelligence, , and Self-efficacy of Girls Youth's Purpose Rescued from Poverty V.A. Arantes, U.F. Araujo, V.P. Pinheiro K.B.T. Chang, R. Gentry, J. Shaheed University of Sao Paulo, Sao Paulo, Brazil George Fox University, Psychology, Newberg, OR, United States

F 191 Is There a Place for Negative Emotions in Positive Psychology? F 202 Abstract has been withdrawn C. Barongan Washington and Lee University, University Counseling Center, Lexington, VA, F 203 Psychological Wellbeing, Sources of Job Stress and Job Satisfaction United States in School Teachers M.E. D'Aubeterre1, A. Millán1, N.G. Calvanese2 F 192 Employee Well-being through Generative Growth: A Human 1Universidad Metropolitana, Ciencia del Comportamiento, Caracas, Venezuela, Development Perspective 2Universidad Simón Bolívar (USB), Ciencia y Tecnologías del Comportamiento, A.M. Barrio Caracas, Venezuela Fielding Graduate University, Santa Barbara, CA, United States F 204 Abstract has been withdrawn F 193 Abstract has been withdrawn F 205 Does Perceived Mediate the Relation between F 194 Trajectories of Gratitude in Adolescence: Searching for Gratitude's Appreciation/Gratitude and Subjective Well-being? Role in Development N.S. Fagley, K. Langione G. Bono1, J.J. Froh2, N. Card3, R.A. Emmons4, R. Forrett1, L. Trull1 Rutgers University, GSAPP, Piscataway, NJ, United States 1California State University, Dominguez Hills, Psychology, Carson, CA, United States, 2Hofstra University, Psychology, Hempstead, NY, United States, 3University F 206 Abstract has been withdrawn of Arizona, Family Studies and Human Development, Tucson, AZ, United States, 4University of California at Davis, Psychology, Davis, CA, United States F 207 Abstract has been withdrawn

F 195 Agents of Positive Change: The Importance of Self-compassion and F 208 Parental Practices Predict Positive Relations with Others in Mexican Hope in Activism Adolescents J.C. Brennan1, M.L. Kern2 M.B. González-Fuentes, P. Andrade Palos 1University of Pennsylvania, Philadelphia, PA, United States, 2University of Universidad Nacional Autónoma de México, Faculty of Psychology, Mexico Pennsylvania, Department of Psychology, Philadelphia, PA, United States City, Mexico

F 209 Well-being in its Natural Habitat: Orientations to Happiness and the Experience of Everyday Activities C.J. Grimm University of Canterbury, Psychology, Christchurch, New Zealand

F 210 Effects of Happiness on Capital Flows J. Gurtovoy Claremont Graduate University, Claremont, CA, United States

44 www.ippanetwork.org F 211 The Buffering Effects of Social Support and Resilience on F 224 Semantic Quantifications of Word-associations to 'Happiness' Experience of Workplace Incivility and Negative Outcomes among Predict Satisfaction — Not Emotional Well-being Pakistani Employees O.N.E. Kjell1, D. Garcia2, S. Sikström1 R. Hanif1, A. Milam2 1Lund University, Psychology, Lund, Sweden, 2University of Gothenburg, Centre 1Quaid-i-Azam University, Islamabad, National Institute of Psychology, Centre of for Ethics, Law and Mental Health, Gothenburg, Sweden Excellence, Islamabad, Pakistan, 2University of Houston, Houston, TX, United States F 225 Enhancing Environmental and Social Sustainability: Attuned with Life as a Complement to Satisfaction with Life F 212 The Resilience, Quality of Life, and Community Re-entry Needs of O.N.E. Kjell1, K. Hefferon2, D. Garcia3, S. Sikström1 OEF/OIF Veterans with Disabilities 1Lund University, Psychology, Lund, Sweden, 2University of East London, C.E. Hawley, A. Armstrong Psychology, London, United Kingdom, 3University of Gothenburg, Centre for Virginia Commonwealth University, Department of Rehabilitation Counseling, Ethics, Law and Mental Health, Gothenburg, Sweden Richmond, VA, United States F 226 Power of : The Relationship between Spirituality and Well- F 213 The Relationships between Resilience and Posttraumatic Growth being in People with Acquired Brain Injury Following Trauma: An Experiential -Theoretical Workshop A. Jassi1, M.D. Holder2, S. Koss1 A. Armstrong1, S. Shiri2, C.E. Hawley1 1University of British Columbia, Kelowna, BC, Canada, 2University of British 1Virginia Commonwealth University, Department of Rehabilitation Counseling, Columbia- Okanagan, Kelowna, BC, Canada Richmond, VA, United States, 2Director of , Department of Physical Medicine and Rehabilitation, Hadassah Medical Center/Hebrew F 227 Grateful Teens Report More Life Satisfaction 4-years Later: University of Jerusalem, Jerusalem, Israel Examining Positive Affect and Social Support as Mediators J.J. Froh1, G. Bono2, T. Lomas1, C. Harris1, D. Ruscio1, M. Krakauer1 F 214 Abstract has been withdrawn 1Hofstra University, Hempstead, NY, United States, 2California State University, Dominguez Hills, Carson, CA, United States F 215 Validation of the Flourishing Scale in New Zealand L.C. Hone F 228 Subjective Well-being and Core Self Evaluations in Relation to AUT University, Human Potential Centre, Auckland, New Zealand Sales Performance A.J. Anderson, J. Cooper, B.A. Johnson, J.A. Snow, C.J. Zobell, S.C. Bates F 216 A Cross-generational Study on the Relationships among Sustainable Utah State University, Psychology, Logan, UT, United States Mind, Behavior and Well-being K. Horike F 229 Teachers of Pupils with Autism Spectrum Disorder: Burnout, Toyo University, Tokyo, Japan Empathy, Stress, Social Support and Coping E. Boujut, E. Cappe F 217 Are We There Yet: Planetary Tipping Points or University of Paris Descartes, Paris, France Sustainable Revolution? A. Howells F 230 The Hospitality Research Project University of East London, London, United Kingdom J.S. Bullock1, R. Biswas-Diener2 1Northwestern University, Chicago, IL, United States, 2Portland State University, F 218 Introducing a Taxonomy and Terminology for Discussing the Portland, OR, United States Eudaimonia-hedonia Literature V. Huta1, A.S. Waterman2 F 231 Wealth and Employee Well-being: A Cross-cultural Study of the 1University of Ottawa, School of Psychology, Ottawa, ON, Canada, 2The College World Value Survey 1990/2007 of New Jersey, Ewing, NJ, United States H. Chen, U. Johansen BI Norwegian Business School, Oslo, Norway F 219 The 33 Chilean Miners Trapped Underground in the Atacama Desert. A Positive Psychology Case Study F 232 The Science of Being Happy and Productive at Work: Positive C. Ibañez Psychology Meets the Real Working World Chilean Institute of Positive Psychology, Santiago, Chile S. Crabtree Happy Brain Science, Portland, OR, United States F 220 How many People Are Flourishing in Chile and What to Do for Increasing Well-being in the Country? F 233 Positive Organisations in Minutes: The Impact of Brief C. Ibañez Interventions on Employee Behaviour Chilean Institute of Positive Psychology, Santiago, Chile C.L. Cridland1,2,3, D. McIllwain1, A. Bull1 1Macquarie University, Psychology, Sydney, NSW, Australia, 2University of F 221 The Intervention of “Positive Counseling and Psychotherapy” on Technology, Sydney, Law, Sydney, NSW, Australia, 3Mindful Mediation Pty Ltd, College Students with Depression Sydney, NSW, Australia X. Jian School of Law and Politics, Anhui Jianzhu University, Hefei, China F 234 Integrating Positive Psychology and the Science of Well-being into Medical Education: Gathering Proof of Concept F 222 Subjective Well-being, Self-esteem and Resilience in Young, Adult T. Pruzinsky1, A.-L. Williams2, K.A. Garman3 and Older Brazilian Women 1Quinnipiac University, Department of Psychology, Hamden, CT, United States, H.H. Kamei1, J.M.M. Vendramini2, H. Tavares3, M.L. Zilberman3, M.M. Amaral4, 2Quinnipiac University, School of Medicine, Hamden, CT, United States, L.V. Vasquez-Pinto4, C.N. Pellegrino1, V.H. Talarico1, P.R. Tobo1 3Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, 1Natura Inovação e Tecnologia de Produtos, Science of Well-Being and CA, United States Relationship, Cajamar, Brazil, 2Easystat Soluções Estatísticas LTDA, Statistics, Campinas, Brazil, 3Faculdade de Medicina da Universidade de São Paulo, F 235 Integrating Empirical Positive Psychology into Interprofessional Psychiatric Institute, Sao Paulo, Brazil, 4Natura Inovação e Tecnologia de Healthcare Education: The 'Common Ground' of Purpose, Empathy, and Produtos, Classical Sciences, Cajamar, Brazil Resilience T. Pruzinsky1, A.-L. Williams2, K.A. Garman3 F 223 Positive Work - Experiences of Family Business Owners 1Quinnipiac University, Psychology Department, Hamden, CT, United States, S.A. Kauko-Valli 2Quinnipiac University, School of Medicine, Hamden, CT, United States, University of Jyväskylä, Jyväskylä, Finland 3Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, CA, United States

45 www.ippanetwork.org Poster Session 1 (cont’d) F 236 Relationships between Employee Well-being and F 247 Positive Affects as Mediators between Curiosity, Meaning in Life ‘Authentic Leadership’ and Life Satisfaction V.J. Giolito L.M. Blanco Donoso1, E. Garrosa2, B. Moreno-Jiménez2, C. Isabel2 Université Paris Dauphine, Paris, France 1Universidad Autonoma de Madrid, Facultad de Psicologia. Laboratorio 5, Ciudad Universitaria de Cantoblanco, Spain, 2Universidad Autonoma de Madrid, Madrid, F 237 Influence of Dispositional and Implicitly Primed Trust in Decisions Spain about the Common Good S. Han1, M.L. Spezio2,3 F 248 Workplace Aggression and its Impact on Emotion at Night: The 1Claremont Graduate University, School of Behavioral and Organizational Role of Daily Recovery Experiences Sciences, Claremont, CA, United States, 2Scripps College, Department of L.M. Blanco, E. Garrosa, I. Carmona, B. Moreno-Jiménez Psychology, Claremont, CA, United States, 3California Institute of Technology, Universidad Autonoma de Madrid, Madrid, Spain Division of Humanities & Social Sciences, Pasadena, CA, United States

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 1Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States, 2University 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 1Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States, 2University of Pennsylvania, Liberal and Professional Studies, Philadelphia, PA, United States

F 241 Does Positive Perception Promote Performance under Condition of Stress? T. Icekson Ben Gurion University of the Negev, Department of Business Administration, Beer-Sheva, Israel

F 242 Three Keys to Meaningful Work L. Jarvilehto Helsinki Academy of Philosophy, Helsinki, Finland

F 243 Two Phases of Growth in Well-being Development: Being Authentic and Autonomous at Work P. Kenttä Aalto University, Work Psychology and Leadership, Espoo, Finland

F 244 Helping Subordinates Recover from Setbacks: The Role of Leader Behaviors M. Key-Roberts1, W. Elmore2 1U.S. Army Research Institute, Fort Leavenworth, KS, United States, 2Consortium Research Fellows Program, Arlington, VA, United States

F 245 I’ve Got your Back: Building Trust and a Culture of Safety K.R. King, J.A. Daltuva, W.M. Keyserling, T.G. Robins University of Michigan, Ann Arbor, MI, United States

F 246 Does Quality of Motivation Lead to Quantity of Organizational Citizenship Behaviors at Work? J.-S. Leclerc, D.-E. Hatier, V. Dagenais-Desmarais Université de Montréal, Psychology, Montréal, QC, Canada

46 www.ippanetwork.org Poster Session 2 S 001 Observations on the Role of the Leader in Effective Utilization of S 013 The Rapid Relax Method - Switch from Sympathetic to Psychological Capital Parasympathetic in 3 Minutes O. Asik-Dizdar D. Mumm, J. Starman Fairleigh Dickinson University, Dept. of Management, Silberman College of Powerlearn Technologies, Ithaca, NY, United States Business, Vancouver, BC, Canada S 014 Does Integration of the Moro Reflex Help a Child to Develop S 002 Happily Ever after: The Use of Stories to Promote the Use of Self-control? Positive Interventions D. Mumm D. Tomasulo1,2 Powerlearn Technologies, Ithaca, NY, United States 1New Jersey City University, Psychology, Asbury Park, NJ, United States, 2University of Pennsylvania, Master of Applied Positive Psychology, Philadelphia, S 015 Relationship of Infant Reflex Patterns to Self Control PA, United States D. Mumm, J.D. Starman Powerlearn Technologies, Ithaca, NY, United States S 003 Positive Group Psychotherapy for Individuals with Intellectual and Psychiatric Disabilities: Interactive-behavioral Therapy (IBT) S 016 Mobile Application for Evaluation of Emotional State Based on a D. Tomasulo1,2 Unique Combination of Three Psychological Assessment Techniques: 1University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States, Physical Localization, Color Association, and Semantic Differential 2New Jersey City University, Psychology, Asbury Park, NJ, United States D. Wittmann, G. Zikratov, D. Butalov Yord Inc., Fairfax, VA, United States S 004 The Gratitude List Project: Give Thanks, Share Thanks & Inspire Thanks S 017 Validity of Personal Growth Initiative Scale II Scores with an K.K. Koetting1,2, L.D. Koetting3 African American Population 1Northcentral University, Graduate School, Prescott Valley, AZ, United States, D.N. Sirles1, C. Robitschek2, A. Ciavaglia2 2Wellness and Well-being Solutions, LLC, Leawood, KS, United States, 3San Diego 1Texas Tech University, Lubbock, TX, United States, 2Texas Tech University, State University, Psychology, San Diego, CA, United States Psychology, Lubbock, TX, United States

S 005 The Strong Well-being Effect from Singing S 018 9 Items to Assess Orientations to Happiness: Development and M. Sandgren1, E. Borg2 Validation of a Short Version of the OTH Questionnaire 1Södertörn University, School of Social Sciences, Huddinge, Sweden, 2Stockholm E.C. Luciano, S. Brouwers, W. Ruch University, Department of Psychology, Stockholm, Sweden University of Zurich, Psychology, Zurich, Switzerland

S 006 Interpretation of Relationships in Portrait Painting Using Abilities, S 019 The Life of Engagement as a Key to Work Satisfaction: The Role of Resources, Potentiel of Personality the Orientations to Happiness at Work M. Shiryak E.C. Luciano, S. Brouwers, W. Ruch Saint Petersburg State University, St. Petersburg, Russian Federation University of Zurich, Psychology, Zurich, Switzerland

S 007 The Assessment of Mental Health: Single vs. Combined Approach S 020 Self-Rating vs Observer-Rating Assessment of Adolescents' Positive A. Venning, R. Earl Psychological Functioning University of Adelaide, School of Psychology, Adelaide, SA, Australia 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 S 021 Life Stressors, Allostatic Overload and their Impact on Post- E.J. Lee traumatic Growth Inha University, Nursing, Incheon, Korea, Republic of C. Ruini, E. Offidani, F. Vescovelli University of Bologna, Psychology, Bologna, Italy S 009 WQ: A Wisdom Quotient A.A. Kronik S 022 The Use of Traditional Fairytales to Improve Well-being, Growth Institute of Causometry LifeLook.Net, North Bethesda, MD, United States and Resilience in Clinical Practice C. Ruini1, L. Masoni2, F. Ottolini3, S. Ferrari3 S 010 Post Traumatic Growth: Insights from Divergence of Two 1University of Bologna, Psychology, Bologna, Italy, 2University of Bologna, Qualitative Samples Education, Bologna, Italy, 3University of Modena & Reggio Emilia, Psychiatry, P. Russo-Netzer1, G.S. Moran1, O. Kaplan2 Modena, Italy 1University of Haifa, Haifa, Israel, 2The School of Business Administration at The College of Management, Rishon Le'tzion, Israel S 023 Lighten UP! Promoting Well-being in Older Adults C. Ruini1, E. Friedman2, C.D. Ryff3, J. Mahoney3, L. Jaros4 S 011 Flourishing in Childhood and Adolescence: Research with the 1University of Bologna, Psychology, Bologna, Italy, 2Purdue University, West Flourish and Fitness Scale Lafayette, IN, United States, 3University of Wisconsin, Madison, WI, United C.F. Saylor1, M.M. Dunn2, R.L. Walls2, M.E.R. Bennett3, P.D. Weller3 States, 4Aging and Disability Resource Center of Kenosha County, Kenosha, WI, 1The Citadel, Krause Center for Leadership and Ethics, Charleston, SC, United United States States, 2The Citadel, Department of Psychology, Charleston, SC, United States, 3The Citadel Department of Psychology, The United States Navy, Charleston, SC, S 024 User-friendly Online Mood Assessment United States K. Lochner1,2, M. Eid2, A. Preuss1 1cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and S 012 Construction and Validation of the Computerized Figure-induced Evaluation, Berlin, Germany Creative Thinking Test C.Y. Liu, Y.T. Sung S 025 The Impact of Specific Positive and Negative Emotions on the National Taiwan Normal University, Taipei, Taiwan, Republic of China Performance on an IQ Test K. Lochner1,2, M. Eid2, A. Preuss1 1cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and Evaluation, Berlin, Germany

47 www.ippanetwork.org Poster Session 2 (cont’d) S 026 Do Character Strengths Have Psychometric “Strength”? S 036 Complexity of a Subjective Picture of Life Path A Systematic Review about VIA-IS Psychometric Issues across T.V. Ulitenko Different Countries Sholom-Aleichem Priamursky State University, Birobidzhan, Russian Federation M. Ovejero Bruna, V. Cardenal Hernáez Complutense University, Personality, Assessment, and Psychological Treatments II, S 037 The Assessment of Benevolent and Corrective Humor: A Short Scale Madrid, Spain for Humor with Good Intentions W.F. Ruch, S. Heintz S 027 A Rasch Analysis for some Life Perception Scales: A Rasch Analysis University of Zurich, Psychology, Zurich, Switzerland and Relations M. Salama-Younes1,2, W. Massoud2,3 S 038 Character Strengths Distiguish between Constructive and 1Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, Destructive Class Clowns Egypt, 2Umm Al-Qura University, Psychology Department, Makkah, Saudi T. Platt, J. Hofmann, W.F. Ruch Arabia, 3The National Center for Examinations and Educational Evaluation, University of Zurich, Psychology, Zurich, Switzerland Cairo, Egypt S 039 Scouts: A Positive Organization? S 028 Positive Psychology, Physical, Musical and Arts Education W.F. Ruch, J. Hofmann, T. Platt M. Salama-Younes1,2 University of Zurich, Psychology, Zurich, Switzerland 1Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo, Egypt, 2CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Rennes, France S 040 Character of a Common Hero: Insights from Children and Adolescents S 029 Positive Development, Physical, Musical and Arts Education B.R. Riches1, L. Wray-Lake1, J. Shubert1, A. Metzger2, A.K. Syvertsen3 M. Salama-Younes1,2 1Claremont Graduate University, Claremont, CA, United States, 2West Virginia 1Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo, University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN, Egypt, 2CREAD EA 3875 - Université de Rennes 2, Rennes, France United States

S 030 On the Relation between Quality of Life and Subjective Vitality: The S 041 Positive Emotions, Personal Strengths and Benefit Finding in Moderating Role of Life Satisfaction Children with a Life Threatening Illness M. Salama-Younes C. Chaves, C. Vazquez, G. Hervas Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS, Complutense University of Madrid, Madrid, Spain Université de Rennes 2, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt 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 S 031 Passion and Flourishing for Egyptian Old Adult: Psychometric and 1Complutense University of Madrid, Madrid, Spain, 2National University of Correlational Study Distance Education, Madrid, Spain, 3Autonomous University of Madrid, M. Salama-Younes1,2, M. Amin Ramadan3 Madrid, Spain 1Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt, 2CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Psychology S 043 Introducing Character Strengths to Diverse Organizations Department, Rennes, France, 3Helwan University, Sport Recreation Department, C.B. Mackey, M. Henderson, E. Hill Cairo, Egypt Chris Mackey and Associates, Specialist Psychology Services, Geelong West, VIC, Australia S 032 Factor Structure and Correlation of MHC-SF and SWLS: Study from Two Cultures S 044 Reliability and Validity of the Transgression-related Interpersonal M. Salama-Younes Motivations Inventory in a Venezuelan Sample Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS, C.E. Zalles, P. Zavarce Université de Rennes 2., Department of Psychology, Sociology and Evaluation in Universidad Metropolitana, Departamento Ciencias del Comportamiento, Sport Field & Department de la Psychology, Cairo, Egypt Caracas, Venezuela

S 033 Sport Activities, Well-being, Life Satisfaction and Subjective Vitality S 045 Discover Flying, a Transformative Journey! for Saudian Youth D.P. St. George M. Salama-Younes1, M.E. Ali2 East Hill Flying, Ithaca, NY, United States 1Helwan University & Umm Al-Quraa University, Psychology Department, Emarit Makkah, Saudi Arabia, 2Helwan University & Umm Al-Quraa University, S 046 Typologies of Character among Children and Adolescents Physical Education Department, Egypt J. Shubert1, L. Wray-Lake1, A. Metzger2, A. Syvertsen3 1Claremont Graduate University, Claremont, CA, United States, 2West Virginia S 034 & Recommended Uses for the Preschool University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN, Strengths Inventory United States R.L. Owens1, K. Multon2 1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United S 047 The Presence of Virtue in Students from17 to 21 Years and States, 2University of Kansas, Lawrence, KS, United States Its Relation to the Parameters of the PERMA Theory M.J. Soler S 035 The Role of Strengths in Career Counseling Universidad de Montevideo, Humanities, Montevideo, Uruguay R.L. Owens1, T.C. Motl2, T. Krieshok3, W. Shoemaker3 1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United S 048 Main Character Strengths and their Use in the National Institute of States, 2Central Arkansas Veterans Healthcare System, North Little Rock, AR, Feminine Orientation (INOF) United States, 3University of Kansas, Lawrence, KS, United States P. Zavarce, P. Colatruglio, H. Revanales Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela

48 www.ippanetwork.org S 049 Psychological Well-being and Character Strengths in Adults with a S 061 Combining Neuroplasticity & Positive Psychology in Clinical Secure and Insecure Attachment Style Practice to Increase Positive Development across the Lifespan P. Zavarce, M.E. Garassini, A. Millán J. Shaffer1,2 Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela 1University of Washington, Department of Psychiatry & Behavioral Sciences, Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Belleuve, WA, S 050 Character Strengths and Football (Soccer): Can a Nationwide United States Positive Event Influence Character Strengths? R.T. Proyer, F. Gander, S. Wellenzohn, W. Ruch S 062 Combining Neuroplasticity & Positive Psychology in Clinical University of Zurich, Switzerland, Zurich, Switzerland Practice to Increase Positive Development across the Lifespan J. Shaffer1,2 S 051 Character Strengths and Health Behaviors 1University of Washington, Psychiatry & Behavioral Sciences, Seattle/Bellevue, S. Wellenzohn, R.T. Proyer, F. Gander, W. Ruch WA, United States, 2Ideal Aging, LLC, Bellevue, WA, United States University of Zurich, Switzerland, Zurich, Switzerland S 063 Hopelessness Mediates the Impact of Optimism and Pessimism on S 052 Studying the Virtuousness of Gelotophobes, Gelotophiles and Psychological Distress in Chinese Undergraduates Katagelasticists: Self- and Peer-rated Character Strengths in the Three J.C. Lai, X. Yue Dispositions towards Ridicule and Being Laughed at City University of Hong Kong, Applied Social Studies, Hong Kong, Hong Kong S. Wellenzohn, R.T. Proyer, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland S 064 A Model of Resilience in the Psychology Profession K. McCormick, F. Howard, K. Gibson, S. Barker-Collo, F. Seymour S 053 The Virtue of Thrift and Sustainable Culture: Development of the University of Auckland, Department of Psychology, Auckland, New Zealand Multidimensional Thrift Measure to Predict Sustainable Behaviors, and Promoting Thrift as an Antidote to Materialism S 065 Conceptualizing Protective Factors Affecting International Students’ S.A. Schnitker, P. Reppas Adjustment Experiences from a Bioecological Theory Model Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, N. Singchawala United States Forest Institute of Professional Psychology, Clinical Psychology, Springfield, MO, United States S 054 The Relationship between Forgiveness of Parents and Parenting Style Among Hispanic Emerging Adults S 066 Goal-achieving Psychotherapy (GAP): A System for Applying V. Madrazo, A. Meca, D. Stephens Positive Psychology in the Practice Setting Florida International University, Miami, FL, United States R.S. Kaiser Thomas Jefferson University, Neurology, Philadelphia, PA, United States S 055 Using Character Strengths as Tools to Foster College Students’ Vocational Development S 067 Positive Pain Coping of a Patient with Fibromyalgia: A Text Mining W. Shore1, E. Frey Johnson2, A. Dehne Baillon2 Analysis of Blog 1Pacific Lutheran University, Psychology, Tacoma, WA, United States, 2Pacific T. Ito, E. Sueyoshi Lutheran University, Tacoma, WA, United States Wako University, Department of Education and Psychology, Machida, Japan

S 056 Gratitude and Indebtedness: Exploring their Relationships at Trait S 068 How we Can Use Hope in Career Planning? and Emotion Levels among Chinese Young Adolescents in Hong Kong J.C. Pacico, M.R. Bastianello Y. Zhao Federal University of Rio Grande do Sul, Porto Alegre, Brazil School of Professional Education and Executive Development The Hong Kong Polytechnic University, Hong Kong, China S 069 Hope and Personality in Brazilian Adolescents J.C. Pacico, M.R. Bastianello, C.S. Hutz S 057 Comparing Effectiveness of Positive Psychotherapy with Dialectical Federal University of Rio Grande do Sul, Porto Alegre, Brazil Behavior Therapy (DBT): Results of a Clinical Trail T. Rashid1, A. Uliaszek2, S. Stevanovski2, T. Gulamani2 S 070 The Translate-ability of Creative Ideas across Domains 1University of Toronto Scarborough, Health & Wellness Centre, Toronto, ON, A. Ranjan, L. Gabora, B. O'Connor, J. Corbett Canada, 2University of Toronto Scarborough, Psychology, Toronto, ON, Canada University of British Columbia - Okanagan, Psychology, Kelowna, BC, Canada

S 058 Motivational Interviewing Groups as a Positive S 071 Neuroanatomical Correlates of Subjective Well-being in People with Psychology Intervention Acquired Brain Injury C. Wagner1, K. Ingersoll2 J.D. Whiteman1,2, M.D. Holder1 1Virginia Commonwealth University, Rehabilitation Counseling, Psychology and 1University of British Columbia, Psychology, Kelowna, BC, Canada, 2Kelowna Psychiatry, Richmond, VA, United States, 2University of Virginia, Psychiatry and General Hospital, Psychology, Kelowna, BC, Canada Neurobehavioral Sciences, Charlottesville, VA, United States S 072 The Impact of Emotions on Creative Thinking: Applying Positive S 059 Comparision the Effectiveness of Positive Psychotherapy and Psychology and Neuroscience to Manipulate our Brains and our Level of Adlerian Group Therapy Intervention Program for Promotion of Resiliency Creativity and Insight in Drug Dependents S. Langley1,2 E. Kordmirza Nikoozadeh 1Emotional Intelligence Worldwide, Mosman, NSW, Australia, 2Middlesex University of Payamenoor, Psychology, Tehran, Iran, Islamic Republic of University, London, United Kingdom

S 060 The role of Resilience as a Protective Factor for Suicide in Patients S 073 Community-based Research: A New Approach for with Depression Positive Psychology E.H. Park, D.I. Jon, M.H. Jung, N. Hong, H.A. Jang, S.J. Ann C. Saby Hallym University Sacred Heart Hospital, Neuropsychiatry, Anyang-si, Korea, University of Alberta, Edmonton, AB, Canada Republic of S 074 Happy Community District Project L.Z. Song Global Happiness Academy/China Happiness Alliance, Hangzhou, China

S 075 Abstract has been withdrawn

49 www.ippanetwork.org Poster Session 2 (cont’d) S 076 Creating a Healthy Environment for the Sports Fans: Understanding S 089 Abstract has been withdrawn Culture and Sports Fans Behavior J. Park S 090 Quiet Mind Smart Mind Loma Linda University, Loma Linda, CA, United States M.M. Odahowski University of Virginia, International Residential College, S 077 The CEHP Program: Creating and Fostering a Healthy Environment Charlottesville, VA, United States for Inner City Students to Succeed in the Health Professions J. Park S 091 Character Strengths and Success in Students Loma Linda University, Loma Linda, CA, United States 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 Well- being: The Role of Student Engagement S 092 Positive Psychology in the Classroom J. Siddall, M. Lyons, E.S. Huebner, K.J. Hills P. O'Grady University of South Carolina, Columbia, SC, United States University of Tampa, Education, Tampa, FL, United States

S 078 Being Healthy Both Spiritually and Psychologically: Faith Based S 093 The Mentor-student Relationship as Part of the Knox Positive Organizations and its Impact on the Well Being of the Community Education Program J. Park S.A. Zolezzi Loma Linda University, Loma Linda, CA, United States Knox Grammar School, Positive Education, Wahroonga, NSW, Australia

S 080 How Have Students used Appreciative Inquiry and Positive S 094 Using Positive Psychology to Teach Wisdom Psychology to Build School Leadership Capability: The Student’s Voice T. McCall1, L. Waters2, M. White1,2 J.A. Vrodos1, M. White1,2 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Graduate School of Education, Melbourne, VIC, Australia S 095 School-family Relationship, Subjective Well-being and Learning S 081 Collaborating across Silos: Using Appreciative Inquiry as a Method Behavior among Students in Thailand to Run an Australian Student Leadership Summit U. Srijindarat J. Vrodos, T. McNeil Srinakharinwirot University, Behavior Science Research Institute, Bangkok, St Peter's College, Adelaide, SA, Australia Thailand

S 082 Teaching Positive Psychology to Undergraduates with a Focus S 096 Mindfulness Training in Medical Education: Improving Personal on Application Health and Professional Performance J.L. Magyar-Moe1,2 W.J. McCann, G.S. Marion, K.P. Altizer, S.W. Davis 1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United Wake Forest University School of Medicine, Family and Community Medicine, States, 2Riverwood Counseling Associates, Stevens Point, WI, United States Winston-Salem, NC, United States

S 083 Hope as a Predictor of Competency in Vocational Educational S 097 The Crossover Effect of Flow State between Peers Training: Opposing Extremes under the Lens C.K.D. Tse, H.H.L. Fung K. Yoshida The Chinese University of Hong Kong, Psychology, Hong Kong, Hong Kong Alliant International University, Fresno, CA, United States S 098 The Flow Experience and Cortisol in the Daily Life of Female S 084 Project-based Learning in Health Education: Impacts on Hope and College Students Absenteeism among Urban Students of Color G.P. Matias1, N.A. Nicolson2, T. Freire1 K.L. Zusevics1, S. Johnson2, P. Florsheim3, M. Lemke3 1Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht 1Medical College of Wisconsin, Program in Genomics and Ethics, Milwaukee, WI, University, Department of Psychiatry and Psychology, Maastricht, Netherlands United States, 2Medical College of Wisconsin, Pediatrics, Milwaukee, WI, United States, 3University of Wisconsin - Milwaukee, School of Public Health, S 099 The Role of Autotelic Characteristics on the Subjective Experience Milwaukee, WI, United States of Daily Study Activities G.P. Matias1, T. Freire1, N.A. Nicolson2 S 085 Does Hope Float? The Malleability of Hope and Grit in Adolescent 1Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht Alternative School Students University, Department of Psychiatry and Psychology, Maastricht, Netherlands K.P. Sheehan1, S. Rose2, R. Zaccoli3 1Molloy College, Education, Rockville Centre, NY, United States, 2Hofstra S 100 An EEG Spectral Study of Flow: Measuring Psychophysiological University, Counseling and Teaching and Learning, Hempstead, NY, United States, Differences between an Involving and Control Task 3Queens College, Psychology, Queens, NY, United States H. Nagy, T. Magyaródi, A. Oláh Eötvös Loránd University, Budapest, Hungary S 086 Hope and Reading Motivation as Resources for Reading Test Performance S 101 Abstract has been withdrawn L. Machicote Alliant International University, Fresno, CA, United States S 102 The Theory of Team Flow J.J.J. van den Hout S 087 Sociacognitive Model of Academic Engagement Fontys University of Applied Sciences, HRM and Psychology, Tilburg, Netherlands L. Medrano, L. Moretti, A. Ortiz, G. Pereno, C. Spontón Universidad Empresarial Siglo 21, Córdoba, Argentina S 103 Theoretically Speaking: Mihaly Csikszentmihalyi Speaks on the Development of Flow Theory and its Usefulness in S 088 Abstract has been withdrawn Educational Administration K. Stansberry Beard Miami University of Ohio, Educational Leadership, Oxford, OH, United States

50 www.ippanetwork.org S 104 Autotelic Personality through a Five-factor Lens: Focus on S 114 Defining Mental Fitness: A Delphi Study DeYoung’s Mid-level Aspects P. Robinson S.R. Ross1, H.N. Keiser2 University of Wollongong, Sydney, NSW, Australia 1DePauw University, Psychology, Greencastle, IN, United States, 2University of Minnesota, Psychology, Twin Cities, IN, United States S 115 Resilience and Psychological Well-being in Parents of Children Surviving Acute Lymphoblastic Leukemia S 105 Psychosocial Factors Associated with Perception of Menopause in T. Reinfjell1, M.E. Eilertsen2, T.T. Le3, T.H. Diseth4, O. Hjemdal1 Working Women in South India 1Norwegian University of Science and Technology (NTNU), Department of A. Prianka, B. Sorna Kamatchi Psychology, Trondheim, Norway, 2Centre for Health Promotion HIST / NTNU, University of Madras, Psychology, Chennai, India Faculty of Nursing, Sør-Trondelag University College, Trondheim, Norway, 3Norwegian University of Science and Technology (NTNU), Faculty of Social S 106 On the Path of Resilience: Coping of Hospitalization in Brazilian Sciences and Technology Management, Trondheim, Norway, 4Oslo University Children with Cancer Hospital, Section of Child and Adolescent Psychiatry, Department of Pediatrics, A.B.M. Loss1, S.R.F. Enumo2, K.A. Silveira1, G.R.F. Lorencini1, F.R. Caprini1 Oslo, Norway 1Universidade Federal do Espírito Santo, Post-Graduation Program in Psychology, Vitória, Brazil, 2Pontifícia Universidade Católica de Campinas, Post-Graduation S 116 Positive and Spiritual Psychology for Promoting Positive Mental Program in Psychology, Campinas, Brazil Health and Improving Quality of Life: Need of the Day V. Sharma S 107 Psychological Attitudes Predict Smoking Cessation over Time in the Institute of Human Behavior & Allied Sciences (IHBAS), Clinical Psychology, Women's Health Initiative (WHI) Delhi, India 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. S 117 Using Appreciative Inquiry to Establish Australia’s Positive Kaplan8, J. Goveas9, A. Hyland10, D. Calhoun11, J.C. Smith12 Education Schools Association 1University of Pittsburgh, Pittsburgh, PA, United States, 2Carnegie Mellon S. Murray1, A. Johnstone2, M. McQuaid3 University, Pittsburgh, PA, United States, 3University of Rochester Medical Center, 1St Peter's College, Adelaide, SA, Australia, 2Seymour College, Adelaide, SA, Rochester, NY, United States, 4Stony Brook University, Stony Brook, NY, United Australia, 3The Reach Foundation, Middle Park, VIC, Australia States, 5Wake Forest University School of Medicine, Winston-Salem, NC, United States, 6Stanford University, Stanford, CA, United States, 7University of Iowa, S 118 ADAM PROJECT, "Self-realization of the Elderly", an Application Iowa City, IA, United States, 8Albert Einstein College of Medicine, New York, NY, Case Using Positive Psychology in Organizations United States, 9Medical College of Wisconsin, Milkwaukee, WI, United States, A.R. Ceballos1,2, S.E. Porras1 10Roswell Park Cancer Institute, Buffalo, NY, United States, 11MedStar Research 1Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Universidad Institute, Phoenix, AZ, United States, 12University of Maryland, College Park, Metropolitana, Centro del Comportamiento, Caracas, Venezuela MD, United States S 119 Benefits of Mindfulness Improving Emotional Status and Quality of S 108 A Portrait of U.S. Latino Health and Religiosity: 1972-2010 Life in Oncology Patients B. Vicuña, H. Delaney C. Leon Pizarro1, R. Mirapeix2, E. Jovell3, T. Blasco4, E. Pousa5, A. Arcusa6, M.A. University of New Mexico, Psychology, Albuquerque, NM, United States Segui6 1Institut Oncològic del Vallés (Hospital de Terrassa y Hospital Parc Taulí de S 109 The Relationship between Hope, Resilience, and Glycemic Control Sabadell), Oncology, Terrassa, Spain, 2Institut Oncològic del Vallés (Hospital de in Young Patients with Type 1 Diabetes Terrassa y Hospital Parc Taulí de Sabadell), Sabadell, Spain, 3Consorci Sanitari F.R.M. Santos1, V. Bernardo1, S.A. Dib2, D. Sigulem1 de Terrassa, Epidemiology, Terrassa, Spain, 4Universitat Autonoma de Barcelona, 1Universidade Federal de São Paulo, Department of Health Informatics, São Departamento Psicología Básica, Barcelona, Spain, 5Hospital Parc Taulí, Salut Paulo, Brazil, 2Universidade Federal de São Paulo, Department of Endocrinology, Mental, Sabadell, Spain, 6Institut Oncològic del Vallés (Hospital de Terrassa y São Paulo, Brazil Hospital Parc Taulí de Sabadell), Terrassa, Spain

S 110 Walking on the Sunny Side: What Positive Psychology Can S 120 Intercepting Degenerating Emotional Maturity in the Aged Adults Contribute to Psychiatric Rehabilitation - Concepts that Can Change due to Financial Insecurity and Regenerating It Thinking and Practice D. Mukherjee G.S. Moran1, P. Nemec2, O. Kaplan3 St.Thomas College, Psychology, Bhilai, India 1University of Haifa, Haifa, Israel, 2Independent Trainer and Consultant, Warner, NH, United States, 3The School of Business Administration at The College of S 121 Scientometric Study on Positive Psychology Interventions Published Management, Rishon Le'tzion, Israel during the Last Two Decades H.D.H. Nava1, R.R. Hernández-Pozo2 S 111 Positive Outcomes of Depression and Heart Failure Automated 1Universidad Nacional Autonoma de Mexico, UNAM, SUAED, FES Iztacala, Remote Monitoring in a Safety-net Health Care System Tlalnepantla de Baz, Mexico, 2Universidad Nacional Autonoma de Mexico, L. Myerchin Sklaroff1, S. Gross-Schulman1, S. Wu2, K. Ell3, J.J. Guterman1 UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, 1Los Angeles County Department of Health Services, Ambulatory Care Network, Cuernavaca, Mexico Research and Innovation, Sylmar, CA, United States, 2University of Southern California, Epstein Department of Industrial and Systems Engineering, Los S 122 SEEDS (Sleep, Eat, Engage, Dance, Smile) © - An Intervention to be Angeles, CA, United States, 3University of Southern California, School of Social Positively Present Work, Los Angeles, CA, United States J. Zenner Seeds Yoga, Seattle, WA, United States S 112 Longitudinal Study of Resilience and Growth among Soldiers: Preliminary Findings S 123 The CorStone Family Resilience Program: Developing Optimism N. Park1, J. Sun2, D. Szvarca1, C. Peterson1 and Social Support to Increase Parenting Satisfaction 1University of Michigan, Psychology, Ann Arbor, MI, United States, 2University of K. Sachs1, G. Reevy2, S. Leventhal1 Michigan Medical School, Ann Arbor, MI, United States 1CorStone, Mill Valley, CA, United States, 2California State University, East Bay, Psychology Department, Hayward, CA, United States S 113 Dental Anxiety and Health in the 21st Century N. Sud S 124 Review of the Application of Positive Psychotherapy in China Himachal Pradesh Government Dental College & Hospital, Shimla, India L. Wang1, Y. Tian2 1Beijing Sport University, Beijing, China, 2Beijing Academy of Educational Sciences, Beijing, China

51 www.ippanetwork.org Poster Session 2 (cont’d) S 125 Practices in Cultivating Young Athletes' Positive Personality Based S 135 Positive Life Navigation® for the Students of Higher Education on the Chinese Culture A. Ognev, R. Saytakova, O. Tsigina L. Wang1, Y. Tian2 Sholokhov Moscow State University for the Humanities, Moscow, 1Beijing Sport University, Beijing, China, 2Beijing Academy of Educational Russian Federation Sciences, Beijing, China S 136 Ballarat Grammar - Thriving Learners, Flourishing School. A Strong S 126 Psychological Empowerment Training, Work Adjustment, and Focus on Student Wellbeing Leading to Accomplishment in All Areas Vitality: An Interventional Study on Nurses in Iran of Learning! M. Hossein pour1, B. Makvandi1, P. Fathalipouri1, M. Moghadasi1, S. Tondar2, M. C.J. Shaw Tondar3, L. Taslimy1, Z. Ghanbari4 Ballarat Grammar, Ballarat, VIC, Australia 1Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran, S 137 Strategies for School Counsellors to Increase Emotional Intelligence Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States, in Youth 4Allameh Tabatabai University, Tehran, Iran, Islamic Republic of C.N. Walker Red Deer Primary Care Network, Red Deer, AB, Canada S 127 Do Personal and Marriage Values Predict Marital Satisfaction? A. Zadeh Mohammadi1, S. Roben zudeh2, Z. Ghanbari3, S. Tondar4, M. Tondar5, Y. S 138 EMPATH: Education for Mindful Practice and Attitudes Salehieasl6, F. Bolhasani6 towards Healing 1Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 2Tarbiat Modares G.S. Marion, W.J. McCann, S.W. Davis, K.P. Altizer University, Tehran, Iran, Islamic Republic of, 3Allameh Tabatabai University, Wake Forest University School of Medicine, Family and Community Medicine, Tehran, Iran, Islamic Republic of, 4Islamic Azad University Science and Research Winston-Salem, NC, United States Branch, Tehran, Iran, Islamic Republic of, 5South Baylo University, Los Angeles, CA, United States, 6Islamic Azad University Science and Research Branch, Ahvaz, S 139 Stress Management and Pro-social Behavior in 7-9 Year Iran, Islamic Republic of Old Children M. Lozada, N. Carro S 128 Correlations between Social Support, Feeling of Loneliness, and Comahue, Bariloche, Argentina Life Satisfaction in Elderly Living in old Aged Home and Homes in Ahvaz, Khuzestan, Iran S 140 Using Intentional Growth Training to Increase Personal Growth P. Fathalipouri1, S. Tondar1, Y. Salehieasl2, Z. Ghanbari3, S. Khalilipour2, M. Initiative and Decrease Depression Tondar4 M.A. Thoen, C. Robitschek, A.F. Atkins, A. Becerra 1Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Texas Tech University, Psychology, Lubbock, TX, United States Republic of, 2Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of, 3Allameh Tabatabai University, Tehran, Iran, Islamic Republic S 141 Expressive Art Group Counseling Improves Subjective Well-being of, 4South Baylo University, Los Angeles, CA, United States in International Students in China N. Zhang, F.M. Fan S 129 Organizational Stressors Tightly Bind to Job Satisfaction of Nurses Tsinghua University, Department of Psychology, Beijing, China in Iran B. Makvandi1, M. Hossein pour1, P. Fathalipouri1, S. Tondar2, M. Tondar3 S 142 Building Resilience in At-risk Adolescents: Comparing the 1Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Mechanisms and Outcomes of Two School-based Prevention Programmes Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran, O.S. Notter, P. Jose Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States Victoria University of Wellington, Wellington, New Zealand

S 130 Shedding Light on Personality Traits of Jews in Tehran S 143 Early Intervention for Panic Symptoms: Results from a Randomized S. Roben Zudeh1, A. Abedin2, M. Fatehi3, H. Motie2, S. Tondar4, M. Tondar5 Controlled Trial 1Tarbiat Modares University, Psychology, Tehran, Iran, Islamic Republic of, P. Meulenbeek1, G. Willemse2, F. Smit2,3, P. Cuijpers3 2Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 3Tehran 1GGNet/University of Twente, Doetinchem, Netherlands, 2Trimbos Instituut, Psychiatric Institute, Tehran, Iran, Islamic Republic of, 4Islamic Azad University Netherlands Institute of Mental Health and Addiction, Utrecht, Netherlands, Science and Research Branch, Tehran, Iran, Islamic Republic of, 5South Baylo 3Vrije Universiteit van Amsterdam, Amsterdam, Netherlands University, Los Angeles, CA, United States S 144 The Effects of Online Self-help ACT and Expressive Writing on S 131 Strength-based Approaches to Cultural Partnership Positive Mental Health and Depression. Results of a Large Randomized M.H. Vickers-Willis Controlled Trial Wesley College, Melbourne, VIC, Australia W. Pots, P. Meulenbeek, K. Schreurs, E. Bohlmeijer University of Twente, Psychology, Enschede, Netherlands S 132 The Relationship between Individual Psychological Capital and Perceptions of Organisation Authentic Leadership S 145 Effects of a Depression Care Program Including a Pleasant Activities P. Williams1,2, L.E. Scholes2, L. Waters3 Plan and a Life Review Therapy on Depressive Symptoms and Apathy in 1Geelong Grammar School, Corio, VIC, Australia, 2University of Melbourne, Nursing Home Residents Graduate School of Education, Melbourne, VIC, Australia, 3University of R. Leontjevas1, S. Teerenstra2, M. Smalbrugge3, M.J. Vernooij-Dassen4, E.T. Melbourne, Melbourne, VIC, Australia Bohlmeijer5, D.L. Gerritsen6, R.T. Koopmans6 1Open University, School of Psychology, Heerlen, Netherlands, 2University S 133 A Transnational Comparison of Europeans, Americans and Indians Nijmegen, Medical Centre, 4Department of Epidemiology, Biostatistics, and HTA, on Psychological Well-being and Some Factors of Positive Psychology Nijmegen, Netherlands, 3VU University Medical Center, Amsterdam, Netherlands, R. Sachar, K. Singh, A. Khurana 4Radboud University Nijmegen Medical Centre, Scientific Institute for Quality of Indian Institute of Technology (IIT), Department of Humanities and Social Healthcare, Nijmegen, Netherlands, 5University of Twente, Psychology, Health Sciences, New Delhi, India and Technology, Twente, Netherlands, 6Radboud University Nijmegen Medical Centre, Department of Primary and Community Care, Center for Family S 134 Abstract has been withdrawn Medicine, Geriatric Care and Public Health, Nijmegen, Netherlands

52 www.ippanetwork.org S 146 Perceptions of Support from Mentors and Academic Trajectories of S 158 To what Degree Do Substance Use Disorder Counselors Employ Youths Involved in Big Brothers Big Sisters Canadian Programs Interventions which Promote Well-being? S. Larose1, D.J. De Wit2, E.L. Lipman3 A.R. Krentzman1,2, A. Hassett3, K. Mannella1, E.A.R. Robinson1, J.A. Cranford1, O. 1Université Laval, Education, Québec, QC, Canada, 2Centre for Addiction and Mowbray1 Mental Health, Social and Epidemiological Research Department, Toronto, ON, 1University of Michigan Addiction Research Center, Psychiatry, Ann Arbor, MI, Canada, 3MacMaster University, Toronto, ON, Canada United States, 2University of Minnesota School of Social Work, St. Paul, MN, United States, 3University of Michigan Health System, Chronic Pain & Fatigue S 147 Wellness through Board Games Research Center, Ann Arbor, MI, United States S. Solway, E. Copeland, R. Niolon The Chicago School of Professional Psychology, Chicago, IL, United States S 159 Empowerment and Engagement through Film-based Activism: A Survey of Invisible Children Participation and Impacts S 148 An Investigation of Perception Re-framing Using Bio-communication B. Karlin, A. Bue, M. Iskajyan Technology on Self-report Measures of General Health, Stress Resilience, University of California Irvine, Irvine, CA, United States and Problem Solving Ability among Primarily US College-aged Students S.L. Stockton S 160 The Role of Spirituality in Psychiatric Consultation-liaison Setting University of Central Missouri, Nutrition and Kinesiology, Warrensburg, MO, E. Albieri1, C. Ruini1, G. Piazza2, F. Ottolini1, D. Visani1, G. Strizzolo2, L. United States Grassi2 1University of Bologna, Psychology, Bologna, Italy, 2University of Ferrara, S 149 Development of a Tool and an Intervention Program Based on Psychiatry, Ferrara, Italy Cognitive Behavior Coaching (CBC): The Relationship between CBC and PGIS-II S 161 Study of the Comparison between Original Version of State Self- Y. Tokuyoshi, S. Iwasaki esteem Scale and Korean Version of State Self-esteem Scale Tohoku University, Sendai, Japan H. Park1, J.M. Lee2 1Yongmoon Graduate School of Counseling Psychology, Positive Psychology, Seoul, S 150 Renewing Positive Psychology and Spiritual Virtues by Viewing Korea, Republic of, 2Yongmoon Graduate School of Counseling Psychology, Seoul, Great Films: The Esalen Film Seminars (1990 to 2013) Korea, Republic of F.G. Lu UC Davis, Psychiatry & Behavioral Sciences, Sacramento, CA, United States S 162 Seeking for Childhood and Adolescence Roots of Resilience: Czech Brno Longitudinal Study S 151 Development of a Social Marketing Campaign By-youth-for-youth to I. Solcova1, M. Blatny2, M. Jelinek2 Promote Positive Health and Wellbeing 1Institute of Psychology, Academy of Sciences of the Czech Republic, Prague, J. Kunkel1, S. Duncan1, A. Jarden1, M. Naylor2, G. Schofield1 Czech Republic, 2Institute of Psychology, Academy of Sciences of the Czech 1AUT, Human Potential Centre, Auckland, New Zealand, 2AUT, School of Sport Republic, Brno, Czech Republic and Recreation, Auckland, New Zealand S 163 Life Map: Conceptualizing the Field of Positive Psychology S 152 Awentura Game, a Positive Adventure. A Digital, Funny and N. Malcomson Entertaining Way for Children to Develop the Basics Strengths for Positive Psychology Coach, London, United Kingdom Achieving Wellbeing V.B. Kelmanowicz1, A.C. Czar1, M. Kappelmayer2 S 164 Wellbeing - A Positive-psychological Program of Interventions for 1Universidad de Palermo, Psicologia, Buenos Aires, Argentina, 2AWE Center for People with Depression Older than 65 the Development of Strengths for Children and their Families, Ciudad Autonoma P. Streit de Buenos Aires, Argentina Institute of Positive Psychology and Mental Coaching (IPPM), Graz, Austria

S 153 The VIPER Model of Peak Performance: Developable Practices of S 165 Recovery Style in Psychosis; The Healing Power of Integrating Eight Elite Performers R. Espinosa1, C. Valiente2, M. Provencio3, A. Rigabert2, H. Song2 A.R. Mouton 1Camilo Jose Cela University, Madrid, Spain, 2Complutense University of Madrid, Claremont Graduate Univeristy, School of Behavioral and Organizational Madrid, Spain, 3Ambato University, Ambato, Ecuador Sciences, Claremont, CA, United States S 166 Validation of a Portuguese Version of the Trait Hope Scale with a S 154 Positive Psychology in the Doctor-patient Interview and Sample of Adolescents Relationship Tools and Techniques for the Daily Practice S.C. Marques1, S. Lopez2, A.M. Fontaine3, S. Coimbra3, J. Mitchell4 B.U. Lemke 1Porto University, Faculty of Psychology and Educational Sciences, Porto, Marketing Coaching & Training, Buchholz, Germany Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia S 155 The Lug-a-Mug Study: Increasing Reusable Mug Use through Message Framing S 167 Subjective Well-being and Personality Factors in People with M. Voloaca, K. Pearce, V. Huta, L.G. Pelletier, N. Aitken Acquired Brain Injury University of Ottawa, School of Psychology, Ottawa, ON, Canada S.M. Prevett, M.D. Holder University of British Columbia-Okanagan, Arts, Kelowna, BC, Canada S 156 SHERO; A Strategy for Living Life Empowered and Engaged R. Moradoghli S 168 Predictors of Thriving: Importance of a Personal Sense of Purpose SHERO Inc., Vancouver, BC, Canada A.F. Waters, M.W. Gerson California Lutheran University, Psychology, Thousand Oaks, CA, United States S 157 Eudaimoniac Perspective of Somnological Patterns: Role of Vital Energy & Experiential Acceptance S 169 Optimism and Breast Cancer: Lessons from Musician-survivors A. Teotia, N. Pande, S. Gupta D. Mazza1, J.E. Giebenhain1, S. Schmalenberger2, C. Gessert3, L. Starr4, Banasthali Vidyapith, Psychology, Tonk, India H. Steward1 1University 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 www.ippanetwork.org Poster Session 2 (cont’d) S 170 Emotions and Well-being in Workers of Social Programs in S 181 In Search of a Healing Lexicon a Quantitative and Qualitative Valparaiso, Chile Study in Context of , Positive Psychology and J. Pavez, M.A. Bilbao Emotional Intelligence Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile L.S. Sanders Bayfield Treatment Centres, Wellington, ON, Canada S 171 What Do your Favorite Colors Say about you: Relationships between Colors and Positive Traits S 182 Forgiveness in Same-sex and opposite-sex Friendships of J.C. Natividade, C.M. Bandeira, C.S. Hutz Emerging Adults Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil M. Hojjat1, E. Owoc1, S. Boon2 1University of Massachusetts Dartmouth, Psychology, North Dartmouth, MA, S 172 Individual, Organizational and Contextual Variables as Predictors of United States, 2University of Calgary, Psychology, Calgary, AB, Canada Competent Performance, Affective Commitment and Attachment to the Organization S 183 The Lack of Tried and Tested Positive Psychology Interventions for M.Z. Oliveira, J.C. Natividade Marriage Is a Significant Gap in Positive Psychology Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil N.J. Slight University of East London, Psychology, Stratford, United Kingdom S 173 Emotions Positively Influenced by Experiential Buying L.M. Lunden, K.J. Chraczynski, R.T. Howell S 184 Parenting Practices and Child Prosocial Behavior at School San Francisco State University, Psychology, San Francisco, CA, United States X. Zacarias Salinas1,2, P. Andrade Palos1 1UNAM, Mexico City, Mexico, 2Universidad de Colima, Colima, Mexico S 174 Relationship between Emotional Intelligence and the Adoption of a Parenting Style S 185 Personality Development as a Positive Outcome of the Simultaneous N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, F.A. Robles Aguirre3, A. Morales Pursuing of Academic and Athletic Activities Sánchez3, N.A. González Gallegos3 D. Nosenko1, G. Nosenko2 1Universidad de Guadalajara, Departamento de Clínicas de Salud Mental, 1Dnipropetrovsk National University, Psychology, Dniproperovsk, Ukraine, Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico, 2Ukrainian National Academy of Public Administration, Project Management, 3Universidad de Guadalajara, Guadalajara, Mexico Dnipropetrovsk, Ukraine

S 175 Social Groups as a Protective Factor in Adolescents S 186 Emotional Stability and Positive Values as the Major Personality N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, S.C. Fulquez Castro3, E.Y. Dimensions of the Subjective Well-being Macías Mozqueda4 D. Nosenko1, I. Arshava1, E. Nosenko2 1Universidad de Guadalajara, Departamento de Clínicas de Salud Mental, 1Oles Honchar Dnipropetrovsk National University, General and Medical Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico, Psychology, Dnipropetrovsk, Ukraine, 2Oles Honchar Dnipropetrovsk National 3Universidad Autonoma de Baja California, Mexicali, Mexico, 4Universidad de University, Educational and , Dnipropetrovsk, Ukraine Guadalajara, Guadalajara, Mexico S 187 Infusing Positive Psychology into Sport S 176 Development of a Facial Expression Coding System for Measuring M.D. Scholes1,2 Learning Self-efficacy of Middle School Students 1Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact, S. Xiaohong Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports Nanjing Normal University, School of Psychology, Nanjing, China Education, Melbourne, VIC, Australia

S 177 Compassion Predicts Reduced Preference for Noun Labels Applied S 188 The Effect of Positive Psychology on the Wellbeing of Sports Coaches to Those with Mental Disorders M.D. Scholes1,2, L. Waters3, D. Pitt4 S.R. Woolgar1, A.J. Howell2, K. Buro3 1Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact, 1Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2MacEwan Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports University, Psychology, Edmonton, AB, Canada, 3Grant MacEwan University, Education, Melbourne, VIC, Australia, 3University of Melbourne, Melbourne, VIC, Edmonton, AB, Canada Australia, 4St Peter's College, Adelaide, SA, Australi

S 178 Positive Gerontology: Thinking about Aging in an Student's Group S 189 Meanings and Values Attributed to the Concept of Positive Nations: of a Positive's Psychology Degree in Caracas (Venezuela) A Study Comparing Portuguese and Namibian People V. Tirro L.M.V.A. Neto1, H.A. Marujo1, M. Perstling2, A.C. Rego3 Universidad Metropolitana, Caracas, Venezuela 1ISCSP - Tecnhical University of Lisbon, Social and Political Sciences Institute, Lisbon, Portugal, 2Clinical Psychologist at Phoenix Psychology Practice, Phoenix, S 179 Launching 'High Quality Connections' between Practice Setting Namibia, 3ISCSP - Tecnhical University of Lisbon, Social and Political Sciences Mentors and Students Institute - Master Applied Positive Psychology, Lisbon, Portugal C.L. Parsons1,2 1St. Joseph's Health Care London, Nursing & Organizational Development, S 190 Factors Associated with Well-being of Japanese Frail Older Adults London, ON, Canada, 2Western University, Nursing, London, ON, Canada and Effectiveness of Group Positive Psychology Intervention A. Morita1, Y. Jin2, F. Yu3, S. An2 S 180 Enhancing Nursing Work Life and Practice through the Application 1The University of Tokyo, Department of Human Ecology, Tokyo, Japan, 2The DIA of Positive Psychology Foundation for Research on Ageing Societies, Tokyo, Japan, 3Hunchunshi Happy C.L. Parsons1,2 Health Center for the Elderly, Hunchunshi, China 1St. Joseph's Health Care London, Nursing & Organizational Development, London, ON, Canada, 2Western University, Nursing, London, ON, Canada 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

54 www.ippanetwork.org S 192 Role of Optimism and Coping Strategies in Burnout Syndrome in S 205 Honouring your Emotions: Why it Matters - Presenting the Medical Doctors RHUME™ Model of Navigating Emotions in Real Time. A New Positive A. Slezackova, K. Peskova Psychology Intervention? Masaryk University, Faculty of Arts, Dept. of Psychology, Brno, Czech Republic J. Vanderpol Royal Roads University, School of Leadership, Victoria, BC, Canada S 193 The Effectiveness of a Workplace Positive Psychology Programme in the Age of Austerity S 206 Abstract has been withdrawn B. Wink1, S. Henderson2 1Southampton Solent University, Psychology Group, Southampton, United S 207 Abstract has been withdrawn Kingdom, 2Southampton Solent University, Business School, Southampton, United Kingdom S 208 The Mediating Effect of Self-esteem on the Relationship between Body Image and Psychological Health among College Students S 194 Pay Attention: Greater Attention to Relationships Leads to Higher J.M. Lee1, M. Suh2 Life Satisfaction 1Yongmoon Graduate School of Counseling Psychology, Seoul, Korea, Republic of, B.A. Wang1,2, M. Tugade3 2Korea Counseling Center, Seoul, Korea, Republic of 1Vassar College, Psychology, Ontario, CA, United States, 2Pomona College, Claremont, CA, United States, 3Vassar College, Psychology, Poughkeepsie, NY, S 209 A Cognitive-behavioral Program of Emotional Management and United States Psychological Well-being in Healthy People J.R. Leite1, I. Belik2, M.C. Cesar2, A.M. Costa2, L. Lopes2, M. Martins2, S. Ricetti2, S 195 Attachment Styles and Psychological Well-being in Women and Men C.A. Ruaro2, F.J.P. Silva2, L.R. Silva2, S.L. Snege2 with Faithful and Unfaithful Behaviours 1Universidade Federal de São Paulo, Psychobiology, São Paulo, Brazil, 2Instituto C. Portovedo, P. Romero, P. Zavarce Brasileiro de Medicina Comportamental - AFIP, São Paulo, Brazil Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela S 210 Positive Affect as a Mediator of the Relationship between S 196 The Benefits of Giving: The Role of Altruism in Subjective Appreciation and Life Satisfaction Well-being K. Langione, N.S. Fagley C. Topuz Rutgers University, Piscataway, NJ, United States Fatih University, Istanbul, Turkey S 211 Psychological Capital, Job Demands and Organisational S 197 Insight and Experiential Tolerance in Paranoia: Focusing on Commitment of Employees in a Call Centre in Durban, South Africa Well Being K. Pillay, J. Buitendach C. Valiente1, M. Provencio2, R. Espinosa3, A. Duque1, F. Everts1, H. Song1 University of KwaZulu Natal, Durban, South Africa 1Complutense University of Madrid, Madrid, Spain, 2Ambato University, Ambato, Ecuador, 3Camilo Jose Cela University, Madrid, Spain S 212 The next Billion: Using Social Media in Positive Psychology K. Sood1, P. Tandon2 S 198 Experiencing Connection with Nature: Implications for 1Northwestern University, Kellogg School of Management, Evanston, IL, United Mindfulness, Well-being, and Psychotherapeutic Practice States, 2University of Pennsylvania, Positive Psychology, Philadelphia, PA, C. Wolsko1, K. Lindberg2 United States 1Oregon State University - Cascades, Psychology, Bend, OR, United States, 2Oregon State University - Cascades, Forest Ecosystems and Society, Bend, OR, S 213 Duplicate submission United States S 214 Investigating Eudaimonic and Hedonic Pursuits through S 199 Research on the Subjective Well-being among Rural Young Students Personal Strivings in China K.M. Pearce, M. Voloaca, V. Huta D. Zhang University of Ottawa, Psychology, Ottawa, ON, Canada Jinggangshan University, Psy. Dep., Ji'an, China S 215 Emotional Intelligence and Positive Psychology: The Role of EI on S 200 Subjective Well Being in Mexico and its Correlates Affect, Mindfulness, and Overall Happiness G. Leyva L. Delizonna, T. Anstedt, B. Wong, A. Win INEGI National Institute of Statistics and Geography, Research Division, Stanford University, Continuing Studies Department, Stanford, CA, United States Aguascalientes, Mexico S 216 Associations between Adult Identity, Civic Engagement, and Well- S 201 Meaning in Life and its Relationship with Nature Affiliation, being during the Transition to Adulthood: A Nationally Representative Spirituality, and Well-being Sample of Youth H.-A. Passmore1, A.J. Howell1, K. Buro2 L. Lin, L. Wray-Lake 1Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant Claremont Graduate University, Department of Psychology, Claremont, CA, MacEwan University, Statistics, Edmonton, AB, Canada United States

S 202 Self-determination Needs and their Relationship with Nature S 217 Happiness Intervention Decreases Pain and Depression and Boosts Affiliation and Well-being Happiness among Primary Care Patients H.-A. Passmore1, A.J. Howell1, K. Buro2 L.T. Lambert, L. Milkovich, S. Kearney, R. Joslin 1Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant Red Deer Primary Care Network, Red Deer, AB, Canada MacEwan University, Statistics, Edmonton, AB, Canada S 218 Trait Mindfulness in Relation to Mood, Emotion Regulation, S 203 Happiness Cloud - The Internet of Things Platform for Happier Everyday Executive Functioning and Alexithymia Aging in China M. Lyvers1, C. Makin1, E. Toms1, F.A. Thorberg2 H.G. Li1, L.Z. Song2,3 1Bond University, Psychology, Gold Coast, QLD, Australia, 2University of Oslo, 1The Hangzhou WuDe Scientific Company, Hangzhou, China, 2Global Happiness Department of Behavioural Sciences in Medicine, Oslo, Norway Academy/China Happiness Alliance, Kensington, MD, United States, 3China Positive Psychology Association (CPPA), HK, Hong Kong

S 204 Abstract has been withdrawn

55 www.ippanetwork.org Poster Session 2 (cont’d) S 219 The Impact of Training of on Psychological S 230 Positive Psychology through Short Video Clips and Online Well-being of the Married Women in Tehran City Positive Coaching M. Momeni Javid, Z. Naderi Nobandegani S. Yakovlev, G. Lepeshkin, T. Lepeshkina Shahid Chamran University of Ahvaz, Educational Sciences and Psychology, Positive People Project, Samara, Russian Federation Ahvaz, Iran, Islamic Republic of S 231 Tracking the Trajectory of Hope and Life Satisfaction across the S 220 The Impact of Training of Skills to Improve Marital Relationship on Life Span Personal Well-being of the Women S.C. Marques1, S. Lopez2 M. Momeni Javid, Z. Naderi Nobandegani 1Porto University, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, Shahid Chamran University of Ahvaz, Ahvaz, Iran, Islamic Republic of NE, United States

S 221 Attachment Styles, Psychological Well-being and Altruism S 232 Stability and Predictive Validity of Domain-based Life Satisfaction M.A. Taghizadeh1, Z. Mohammadalipoor1, B. Ghobari Bonab2, M. Abbasi2 Reports of Portuguese Students 1Shahid Beheshti University, Psychology, Tehran, Iran, Islamic Republic of, S.C. Marques1, S. Lopez2, A.M. Fontaine1, S. Coimbra3, J. Mitchell4 2University of Tehran, Psychology, Tehran, Iran, Islamic Republic of 1Porto University, Faculty of Psychology and Educational Sciences, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto S 222 What Keeps Us Going: Calculating the Components of the University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia Well-lived Life P. van Kessel S 233 Happier Being with PERMA Eating: PERMA-flavoring our NORC at the University of Chicago, Chicago, IL, United States Relationship with Food to Increase Well-being T. Leead S 223 Attorney Well-being and the Practice of Law: A Study of Beliefs, Private Practice, Agoura Hills, CA, United States Attitudes and Perceptions P.J. Ramos S 234 Assessing Children's Well-being in Zambia: Influences of Nature Saybrook University, Psychology and Interdisciplinary Inquiry, San Francisco, Connectivity, Spirituality, and Religiousness CA, United States T.E. Krupa1, A.J. Geddes1, M.D. Holder1, E.A. Krupa2, B. Coleman3 1University of British Columbia- Okanagan, Psychology (Unit 4), Kelowna, BC, S 224 A Theory of Subjective Well-being Canada, 2University of Alberta, School of Public Health, Edmonton, AB, Canada, Q. Li 3Okanagan College, Psychology, Kelowna, BC, Canada China-Canada Institute of Happiness, Burnaby, BC, Canada S 235 Mindfulness and Racial Socialization Messages Predict Active S 225 Different Needs for Misbehaving Teens: Exploring Longitudinal Coping among African American College Students Relations between Antisocial Behavior and Psychological Functioning V. Womack1, L.R. Sloan2 R. Perez1, N. Lau1, C. Weldon1, G. Bono1, J. Froh2, N. Card3 1Northwestern University Feinberg School of Medicine, Preventive Medicine, 1California State University, Dominguez Hills, Carson, CA, United States, Chicago, IL, United States, 2Howard University, Psychology Department, 2Hofstra University, Hempstead, NY, United States, 3University of Arizona, Washigton D.C., DC, United States Tucson, AZ, United States S 236 Nonlinear Evolution and Positive Psychology - Happicare S 226 Parent Cultural Identity Promotes PTG in Hispanic Childhood Workshop Model Cancer Survivors Z.F. Xu R.I. Slaughter1, J. Milam1, A. Ritt-Olsen1, S. Sherman-Bien2, K. Meeske3, Deep Happiness Studio, Beijing, China A. Hamilton1 1University of Southern California, Los Angeles, CA, United States, 2Miller S 237 Improved Communication in Workteams and How It Affects the Children's Hospital, Long Beach, CA, United States, 3Children's Hospital of Los Psychosocial Work Environment - An Interactive Intervention Study in the Angeles, Los Angeles, CA, United States Public Sector Å. Stöllman1, E. Vingård1, M. Waldenström1, E. Lampa1, F. Molin2, B. Södergren2 S 227 The Experience of Green; a Momentary Investigation of the 1Uppsala University, Occupational and Environmental Medicine, Uppsala, Contribution of Natural Elements within the Built Environment to Sweden, 2Uppsala University, Department of Business Administration, Uppsala, Cognitive, Affective and Communal Well-being Sweden S. Roberts Claremont Graduate University, Positive Developmental Psychology, Claremont, S 238 Hope and Self-determination at the Workplace CA, United States C. Wandeler1,2,3 1University Fribourg, Fribourg, Switzerland, 2University of Teacher Training, S 228 The Experience of Green; a Momentary Investigation of the Fribourg, Switzerland, 3Alliant International University, Fresno, CA, United Contribution of Natural Elements within the Built Environment to States Performance and Well-being S. Roberts S 239 Relationship between Psychological Capital and Job Satisfaction in Claremont Graduate University, Positive Developmental Psychology, Claremont, Two Venezuelan Organizations CA, United States C.I. Yacsirk1, C. Melguizo2, S. Marco2 1Metropolitan University of Caracas, Behavioral Sciences, Caracas, Venezuela, S 229 Students for Stress Resilience: A Graduate Organization Dedicated 2Andres Bello Catholic University, Caracas, Venezuela to Anxiety Management S. Silverman, B.C. Grabois, D. Stivelman, S. Guerra, N. Milano, A. Crouch, M.M. S 240 The Moderating Effects of the Individual's Achievement Motivation Tobenas, S. Mergler, B. Nierenberg and Work Load Affect the Relationship between Perceived Supervisor Nova Southeastern University, Center for Psychological Studies, Davie, FL, Support and Job Satisfaction United States D. Zhang Jinggangshan University, Psy. Dep., Ji'an, China

56 www.ippanetwork.org S 241 Health and Future - Orgnizational Factors Characterizing Healthy S 252 The Psychology of Independent Workers: Describing the Challenges Organizations and Benefits of a New Way to Work E. Vingård1, M. Svartengren1, Å. Stöllman1, T. Eriksson1, U. Stoetzer2, M. S. Spurlin1, E. Warren2 Parmsund2 1Claremont Graduate Univeristy, Positive Developmental Psychology, Claremont, 1Uppsala University, Occupational and Environmental Medicine, Uppsala, CA, United States, 2Claremont Graduate Univeristy, Social Psychology, Sweden, 2Karolinska Institutet, Stockholm, Sweden Claremont, CA, United States

S 242 Wellbeing at Work in Colombia: It Is the Type of Contract S 253 How to Manage Companies towards Healthier and more Prosperous Which Matters Organizations. Relational and Low Absenteeism E. Wills U. Stoetzer Universidad de lso Andes, Management School, Bogota, Colombia Karolinska Institutet, Institute of Environmental Medicine, Stockholm, Sweden

S 243 Reactions of Bystanders who Witness Bullying at their Workplace - S 254 Effect of Positivity on Organizational Citizenship Behaviors A Pilot Study V.M. Calzadilla1, C. Yacksirk2 F. Zand, A. Hogh 1Universidad Catolica Andres Bello, Postgrado, Caracas, Venezuela, 2Universidad Copenhagen University, Department of Psychology, Copenhagen, Denmark Metropolitana, Caracas, Venezuela

S 244 Should they Be Happy? A New Perspective on the “Happy- S 255 Does Personality Regulate the Work Stressor - Psychological productive Worker Paradigm” Detachment Relationship? H. Shany1, O. Kaplan2 Y. Potok, H. Littman-Ovadia 1Ben-Gurion University of the Negev, Guilford Glazer Faculty of Business & Ariel University Center, Psychology, Ariel, Israel Management, Beer-Sheva, Israel, 2The College of Management, The School of Business Administration, Rishon LeZion, Israel S 256 Work-family Conflict and Enrichment: An Exploratory Study of Working Adults' Experience in Taiwan S 245 Why Is Proactive Personality Related to Positive Work Outcomes? Y.C. Wang The Role of Job Crafting and Job Autonomy National Taipei University of Education, Psychology and Counseling, Taipei, H. Wang1, Y. Wang1, O. Siu1, C. Lu2 Taiwan, Republic of China 1Lingnan University, Sociology and Social Policy, Tuen Mun, Hong Kong, 2Peking University, Beijing, China S 257 A Multi-level Model of Organizational Virtue Development: “Microvirtue” and Positive Spirals Toward the Caring Organization S 246 Authentic Leadership Brings New Hope J. Nicholson Y. Wang, F. Cheung, O.L. Siu University of Guelph, College of Management and Economics, Guelph, ON, Lingnan University, Department of Sociology and Social Policy, Hong Kong, Canada Hong Kong

S 247 Our Boss Is a Good Boss! The Cross-level Effects of Leadership on Work Engagement in Service Workers I.M. Martinez, M. Salanova Universitat Jaume I, Psychology, Castellon, Spain

S 248 Getting by, Surviving, Thriving: How and Does Well-being Change Following Job Loss? J. Synard, N. Gazzola University of Ottawa, Faculty of Education, Ottawa, ON, Canada

S 249 Stress Management Efficiency Based on Salutogenic Resources in Fire-fighters Confronted to Acute and Chronic daily Stress: Mindfulness as a Predictor for PTSD Improvement M. Trousselard1,2, D. Steiler2, N. Babouraj3, A. Büssing4 1Institut de Recherches Biomédicales des Armées, Département des Facteurs Humains, La Tronche Cedex, France, 2Grenoble Ecole de Management, Mindfulness, Well-Being at Work and Economic Peace Chair, Grenoble, France, 3Brigade 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 1Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States, 2Heineken International BV, Amsterdam, Netherlands

57 www.ippanetwork.org Exhibitor Floor Plan Pasadena Room - E Level

58 www.ippanetwork.org Exhibitor Directory Bridges to Recovery Booth # 203 Claremont Graduate University Booth #200 P.O. Box 1493 123 East 8th Street Pacific Palisades, CA 90272 Claremont, CA 91711 PH (877) 727-4343 PH (909) 607-9016 FX (310) 573-7092 FX (909) 607-9009 EM: [email protected] EM: [email protected] WEB: www.bridgestorecovery.com WEB: www.cgu.edu/sbos Bridges to Recovery is a premier licensed residential behavioral Claremont Graduate University is one of the leading providers health facility for adults suffering with psychiatric disorders. of education and training in positive psychology, evaluation, We combine intensive, individual Psychotherapy (4-5 sessions and applied research methods. CGU offers MA and PhD per week) with psychodynamic group therapy (2-3 sessions per programs with an emphasis in Positive Developmental day). Our goal is to empower our patients to succeed out in Psychology and Positive Organizational Psychology that stress the world. rigorous training and a high level of competence. CGU also hosts workshops onsite and online for professionals. Learn more at www.cgu.edu/sbos. Case Western Reserve University – MPOD Program Booth # 304 10900 Euclid Avenue, PBL 442 Emotional Intelligence Worldwide Booth # 305 Cleveland, OH 44106 Suite 1, Gunshot Alley, Saukin Drive PH (216) 368-4642 Mosman NSW Australia 2088 FX (216) 368-6228 PH (+61) 2 9969 0337 EM: [email protected] EM: [email protected] WEB: http://weatherhead.case.edu/mpod WEB: www.emotionalintelligenceworldwide.com Masters in Positive Organization Development and Change Emotional Intelligence Worldwide breathes spirit into the (MPOD): Strength-based, positive approaches to minds of individuals and organizations to achieve their own managing change. level of excellence. We bring out the best in people through a • Learn strategic level change interventions unique combination of positive psychology, neuroscience, • Learn leading-edge theory and practice in Appreciative emotional intelligence and personal development tools that Inquiry and human resource development increase awareness, performance and engagement. • Develop Emotional Intelligence - fostering leadership skills through coaching • Build sustainable enterprises that prosper economically Gurze Books Browse Table • Engage in lifelong experiential learning PO Box 2238 Carlsbad, CA 92018 PH (760) 434-7533 Center for Positive Organizational Scholarship Booth #104 FX (760) 434-5476 701 Tappan Street EM: [email protected] Ann Arbor, MI 48109 WEB: www.bulimia.com PH (734) 647-8154 Publication Title: Gurze Books 2013 Resource Catalogue FX (734) 647-8154 Free eating disorders resource catalogue with recovery articles, EM: [email protected] self-help books & eBooks, professional resources, treatment WEB: www.centerforpos.org facilities, national organizations, and artwork by Francie Droll. 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 HAPACUS Booth # 204 hold conferences for researchers and practitioners, and we host 3815 N. Brookfield Road, Suite 104-125 presentations by leading thinkers in positive business. Brookfield, WI 53045 PH (855) 722-4165 FX (855) 722-4165 EM: [email protected] WEB: www.hapacus.com Hapacus is an educational program that helps ordinary people organize classes around the science of happiness. Take a course on happiness, or teach one yourself, at www.hapacus.com. Courses can be held online or in-person, and are based on the revolutionary new book from Hapacus called The Happiness Journey.

59 www.ippanetwork.org Exhibitor Directory (cont’d) Harnessing Happiness Foundation Booth # 301 Phillips Graduate Institute Booth # 303 PO Box 1510 19900 Plummer Street Mount Shasta, CA 96067 Chatsworth, CA 91402 PH (877) 915-0888 PH (818) 386-5660 FX (530) 926-5050 FX (818) 386-5636 EM: [email protected] EM: [email protected] WEB: www.harnessinghappiness.com WEB: www.pgi.edu Harnessing Happiness is dedicated to finding ways to inspire Phillips Graduate Institute is a nonprofit educational institution and infuse happiness into everyday life. Happiness is not the offering advanced degrees in counseling and consulting in a absence of problems; it is the ability to deal with them. Our hands-on, experiential learning environment. Phillips’ manuals and tools help us to deal with difficulties in a programs are designed so that you’ll have the real world tools constructive way, which sources our potential and power. and experience you need to excel in your chosen field.

Hogrefe Publishing Booth # 302 Points of You Booth # 106 38 Chauncy Street, Suite 1002 27 Weitzman Street Boston, MA 02111 Tel Aviv 64239 Israel PH (866) 823-4726 PH (972) 54 7640649 FX (617) 354-6875 EM: [email protected] EM: [email protected] WEB: www.thecoachingame.com WEB: www.hogrefe.com Points of You – the coaching game. ‘Positive Psychology’ is Hogrefe has been publishing psychology and mental health about seeing our reality in different perspectives and point of books, journals, and psychometric tests for over 60 years. Visit views. We created a revolutionary tool that will upgrade your our booth to meet Ryan Niemiec, author of Positive Psychology ‘positive psychology’ session’s experience. Expanding new at the Movies and Mindfulness and Character Strengths, as well powerful possibilties, bringing a fresh spirit of creativity and as Fredrike Bannink, author of the Handbook of Solution- expression with clients or family (1/1 or a group). Come see Focused Conflict Management. how it works.

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

Oxford University Press Booth # 110 198 Madison Avenue SMART Strengths Booth #205 New York, NY 10016 190 West Terrace Parkway PH (800) 451-7556 Culver, IN 46511 FX (919) 677-1305 PH (574) 806-4206 EM: [email protected] EM: [email protected] WEB: www.oup.com WEB: www.smartstrengths.com Visit the Oxford University Press booth for a special discount SMART Strengths provides teaching and consulting services to on new titles such as Pursuing the Good Life: 100 Reflections help educators, parents and coaches implement flexible and on Positive Psychology by Christopher Peterson; Positive strategic strengths-based approaches in schools. This process Psychology of Love by M. Hojjat; and many others. 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.

60 www.ippanetwork.org Springer Booth # 101 233 Spring Street New York, NY 10013 PH (212) 460-1600 FX (212) 620-8442 EM: [email protected] WEB: www.springer.com Come and browse key titles. Get 20% off print books and eBooks – and learn about MyCopy (a printed eBook for $/€ 24.99). Meet our Editor Esther Otten to discuss your publishing proposal. Ensure maximum readership for your work, too! Springer, your partner in publishing. Find all offers online: springer.com/ippa “Follow @SpringerPsych on Twitter for the latest news”

University of Pennsylvania’s Master of Applied Positive Psychology Program Booth # 100 3701 Market Street, Suite #200 Philadelphia, PA 19104 PH (215) 746-0441 EM: [email protected] WEB: www.pennpositivepsych.org Penn’s MAPP program presents an extraordinary opportunity for individuals with a serious interest in applying positive psychology to their professional lives. The progam’s executive education model allows students to fly in from anywhere in the world, continuing to work full-time while also studying full-time with world-class researchers and practitioners of positive psychology.

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

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

61 www.ippanetwork.org Invited Speaker Abstracts IN 1: Positivity Resonates: How Love research example of traditional environmental psychology on Creates Health that place-type with a positive environmental psychology Barbara Fredrickson approach using: a) research examples from the literature; b) University of North Carolina, research examples from our own team research activity; and c) Chapel Hill, NC qualitative examples from my work travels which can highlight specific cross-cultural concrete instances. The presentation In this talk, Fredrickson offers a taste of her concludes by discussing ways to promote research for a positive latest book, Love 2.0 (Penguin, 2013). In environmental psychology. 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, IN 3: Peak: How Great Companies Get Their psychophysiological, and neural data from Mojo from Maslow multiple laboratories, Fredrickson reveals how love – defined as Chip Conley micro-moments in which positivity resonates between and Joie de Vivre Hospitality, among people – can build enduring resources, such as wisdom, San Francisco, CA community, and even physical health. Making the case that love creates physical health, Fredrickson describes results from recent Chip Conley, founder and - for two dozen randomized controlled trials from her PEP Lab, in which people years - CEO of America's second largest learn how to self-generate feelings of love and compassion. She boutique hotel company, Joie de Vivre, and her team find that cardiac vagal tone forecasts people’s day- discovered the value of Maslow's iconic to-day experiences of love, and that by learning to self-generate hierarchy of needs at a time when his love more frequently, people can further improve their vagal company was fighting for survival. tone, and with it, their mental and physical health. This upward Researching Maslow's last few years alive, spiral dynamic explains how fleeting experiences of positive Conley found that Maslow had started to reinterpret the connection can accumulate and compound to set people on hierarchy from the individual to the collective. And, Conley trajectories toward health. More generally, Fredrickson’s fresh took that a few steps further in his own company, then studied take on love offers practical approaches to strengthening your other companies from Harley-Davidson to Apple that had relationships, teams, and communities. 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. IN 2: Positive Environment Conley is also a big fan of Viktor Frankl's work and Marino Bonauito reinterpreted "Man's Search for Meaning" into a practical tool University of Rome, Rome, Italy or mantra that leaders can use to amplify meaning for Environmental Psychology and Positive themselves and their organizations. Conley speaks around the Psychology overlap in striving for better world on the intersection of psychology and business, was a qualities of life in urban spaces, although finale speaker at the 2010 TED conference, is the 2012-2013 they have developed as mostly Scholar Practitioner in Residence at Saybrook University independent enterprises within (where he has an Honorary PhD), and is on the Board of the Psychology. This presentation aims to Esalen Institute. 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 www.ippanetwork.org IN 4: Recovery from daily job stress and IN 6: Presidential Address subjective well-being: How to make the best Robert Vallerand of leisure time? Université de Montréal, Montréal, Canada Sabine Sonnentag Positive psychology seeks to uncover University of Mannheim, Mannheim, some of the factors that help not only Germany people, but communities and society, to In this presentation, I will address the thrive. As I’m getting near the end of my question how people can unwind and presidency, I have started to reflect on recover from their daily work. I will argue some of the factors that may lead to such that both specific activities as well as thriving in society. I propose that one specific recovery experiences are such factor is passion. We have proposed important for protecting individual well- a Dualistic Model of Passion (Vallerand et al., 2003; being and positive affective states. I will Vallerand, 2010). Passion is defined as a strong inclination present findings from cross sectional, longitudinal, and daily- for a self-defining activity that one , values, and spends a survey studies that demonstrate that psychological detachment considerable amount of time on. Two types of passion are from work during off-job time is a particularly beneficial proposed: a harmonious and an obsessive passion. Obsessive recovery experience. I will identify factors that may help versus passion is involved when people feel that they can’t help hinder psychological detachment and I will discuss what might themselves and have to surrender to their desire to engage in happen if work itself is seen as an explicitly positive experience. the passionate activity. It is as if the activity controlled the person. Obsessive passion results from a controlled IN 5: Promoting the Positive Development of internalization (Deci & Ryan, 2000) of the activity in the Youth: Theory, Research, and Applications person’s identity. On the other hand, harmonious passion Richard M. Lerner refers to a strong inclination for the activity that nevertheless Tufts University, Boston, MA remains under the person’s control. The person can choose when to and when not to engage in the activity, thus Across the last third century, developmental preventing conflict from arising between activity engagement psychology has transformed into in the passionate activity and other life activities. developmental science, a multidisciplinary Harmonious passion results from an autonomous field aimed at describing, explaining, and internalization of the activity in identity. In this address, I optimizing the course of intraindividual review research that reveals that passion plays an important change, and interindividual differences in role in contributing to society. However, the two types of intraindividual change, across the life span. passion differ in two ways in promoting societal changes. The cutting edge of contemporary First, harmonious passion leads to the adoption of more scholarship within developmental science is research framed by acceptable means to achieve such changes than obsessive relational developmental systems theories, models that seek to passion. Second, when harmonious passion is at play, people understand the mutually influential relations between individual experience more positive personal benefits (e.g., development and contextual change, represented as individual psychological, physical, and relational well-being) in trying ←→ context relations, and to promote individual ←→ context to make societal changes happen than with obsessive passion. exchanges that are mutually beneficial. A key, sample case of the I conclude with some directions for future research as well as application of relational developmental systems models occurs some applied implications. 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.

63 www.ippanetwork.org Invited Speaker Abstracts (cont’d) IN 7: Executive Coaching: Leveraging IN 8: Toward a Scientific Theory of Free Will Positive Psychology to Accelerate Roy Baumeister Leadership Development Florida State University, Tallahassee, FL David Peterson Google, San Francisco, CA This talk combines conceptual discussion David has been promoting the application of the grand problem with free will with of positive psychology principles in laboratory studies, including our work on executive coaching and leadership self-control, decision making, and the development for almost 20 years, starting new work on glucose, as well as studies with the Positive Coaching Manual (1994). on manipulated disbelief in free will. It In this session, he summarizes what led seeks to provide a scientific him to develop an alternative to the understanding of free will as an evolved form of action control prevailing deficit-based coaching models, suited to enable human beings to function in their complex how his approach has evolved and expanded since then, and social environment, including culture. how current research on positive emotions, optimism, resilience, motivation, mindset, mindfulness, and relationships IN9: Role of the Future in Positive Psychology can be incorporated into coaching practices. Mihaly Csikszentmihalyi The primary focus of this session in on examining principles Claremont Graduate University, and techniques across six different domains that coaches – and Claremont, CA 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 Jeanne Nakamura • Finding positive, future-focused ways to tap into the person’s Claremont Graduate University, motivation to inspire meaningful learning and growth Claremont, CA • 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. 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 These questions will be examined by analyzing and summarizing the designs Psychology Movement and methods used in more than 600 positive psychology empirical S.I. Donaldson investigations published between 1999 and 2012. Suggestions for improving Claremont Graduate University, Claremont, CA, United States the rigor of positive psychology research will be provided. This symposium will focus on the empirical research that forms the backbone of the emerging science of positive psychology. Stewart Donaldson & Maren SY 1.3 Diversity in Positive Psychology Research Dollwet will open the session by describing an investigation that was conducted N. Wilder to examine the theory and research that has been developed under the positive Claremont Graduate University, Claremont, CA, United States psychology umbrella during the past 15 years. Specifically, they will discuss their methodology and findings from reviewing more than a 1,000 empirical This study reviews positive psychology articles published in peer-review and theoretical articles on positive psychology published from 1999 to 2012. journals, with the guiding question of how and to what degree the field has Key topics of discussion will include the nature of the extensive database, engaged with, focused on, and otherwise considered demographic diversity. As theoretical frameworks used to study positive psychology, and key empirical any discussion of diversity is situated within its particular context, this study findings. Next, Matthew Galen & Stewart Donaldson will discuss findings from frames diversity in a similar way that Seligman and Csikszentmihalyi (2000) a detailed analysis of the empirical research methods used in the field of orient positive psychology in their introduction to the field, which is within positive psychology. The third presentation by Natasha Wilder will further the context of the United States. In the US, sexism, racism, and heterosexism explore the findings from the large database by adopting a diversity perspective. present unique challenges for those who do not fit within the dominant group. As such, this presentation will address if and how positive psychology as a field Thus, there are many issues that we can consider when examining positive has concerned itself with diversity specifically in relation to race, gender, and psychology research with a keen eye trained towards the implications for sexual orientation. Finally, Meghana Rao will examine how positive psychology marginalized groups. For example, how might positive psychological has incorporated topics embedded in feminist research. Mihaly constructs operationalize for or impact women, queer people, or people of color Csikszentmihalyi will serve as discussant. 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 SY 1.1 The Development of Positive Psychology: Theory & Research that few studies within positive psychology explicitly address race, gender, and S.I. Donaldson1, M. Dollwet1,2 sexual orientation. Thematic analyses of this subset of literature suggest 1Claremont Graduate University, Claremont, CA, United States, 2DIRECTV, opportunities for future engagement and research. Greater Los Angeles Area, CA, United States The field of positive psychology has enjoyed rapid growth since its initial SY 1.4 Examining Positive Psychology Research from a Feminist Lens emergence in 1998. In short, positive psychology refers to the scientific study M.R. Rao of positive subjective experience, positive individual traits, and positive Claremont Graduate University, Claremont, CA, United States institutions (Seligman & Csikszentmihalyi, 2000). While there has been much excitement for this new lens of examining human behavior (e.g., Sheldon, The positive psychology movement has informed research and application in Kashdan, & Steger, 2011), there have also been a number of critics that a variety of disciplines. In a related research vein, one of the foremost objectives question the scientific rigor of positive psychology (e.g., Lazarus, 2003). Thus, of feminist research and activism is to drive positive social change for women. the purpose of the present study was to determine what scientific evidence To this end, positive psychology and feminist research can be natural allies, as has been accumulated since the positive psychology movement began. In an important goal of positive psychology is to improve lives and provide tools order to answer this question empirical and theoretical articles published from for positive social change (Golden-Biddle & Dutton, 2012). In the present January 1999 to December 2012 using the positive psychology perspective study, peer-reviewed positive psychology articles produced from 1999 to 2012 were reviewed. The results from this indicate positive were systematically reviewed from a feminist perspective to estimate the extent psychology touches multiple areas within psychology (e.g., school, work, to which positive psychology has addressed issues pertinent to women and health) and uses similar methods and data analysis procedures as the field of feminism. psychology in general, providing support for the usefulness of positive Historically, feminists have observed and protested against psychological psychology as a fresh perspective in studying human behavior. Overall, the research that demonstrated a strong androcentric bias (Yoder & Kahn, 1993). present paper has implications for providing a more comprehensive Their arguments were centered on three main concerns: understanding of the current standing of the field of positive psychology and provides direction for future research. 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 c) inadequate discussion of feminist topics in research (Gannon et.al, 1992; M. Galen, S.I. Donaldson Grady, 1981). Claremont Graduate University, Claremont, CA, United States The articles were analyzed using each of these frames to examine how positive The stakes for positive psychology's future are high. Is the field at risk of being psychology fared in engaging female participants, female authorship and merely a passing fad (Lazarus, 2003)? Or, will it live up to its promise of gender and feminist topics. Further nuances are examined and future directions balancing the deficiency-focus of traditional psychological research and inform for interdisciplinary research are explored. future interventions? The answer may depend upon the field's ability to produce research that is credible and methodologically rigorous. SY 2 Happiness and Meaning across Nations: The Eudaimonic and The degree to which positive psychology has been successful in applying Hedonic Happiness Investigation appropriate methodology toward the study of non-traditional psychological A. Delle Fave1, I. Brdar2, D. Vella-Brodrick3, U. Araujo4, M.D.R. Hernandez constructs is the subject of some debate. Some researchers praise the high Pozo5 methodological standards of the field (e.g.,Lyubomirsky & Abbe, 2003). But 1University of Milano, Department of Pathophysiology and Transplantation, critics of positive psychology assert that the field suffers from methodological Milano, Italy, 2University of Rijeka, Department of Psychology, Faculty of flaws, including overuse of cross-sectional designs and limited sensitivity Humanities and Social Sciences, Rijeka, Croatia, 3University of Melbourne, toward individual differences (e.g.,Froh, 2004). This presentation examines: Melbourne Graduate School of Education, Melbourne, VIC, Australia, (1) upon which designs and methods are the current scientific conclusions of 4University of Sao Paulo, Sao Paulo, Brazil, 5Universidad Nacional Autonoma positive psychology based? de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, Mexico City, Mexico (2) What can be done to enhance the scientific rigor of the field and sustain the development of credible research?

65 www.ippanetwork.org Symposium Abstracts (cont’d) Background: The debate on happiness and on the eudaimonic and hedonic ended questions and rating scales on happiness, meaningfulness and goals, as components of well-being is prominently based on quantitative and mono- well as a short socio-demographic inventory. Qualitative data were coded and cultural studies. The adoption of a mixed-method approach and the grouped into domain-related categories. involvement of international samples can help shed light on the multifaceted Results: Qualitative data showed amongst others that happiness were most often structure of these constructs. defined in terms of family and other interpersonal relations as life domains. Aim: This symposium will report the first findings of an international study Most meaningful things, goals and most intense happiness experiences are also exploring lay people's definitions of happiness, goals and meanings, as well predominantly associated with family and other interpersonal relations as life their relationship with well-established constructs such as life satisfaction, domains, whereas contextual (society & community) and transcendental meaning in life, positive emotions, and mental health. (spiritual) relatedness were far less mentioned. Quantitative findings supported the above, and showed the significance of relationships in the prediction of Method: The Eudaimonic and Hedonic Happiness Investigation instrument generally experienced happiness and meaningfulness. (EHHIi; Delle Fave et al., 2011), comprising open-ended questions on definition of happiness, perceived goals and meaningful things, and two scales Conclusions: Results support earlier empirical findings on the importance of assessing happiness and meaningfulness in 10 life domains, was completed by relationships in well-being, but also indicate that all forms of relatedness are 2368 participants aged 30-60, balanced by gender and education level, and not equal in significance. Findings support theories of well-being that view living in different continents: Americas (Argentina, Brazil, Mexico, US), Europe relatedness as an important source or dimension of well-being. (Croatia, Hungary, Italy, Norway), Asia (Northern India and Southern India), and Africa (South Africa). SY 2.3 Experiencing Meaning in Life: Sources of Meaning and Results: The data analysis highlighted the substantial role of family and close Meaningfulness across Life Domains in Adulthood relationships in well-being promotion, the contribution of eudaimonic and I. Brdar1, J. Nakamura2, L. Soosai-Nathan3 hedonic components to the definition of happiness, and their complex 1Faculty of Humanities and Social Sciences, University of Rijeka, Department of relationship with the well-being related constructs reported above. 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 SY 2.1 What Is Happiness for You? Answers from the World Psychology, Dindigul, India A. Delle Fave1, H.E. Nafstad2, A. Castro Solano3 1University of Milano, Department of Pathophysiology and Transplantation, Background and aims: The process of making, experiencing and maintaining Milano, Italy, 2University of Oslo, Institute of Psychology, Oslo, Norway, meaning in life may differ in various cultural contexts and life stages. This 3Universidad de Palermo, Department of Psychology, Faculty of Social Sciences, study investigated what brings meaning to life in adulthood and the Buenos Aires, Argentina contribution of meaningfulness and happiness in specific life domains to the presence of meaning. Background and aims: Most of the definitions of happiness currently used in positive psychology have been developed by researchers on the basis of Method: Participants from 10 countries (N=2368) listed the three most theoretical assumptions and within the western Anglo-Saxon cultural context. meaningful things in their present life, rated meaningfulness and happiness The aim of this presentation is to minimize this bias, through the illustration across 10 life domains and completed SWLS, PANAS and Meaning in Life of the definitions of happiness provided by 2368 lay participants living in 11 Questionnaire. different cultural contexts. Results: The majority of all open-ended answers related to three sources of Method: The first question in the EHHIi invites participants to provide their meaning: family (35%), work (17%) and interpersonal relationships (10%). own definition of happiness. Up to six answers for each participant were The meaningfulness across life domains explained 15% of the variance in retained and coded, following a standardized procedure based on multiple presence of meaning in life, with family, work and spirituality as strongest raters' comparative classification and a coding system developed and used in contributors. Happiness in life domains explained an additional 8% of presence previous studies (Delle Fave et al., 2011). of meaning. Meaningfulness across life domains, presence and search for meaning significantly contributed to well-being. Relations between Results: While 27 participants (1.14%) stated that happiness “does not exist” meaningfulness and happiness are discussed. or is “unattainable”, the remaining 2341 provided multifaceted definitions, for a total of 5983 answers (2.6 answers per participant on average). The Conclusion: Both qualitative and quantitative data confirm that family and definitions referred to both situations (59%), and psychological states/feelings work are salient sources from which adults derive a sense of meaning in life. (41%). Family and close relationships predominated among the former (51%), Family/work salience and the relationship of meaning in life to well-being Harmony/Balance among the latter (30.1%). Findings suggest the usefulness confirm current understandings of meaning in life. 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 2.4 Happiness in Life Domains and its Relation with Life Satisfaction and Positive/Negative Emotions M.D.R. Hernandez Pozo1, T. Freire2, K. Singh3 SY 2.2 The Role of Relationships in Well-being: Findings from the 1Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Eudaimonic and Hedonic Happiness Investigation (EHHI) Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Mexico, 2University of U.F. Araujo1, M.P. Wissing2, T. Martos3 Minho, School of Psychology, Braga, Portugal, 3Indian Institute of Technology, 1University of Sao Paulo, Sao Paulo, Brazil, 2North-West University: IIT, Department of Humanities & Social Sciences, New Delhi, India Potchefstroom Campus, Africa Unit for Transdisciplinary Health Research, Background: The concept and measurement of happiness is complex and yet Potchefstroom, South Africa, 3Semmelweis University, Institute of Mental Health, controversial about its dimensions, related constructs, and its dependence upon Budapest, Hungary cultural components, gender issues, scholar and maturity levels. The aim of this study was to qualitatively and quantitatively explore the role Aims: This presentation will report findings on the perceived levels of of relationships in well-being as expressed in the experience of happiness, happiness throughout ten life domains and the relationship of these evaluations meaningfulness and goals as found in the phase two of the EHHI project. with life satisfaction and positive and negative emotions. Method: Participants (N=2368) from 10 countries completed the Eudaimonic Method: We present findings from the Eudaimonic and Hedonic Happiness and Hedonic Happiness Investigation instrument that comprised of open- 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,

66 www.ippanetwork.org health and work are strongest contributors of positive affect, while unhappiness SY 3.2 Pilot Studies for Measuring Well-Being at Scale with relations, work, and community domains best explain negative emotions. R. Earl1,2 1Adelaide Thinkers in Residence, Government of South Australia, Adelaide, SA, Results are in line with previous findings, confirming the importance of work Australia, 2University of Adelaide, Psychology, Adelaide, SA, Australia and personal growth as prominent determinants of happiness which exert an important impact over both life satisfaction as well as over the quality of As part of the Seligman residency, pilots to measure the wellbeing of adolescents emotions. These international findings emphasize the role of life domains in at Mt Barker High School have been led by residency partners, the Department the conceptualization of happiness and related constructs. for Education and Child Development (DECD) and the University of Adelaide (UoA). DECD have used the Middle Years Development Index (MDI), developed in SY 3 Building a Flourishing State: The Impact of the Martin Seligman 2006 by Prof Clyde Hertzman's researcher group at the University of British Residency in South Australia Columbia (UBC). The domains of the MDI have been successfully mapped G. Kelly1, R. Earl2,3, K. Bartley4, A. Walker5, S. Murray6, M. Seligman5 onto Dr Peggy Kern's EPOCH measure of PERMA for use with adolescents. 1Adelaide Thinkers in Residence, Government of South Australia, Department for Premier and Cabinet, Adelaide, SA, Australia, 2University of Adelaide, Building on the South Australian Youth Mental Health Survey (SAYMHS; N = Psychology, Adelaide, SA, Australia, 3Adelaide Thinkers in Residence, 3913), conducted to identify the prevalence of mental health in South Government of South Australia, Adelaide, SA, Australia, 4The Department for Australian adolescents, the University of Adelaide pilot (N=260; 13-17 years) Education and Child Development, Government of South Australia, Adelaide, SA, has been underpinned by two complimentary evidence-based models: Australia, 5University of Pennsylvania, Positive Psychology Centre, Seligman's (2011) Wellbeing Theory (the five elements of wellbeing are Philadelphia, PA, United States, 6St Peter's College, Adelaide, SA, Australia PERMA) and Keyes' (2005) Mental Health Continua, a framework that conceptualises mental health and mental illness as separate and complete or Can mental illness be reduced and wellbeing improved in a population of 1.6 incomplete states. This work also contributed to the validation of the EPOCH million people? measure. Martin Seligman, the 24th Adelaide Thinker in Residence has tackled this This presentation will give an overview of the process making these pilots challenge. With 15 partner organisations and 9,000 people engaged at public possible, their impact on community decision-making and the prototype events, it's a story of vision, commitment, forging alignment and calculated learning that could be applied to other schools and communities. 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 SY 3.3 Towards a Flourishing School population measurement and evidence-based wellbeing interventions delivered M. White1,2, S. Murray3 in schools. 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, Chaired by Gabrielle Kelly (Director, Adelaide Thinkers in Residence), this Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3St Peter's panel includes: Keith Bartley (Chief Executive for the State Department for College, Adelaide, SA, Australia Education and Child Development); Simon Murray (Headmaster St Peter's What impact has the Seligman Residence had on one of the oldest schools in College); Rachel Earl (Residency Catalyst) and Amy Walker (University of Australia? Established in 1847 St Peter’s College is a leading Independent Pennsylvania). Martin Seligman will act as a discussant. Anglican day and boarding school for boys with a vision “to be a world-class Kelly will describe how this bold vision emerged. Bartley describes the change school where boys flourish”. This presentation outlines the school-wide on the ground around Mt Barker High School, the wellbeing pilot state school. wellbeing positive education undertaken at St Peter’s College in the context Murray outlines how the Seligman residency accelerated St Peter's College of the School's role as lead partner in the Martin Seligman Thinker in Residence vision. Earl will report on a pilot measurement at Mt Barker High School and Program. The presentation outlines the rationale adopted by St Peter's College Amy Walker will describe how she saw this complex partnership work from to contribute towards the Thinkers in Residence program to help bring the inside and outside. 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 SY 3.1 Building the will for Flourishing at the Scale of a State and the broader community to grapple with evidence-based approaches to G. Kelly wellbeing. Particular reference will be made to the evidence-based models of Adelaide Thinkers in Residence, Government of South Australia, Adelaide, organizational change employed by the School as developed by Collins (2005), SA, Australia Cameron (2012) and David Cooperrider (2008) that now have substantial The Adelaide Thinkers in Residence program drives innovation by bringing impact in the classroom, the sporting field and in the school community. world leaders to South Australia to work across different sectors to help solve difficult contemporary challenges, involving many institutions and SY 3.4 Recommendations from the Seligman Residency: Opportunity for stakeholders. Coordinated Action in South Australia With an invitation to Prof Martin Seligman to be the 24th Thinker in Residence A. Walker in 2012 and 2013 the adventure to make South Australia “a flourishing state” University of Pennsylvania, Philadelphia, PA, United States began. Gabrielle Kelly will describe this repeatable systems change Amy Walker supported the Seligman residency with Adelaide Thinkers in methodology as it was applied to the Seligman residency. How was the Residence and is uniquely placed to provide observations about the Thinkers partnership for the Seligman residency established and what were its challenges in Residence methodology and the process and key outcomes of the Seligman for the people and their organisations? Can large bureaucracies of health and residency. In this presentation Amy will share observations about her role as a education ever really work together? How were the partners and investors conduit between Prof Seligman, the University of Pennsylvania and Adelaide chosen? How were 9,000 citizens engaged? What brought the police, the local Thinkers in Residence and the opportunities and challenges she observed in government, the mental health workforce and the schools into the the residency. In particular, Amy will give an overview of the recommendations conversation? that Prof Seligman presented to the Premier of South Australia and the This is a tale of vision, commitment, forging alignment and calculated strategy. responses observed among Government, local communities and individuals. South Australia now intends to become the first state in the world to She will focus on the challenges experienced during the process of arriving at “immunise” young people against mental illness by measuring their wellbeing an aligned and systematic set of proven interventions that provide certainty and building wellbeing with tested interventions delivered systematically across and enough choice across all schools. all schools.

67 www.ippanetwork.org Symposium Abstracts (cont’d) SY 4 Positive Interventions in the Clinical Field: New Challenges and well-being in children. The increased P/N ratio may suggest that this New Responses intervention was able to facilitate resilience and flourishing in children with C. Vazquez emotional and behavioral disorders. Complutense University of Madrid, Madrid, Spain One of the most important contributions of positive psychology is its research SY 4.3 “Happy Despite Pain”: A Positive Psychology Intervention for on intervention methods for increasing and sustaining well-being. Most of this Patients with Chronic Musculoskeletal Pain research initially comes from highly controlled experimental studies that can M. Peters, E. Smeets, M. Hanssen then be successfully transferred to the clinical field. This symposium gathers Maastricht University, Maastricht, Netherlands innovative interventions in the clinical arena, covering research conducted on a diversity of problems (e.g., alcoholism, chronic pain, and depression), target Chronic pain is a disabling condition that interferes with daily life functioning populations (e.g., children with behavior problems, adult patients, and and may lead to depressed mood. Dispositional optimism and positive vulnerable individuals), and methodologies to measure change (self-reports, affectivity may help patients to better cope with the challenges of chronic pain. expert observation, and behavioral and neuroscience-based measures). The Therefore, interventions aimed at increasing positive affect and optimism could symposium includes participants from different research centers and different improve adjustment to chronic pain and decrease distress and disability. We countries, which will allow for the discussion of commonalities and varieties developed the “happy despite pain” intervention for patients with chronic of positive psychology interventions. All presentations in this symposium have musculoskeletal pain, a 7-week program consisting of various positive innovative features that, in some respect, go beyond the known limits of psychology exercises (e.g. gratitude journaling, savoring, best possible self existing positive interventions in the clinical field and, therefore, open new visualization). We initially tested the efficacy of this intervention in a therapist- research prospects and applied perspectives. led 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 SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary program we performed a large internet RCT. Three hundred patients were Clinical Trials randomized into C.W. Kahler1, A.M. Leventhal2, N. Spillane1, A. Day1, A. Parks3, R. Brown1 (1) the “happy despite pain” program, 1Brown University, Providence, RI, United States, 2University of Southern California, Los Angeles, CA, United States, 3Hiram College, Hiram, OH, United (2) a pain management program consisting of stretching exercises, relaxation States and or Low positive and high negative affect predict low rates of smoking abstinence (3) a waiting list condition. among smokers making a quit attempt. Positive Psychotherapy can both Telephone support kept attrition to a minimum. The effects on wellbeing, increase positive affect and decrease negative affect and therefore may be a acceptance, depression and disability immediate post-intervention and at 3 useful adjunct to behavioral smoking cessation counseling. We conducted a months follow-up will be presented. 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 SY 4.4 Does MBCT Work against Depression by Changing Real-world positive psychology interventions. We delivered PPT-S to a sample of 19 Experience of Positive Emotions? A Randomised Controlled Trial Using smokers who were low in positive affect at baseline. Rates of session attendance Ecologically Valid Daily Life Assessments and satisfaction with treatment were high, and most participants reported using M. Wichers and benefiting from the positive psychology interventions. Almost one-third Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands of participants (31.6%) sustained smoking abstinence for 6 months after their Previous studies showed that positive emotions in particular are important in quit date. We are currently conducting a pilot randomized clinical trial preventing and recovering from depressive symptoms. Therefore, new strategies comparing PPT-S to standard smoking treatment. Preliminary results from the are needed to increase the experience of positive emotions in individuals with first 40 participants in the trial will be presented. (risk for) depression. Mindfulness-based-cognitive therapy (MBCT) is known to prevent future episodes of depression and to reduce depressive symptoms. SY 4.2 The Dynamics of Flourishing in Children Treated with an It was hypothesized that MBCT may change daily life activities and experience Eudaimonic Well-Being Enhancing Strategy (Cheers) resulting in increased levels of daily life positive emotions. C. Ruini, E. Albieri, D. Visani, F. Vescovelli A randomized controlled trials (RCT: n=130) was conducted to examine University of Bologna, Psychology, Bologna, Italy whether MBCT increases positive emotional experience, increases engagement Flourishing is considered a basic indicator of positive development. A key in pleasant activities and increases the capacity to experience positive emotions predictor is the ratio of positive (P) to negative (N) affect (≥2.9). In recovery in the context of pleasant activities. from mental disorders the increasing of well-being is considered as important Participants were randomized to either an 8-week MBCT training or the control as the symptom reduction. This study explores the effect of a specific condition without training. Ecologically valid real-life measurements of therapeutic strategy, aimed at improving eudaimonic well-being and resilience emotional experience, daily activities and situations were obtained before and in children (CHEERS). after the intervention period using experience sampling techniques (ESM). Methods: 16 children (mean age=10,13 yrs; SD=1,78) with affective and Results showed that, compared to the control group, MBCT increased daily life behavioral disorders underwent 8 sessions of CHEERS. Before, after CHEERS positive emotional experience, engagement in pleasant activities, and changed and at 1 year follow-up, children were assessed using both self-rated and activity-experience interplay. These changes may represent one of the main observer-rated instruments. We used Symptoms Questionnaire (SQ) subscales mechanisms by which MBCT reduces depressive symptoms. for calculating the ratio of positivity (Contentment) to negativity (Depression) and its trend over time. SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy Children reported a significant and lasting improvement, confirmed both by for Clinical Depression: A Pilot Study clinician's evaluations and self-report instruments. P/N ratio showed an C. Vazquez, G. Hervas, C. Covadonga, L. Irene, D. Almudena increasing progress over time: from 1.9 at baseline, to 2.5 at post-treatment Complutense University of Madrid, Madrid, Spain and 2.7 at 1 year follow-up. Introduction: Recent research suggests that positive psychology interventions Conclusions: Despite the preliminary nature of the study, outcomes may (PPI) are effective for ameliorating depressive symptoms. However, the efficacy suggest the feasibility of a clinical intervention aimed at promoting eudaimonic of PPI has not been systematically compared to available empirically-based treatments for depression.

68 www.ippanetwork.org Methods: Adult women with a DSM-IV-TR diagnosis of depression were SY 5.2 Benevolent and Corrective Humor: A Strength Analysis randomly assigned to one of two conditions: a manualized protocol of W.F. Ruch empirically-validated PPI (e.g., mindfulness, gratitude, strengths) or a standard University of Zurich, Zurich, Switzerland, Department of Psychology, Zurich, CBT treatment (Muñoz et al., 1995). Both protocols had a 10-session group Switzerland format. Outcomes included clinical measures (e.g., BDI, ATQ-30, RRS, The concept of the sense of humor originated in the 18th century and was BIS/BAS), well-being measures (e.g., PANAS, SWLS, LOT-R, PWBS, PHI), and shaped by both humanism and philosophy. In this tradition humor is kept attentional biases in processing emotional faces (Tobii eye-tracker X120). separate from other forms of the comic, such as wit, satire, and sarcasm. Based Results: PPI and CBT yielded a similar pattern of decreases in clinical measures on descriptions in the literature the two concepts of benevolent and corrective (e.g. depression, anxiety, negative automatic thoughts, difficulties in emotion humor were developed and investigated in several samples. The former regulation), improvement of attentional biases, and increases in some positive describes a humorous outlook on life that entails the realistic observations and outcomes (e.g., positive emotions, optimism and autonomy). Yet, PPI was understanding of human weaknesses (and the imperfection of the world) but significantly better than CBT at improving general well-being (PHI) and also their benevolent humorous treatment. In contrast, the more satirical stance positive social relations. 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 Conclusions: PPI is at least as effective as a standard CBT treatment. Yet, the was developed and turned out to have sufficient reliability (.76-.84). A review superiority of PPI on selected well-being dimensions supports the idea that PPI of studies is given where these two concepts are related to other can be a legitimate therapeutic option for the treatment of clinical depression. conceptualizations of humor but also to character, everyday behaviors and well- being. Studies with the VIA-IS show that these two scales correlate with SY 5 Humor and Positive Psychology character strengths in a meaningful way: while both have a positive relationship W.F. Ruch with wisdom and knowledge, additionally benevolent humor is high in University of Zurich, Psychology, Zurich, Switzerland forgiveness whereas corrective humor is low in forgiveness. Humor enriches the scope of positive psychology by contributing topics to positive experience (e.g., amusement), positive traits (e.g., humor as character SY 5.3 An Overview on Current Research in Playfulness in Adults and its strength, sense of humor), and positive institutions (e.g., humor in hospitals, Role in Positive Psychology schools, the workplace). Humor contributes to wellbeing and humor is one of R.T. Proyer the interventions increasing life satisfaction. There are a variety of positive University of Zurich, Psychology, Zurich, Switzerland effects associated with laughter and humor. The VIA classification of strengths Paul McGhee (1996) argues that humor is a special variant of play, namely the and virtues subsumes humor as a strength under the virtue of transcendence, play with ideas. Peterson and Seligman (2004) use humor even synonymously acknowledging that humor might be related to humanity and wisdom as well. with playfulness in their classification of strengths and virtues. It has been Humor is an ingredient in the life of pleasure but certain forms of humor might further argued that playing and being playful elicits positive emotions (e.g., be supporting meaning as well and humor is involved in building positive Fredrickson, 2001) and relations with the experience of flow have also been relations. There is a variety of instruments aimed at measuring different aspects established (Csikszentmihalyi, 1975). Nevertheless, much of the research on of humor with only some of them relating to humor as a strength or guided by playfulness has focused on studies with children. The aim of the presentation virtue and in fact vice may be part of laughter too. Non-virtuous forms of is to give an overview on the current status of research on adult playfulness. humor might serve as a good control condition for interventions. The present Different approaches have been employed for uncovering basic components of symposium will introduce and discuss a variety of issues related to humor, such playfulness; e.g., interviews in focus groups, observation studies, psycho-lexical as verification of the concept, introduction of new instruments, and the effects studies, or questionnaire-based studies. Playfulness has been studied in such of humor interventions. diverse areas as academic success, quality of life, stress coping, well-being, health-oriented behavior, or work satisfaction and performance. Current SY 5.1 The Happiness Café: Serving Positive Psychology with a Smile findings will be summarized. An overview on measurement issues and D. Tomasulo1,2, J. Morgovsky3 instruments will also be given. 1University of Pennsylvania, Positive Psychology, Asbury Park, NJ, United States, 2New Jersey City University, Psychology, Jersey City, NJ, United States, SY 5.4 Clowning and Positive Institutions 3Brookdale Community College, Psychology, Lincroft, NJ, United States A. Dionigi1, W. Ruch2, T. Platt2, J. Hofmann2 The Internet has provided a portal for an ongoing access to emerging and 1University of Macerata, Department of Education, Macerata, Italy, 2University classic topics in positive psychology. To enhance this development a 10-minute of Zurich, Department of Psychology, Zurich, Switzerland video introduces three-dozen researchers, concepts, and underlying principles The presentation conceptualizes the work of clowns from a positive psychology within the field of positive psychology. This presentation will show the video, perspective and presents results from a variety of studies in health settings. provide the URL for access to it, http://www.thehappinesscafe.net and show Positive institutions foster positive emotions and support personality how the material introduced can be directly accessed for students and other development. Clowning induces positive emotions, and clown interactions interested parties to gain deeper understanding. It is designed to be fun, activate playfulness; therefore clowns potentially have essential ingredients for engaging and educational. positive institutions. Clowning is associated with three key concepts: humor, The intention beyond public access is for instructors in positive psychology empowerment and supportive relationships (Koller & Gryski, 2008). Over the courses to offer students an engaging means of appreciating topics such as: last two decades there has been a rapid growth of this practice. However, there , , the Duchenne smile, the nun study, was little systematic investigation of the nature of the elicited emotions, lack the Journal of Positive Psychology, The Empathic Civilization, kindness, of control groups, and also no research on the effects of the activation, compassion, gratitude, broaden and build, empathic civilization, positivity development or countering of decline of strengths. To fill this gap studies were ratio, the Mills College Study, The Happiness Project, meditation, conducted aimed at mindfulness, signature strengths, resilience, flow, cognitive restructuring, a) identifying and measuring emotional states induced in adult observers of zest, evidence-based data, perception, primary and secondary drives, trauma hospital clown interventions and patients involved in such interventions, and, of course, happiness. The researchers included are: Gilbert, and Lyubomirsky, Peterson, Fredrickson, Csikszentmihalyi, Diener Emmons, and, so I don't lose my job, Marty. 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.

69 www.ippanetwork.org Symposium Abstracts (cont’d) SY 6 Strengths: Producing Real World Outcomes that Matter SY 6.4 Contribution 1: Strengths: Producing Real World Outcomes C. Proctor1, D. Quinlan2, R. Tweed3, S. Dooley3 that Matter 1PPRC, St Peter Port, Guernsey, 2University of Otago, Dunedin, New Zealand, D. Quinlan 3Kwantlen Polytechnic University, Surrey, BC, Canada University of Otago, Dunedin, New Zealand This symposium will present the development and application of two school- Awesome Us is a brief classroom-based character strengths programme for 9- based character strengths interventions and new research findings indicating 12 year olds, that has demonstrated that strengths interventions can have a negative relationship between youth violence and character strengths. group as well as individual effects. Students who participated in a preliminary Preliminary research findings will be presented demonstrating character trial of Awesome Us reported significantly higher levels of class climate and strengths interventions’ positive relationship to life satisfaction, classroom relatedness, in addition to positive affect, classroom engagement, and engagement, strengths use, relatedness, positive affect, and class climate among strengths use, compared to a control group. This presentation will discuss the children and adolescents, and character strengths negative relationship to youth novel strategies used in the programme, and findings from a qualitative study violence. Research examining the perceptions and beliefs of community of the student and teacher experience of identifying and using strengths in stakeholders about the values of programs designed to build personal strengths the classroom. in an effort to prevent youth from engaging in violence will also be reviewed and discussed. SY 7 Cognition and Positive Emotions: New Advancements from Basic and Applied Research SY 6.1 Contribution 2: Strengths: Producing Real World Outcomes C. Vazquez that Matter Complutense University, Clinical Psychology, Madrid, Spain R. Tweed Positive psychology must rely upon findings from basic science. Although there Kwantlen Polytechnic University, Surrey, BC, Canada is growing evidence on the cognitive and emotional mechanisms that support Violence among youth causes harm. This presentation will present evidence well-being, further knowledge is needed on the specific features of these that character strength interventions may have a seldom mentioned benefit. processes. The works presented in this symposium reflect a variety of They may actually reduce levels of violence among youth. The data are innovative methodologies and measures to address relevant conceptual admittedly correlational, but nonetheless, interesting negative relations have problems surrounding the cognitive foundations of well-being. Experts from been found between youth violence and character strengths including different countries and research centers will discuss new advancements in the gratitude, forgiveness, and even a form of humility. The data come from a study connection between positive mood and cognitive processing (e.g., attentional of over 400 youth aged 12 to 14. Implications of these findings for youth biases and cognitive flexibility), the prevalence of positive automatic thoughts workers will be discussed. 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 SY 6.2 Contribution 3: Strengths: Producing Real World Outcomes conducted by basic researchers to understand the mechanisms that operate to that Matter regulate and sustain well-being. S. Dooley Kwantlen Polytechnic University, Surrey, BC, Canada SY 7.1 Best Possible Self Imagery Leads to improvements in Objective The Acting Together, SSHRC CURA project is a 5-year study of the relationship Indicators of Healthy Functioning between personal character strengths and the prevention of youth violence. M.L. Peters, Y. Meevissen, M. Hanssen, J. Boselie, N. Geschwind The project was conceived as an action research project involving a steering Maastricht University, Maastricht, Netherlands committee of more than 16 community partners. Based on qualitative research results, this session will focus on the perceptions and beliefs of community Writing and imagining a Best Possible Self (BPS; i.e. seeing yourself in a future stakeholders (parents, service providers, youth) about the value of programs were everything has turned out for the best) has been found to lead to increases designed to build personal strengths for preventing youth from engaging in in positive affect, optimism and satisfaction with life. Most studies looking at violence. We found a great deal of community support for this approach. Our the beneficial effects of BPS imagery have relied on self-report measures which partners were instrumental in the identification of strengths to measure in the may be liable to demand effects. Moreover, it remains to be determined whether quantitative piece of AT-CURA. This session will share some of the key the increases in positive affect and optimism after by BPS imagery have the qualitative findings and explore the manner in which these findings same positive effects on health as natural occurring positive affect and complemented the quantitative results of the study. optimism. We set out to study the scope of effect of BPS imagery on health- related outcomes, using objective indicators. In four different experiments in which we compared a single session of BPS SY 6.3 Contribution 4: Strengths: Producing Real World Outcomes imagery with neutral imagery we found that BPS imagery led to that Matter C. Proctor (1) less sensitivity for cold pressor pain, PPRC, St Peter Port, Guernsey (2) prevention of pain induced performance decrements on a working This presentation will examine the impact of Strengths Gym, a character memory task strengths-based positive psychology intervention program, on adolescent life (3) prevention of physical performance decrements after an ego-depletion satisfaction. Strengths Gym is based on the 24 character strengths of the VIA task, and classification and involves students aged 12-14 completing age appropriate strengths-based exercises through in-class activities, open discussion, and real- (4) better discrimination of safety signals (CS-) in a classical conditioning world homework activities. Preliminary research findings have indicated that paradigm. adolescents who participate in the program experience significantly increased Moreover, a 2-week BPS intervention led to reduced physiological stress life satisfaction compared to adolescents who do not participate in the reactivity as demonstrated by decreased cortisol responses during the Trier program. Development of the materials and current applications and research Social Stress Task. will be discussed.

SY 7.2 Persistent Positivity: Automatic thoughts about our Favorite People and Activities E.L. Rice, B.L. Fredrickson University of North Carolina at Chapel Hill, Psychology, Chapel Hill, NC, United States

70 www.ippanetwork.org Despite the rich scientific literature on intrusive thoughts, virtually no prior SY 7.5 Reducing Depressive Symptoms by Increasing Patient’s Insights research has focused primarily on their positive counterparts. Positive into Real-life Patterns of Positive Emotions: A New Clinical Application of automatic thoughts, which occur without the subjective experience of effort Experience Sampling Methodology (ESM) or intention, are frequent and varied occurrences in daily life, and the primary M. Wichers aim of the research discussed herein is to better understand the role such Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands cognitions play in shaping our emotions, behaviors, and social interactions. In Previous studies showed that positive emotions in particular are important in two studies - one involving an online sample of adults living in the US and preventing and recovering from depressive symptoms. New strategies -that can another of UNC undergraduates - we examined properties of typical perceived be easily implemented in mental health care- are needed focused at increasing automatic thoughts about participants' favorite activities (i.e., their passions; positive emotional experience in individuals with depression. New technology Vallerand et al., 2003) and how nuances in patterns shaped the way facilitates the clinical application of experience sampling methodology (ESM) participants pursued those activities. In a similar study of UNC undergraduates, via the immediate insight into collected real-life patterns of emotions and we approached analogous questions in the context of romantic relationships behaviour. by exploring how thoughts about a loved one relate to features of the relationship. We are consistently finding that people frequently experience A randomised controlled trial (RCTs; n=102) was conducted to examine a new automatic thoughts about the things and people that are particularly significant therapeutic application of ESM. Real-life measurements of emotional in their lives, and that the vast majority of those thoughts are positive, contrary experience and daily life context were obtained using ESM during the six-week to what the lack of prior research on these cognitions would imply. 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 SY 7.3 The Influence of Resilience on the Relationship between Positive pseudo- or control condition. Mood and Affective Flexibility Feedback on daily life positive emotions and the daily life contexts in which M. Grol, R. De Raedt these were experienced was beneficial. The training was associated with a long- Ghent University, Ghent, Belgium term (24 weeks) statistically and clinically significant reduction in depressive Background: The Broaden-and-build theory relates resilience to positive symptoms which was not the case in the other two intervention arms. emotions and proposes that cognitive broadening effects play a role in this Mental health care may benefit from technological developments facilitating relationship. Recent research relates flexible processing of emotional material continuous monitoring of real-life emotions and behaviour to improve to resilience and reappraisal ability. We investigated the influence of resilience personalized treatment. 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 SY 8 Cross-cultural Psychological Capital: Having a HERO (Hope, participants had to switch between categorizing positive and negative pictures Efficacy, Resilience and Optimism) in Cross-cultural Trigger Events by valence or by the number of humans depicted. Resilience was measured by R.J. Reichard the Dutch Resilience Scale. Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States Results and discussion: Positive mood was related to easier shifting towards In light of increasing globalization and workplace diversification, today's (1) non-emotional aspects of negative stimuli and organizations need employees who can work effectively across cultures. This (2) emotional aspects of positive stimuli. diverse series of empirical studies examines survey measures, employee experiences, and theory-based training to enhance employees' positive Both have been related to reappraisal ability. Furthermore, resilience moderated psychological capital (PsyCap) and prepare employees to effectively navigate the relationship between positive mood and affective flexibility for positive cross-cultural trigger events, or emotionally-engaging, culturally-novel stimuli. Positive mood was only related to greater affective flexibility among experiences. participants with moderate and high levels of resilience. Moreover, amongst participants with low levels of resilience a reversed relation was found between In contrast to financial, social, and intellectual capital, PsyCap is a positive mood and shifting towards the emotional aspects of positive stimuli. multidimensional construct referring to an individual’s positive psychological state of development, or motivational propensity (Luthans, Youssef, & Avolio, Current results show that only resilient people can benefit from the effects of 2007). PsyCap was first conceptualized as referring to workplace psychological positive emotions. resources (Luthans, Avolio, Avey, & Norman, 2007) and is grounded in a large body of theory and research establishing it as state-like, measurable, and SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns? impacting performance (Avey, Reichard, Luthans, & Avey, 2011). C. Vazquez, A. Sanchez In this symposium, PsyCap is anchored to the context of cross-cultural Complutense University, Madrid, Spain interactions and consists of cross-cultural hope, or a cognitive and motivation Background: Subjective well-being (SWB) includes emotional and evaluative state composed of both agency and pathways toward cross-cultural goals; cross- components. Yet, the specific connections between SWB and basic cognitive cultural efficacy, or confidence in one's ability to interact successfully across processes are mostly unknown. In this research, we explored the relationship cultures; cross-cultural resilience, or the capacity to bounce back from negative between self-reported SWB (i.e., positive and negative emotions, and life cross-cultural interactions; and cross-cultural optimism, or a positive satisfaction) and measures of selective attention patterns to faces reflecting expectancy toward cross-cultural interactions. A question and answer session basic emotions (i.e., sadness, happiness, and anger). will follow the presentations. Method: Eighty-three undergraduate students participated in an experimental task (see Sanchez et al., 2013). Selective attention was assessed by analyzing SY 8.1 Validation of a New Measure of Cross-cultural Psychological eye-movement patterns to pairs of emotional faces selected from the Karolinska Capital database (KDEF). Participants' gaze was measured by an ASL 504 eyetracker M. Dollwet and Eyenal software. Positive and negative emotions were assessed with the DIRECTV, El Segundo, CA, United States EVEA, and life satisfaction with the SWLS. To assess and develop cross-cultural psychological skills, a new measure of Results and discussion: Participants' SWB was positively correlated with a cross-cultural psychological capital (PsyCap) was validated in two studies. This pattern of more fixations to positive faces and less fixations to negative faces. measure captures a state-like higher-order construct consisting of four Mediation regression analyses showed that the emotional component of SWB, components: self-efficacy, hope, optimism, and resilience with regards to cross- rather than its cognitive component (i.e., life satisfaction), was fully responsible cultural interactions. In study 1, a diverse sample of 361 participants responded 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.

71 www.ippanetwork.org Symposium Abstracts (cont’d) to a survey and results confirmed the hypothesized higher-order factor resilience. Optimism was primarily trained by reframing past cross-cultural structure of the newly developed cross-cultural PsyCap scale. In study 2, an experiences. As suggested by Bandura (1997) cross-cultural self-efficacy was additional 134 participants completed multiple surveys to further support the trained by modeling effective cross-culture interactions, then by allowing findings from study 1 as well as to assess the convergent, discriminant, and individuals to work in groups responding to a challenging cross-cultural predictive validity of cross-cultural PsyCap as it relates to cultural intelligence, scenario. Finally, hope and resilience were trained through an intensive cross- openness to experience, ethnocentrism, and cross-cultural adjustment. The cultural goal setting session. Following PsyCap training leaders were immersed majority of the study hypotheses were supported, which confirms the measure's in simulated trigger events by watching three culturally novel videos followed construct validity in assessing cross-cultural skills. The results indicate that by written self-reflection and group discussion. Training was deemed to be the new cross-cultural PsyCap measure provides additional value in assessing effective based on significant positive change from pre-to-post assessments of cross-cultural skills beyond already existing measures. Therefore, cross-cultural cultural intelligence and ethnocentrism. PsyCap, as a new construct, has important implications for the assessment and development of employees who work internationally or within a diverse workplace. 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 SY 8.2 Cross-cultural Trigger Events: A Grounded Theory Study The concept of eudaimonia originated in classical Hellenic philosophy to refer M. Condren, N. Wilder to what is worth seeking in life. The term is translated from Greek both as Claremont Graduate University, School of Behavioral and Organizational “happiness” and as “flourishing”. It has become a key concept within positive Sciences, Claremont, CA, United States psychology for understanding the nature of well-being. Considerations of In this study, we sought to understand how international experience triggers eudaimonic well-being take us beyond the hedonic view that the development of cross-cultural competence and the qualities of trigger enjoyment/pleasure/satisfaction is what is most important in life. It raises events that foster this development. Researchers used a grounded theory questions as to what constitutes psychological health and how one ought to approach to examine responses from 85 U.S. college students, who completed live. This symposium is designed to promote an understanding of what open-ended questions following their return from studying or working abroad. eudaimonic well-being means, how have been studying The findings suggest that international experiences enhance an individual's eudaimonia, and how eudaimonic well-being differs from other conceptions cross-cultural development through engagement in meaningful trigger events of well-being. The presenters will focus on four constituents of eudaimonia: by providing a new perspective on a situation and/or one's own identity. More (a) feelings of personal expressiveness, specifically, the results provide a reliable definition of a trigger event within the context of cross-cultural development, which contains five primary (b) harmonious passion, components. An individual must (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 The presenters will consider the theoretical rationales for their inclusion as his/his own. As the individual engages, he/she draws upon elements of eudaimonia along with supporting research evidence. Techniques (c) cognitive or for promoting the development of eudaimonic well-being will also be discussed. (d) social resources to (e) broaden or enhance his/her perspective on the situation, or even his/her SY 9.1 Feelings of Personal Expressiveness: A Key to Self-Understanding own identity. and Self-Realization A.S. Waterman “Engagement” is composed of three levels or subcategories: The College of New Jersey, Department of Psychology, Ewing, NJ, United States (1) Observing/Learning, Eudaimonic well-being entails a range of personal characteristics including (2) Interacting, and those identified by Carol Ryff under the heading of psychological well-being. These include personal growth, purpose in life, environmental mastery, positive (3) Integrating/Changing one's self-concept. relations with others, self-acceptance, and autonomy. Expression of these Further, higher levels of engagement (e.g., Integrating/Changing) were characteristics is accompanied by a distinctive set of subjective experiences associated with the events being more novel, and rendering greater personal labeled feelings of personal expressiveness. These feelings include experiences transformation than lower levels of engagement (e.g., Observing/Learning). 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 SY 8.3 Accelerating the Cross-cultural Development of Leaders potentials. According to eudaimonic identity theory (Waterman, 1990, 2004, through Training 2011), feelings of personal expressiveness serve as a guide to making better S.A. Serrano1, W. Wang2 identity decisions. Consistent with self-determination theory, such feelings are 1The Walt Disney Company, Glendale, CA, United States, 2HCM Technology the reason intrinsically motivated behaviors are experienced as of value in and at Bersin by Deloitte, Bend, OR, United States of themselves, irrespective of whatever extrinsic consideration may, or may While international experience has been demonstrated to be an effective not, be present. Feelings of personal expressive reinforce and sustain behaviors teacher of cross-cultural skills, such experiences are often unfeasible due to consistent with our potentials even in the face of setbacks. Eudaimonic well- time and money. Thus, organizations heavily rely on classroom training to being is advanced by increased awareness of feelings of personal expressiveness accelerate the development of leader's cross-cultural competence (Ange & when they are present and recognition of their relationship to our Inkpen, 2008). Given that cognitive trainings are overrepresented in the predispositions and potentials. 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, SY 9.2 The Role of Passion in Optimal Functioning in Society: A PsyCap). Eudaimonic Perspective R.J. Vallerand To effectively navigate simulated trigger events, leaders were first trained in Univerisite du Quebec a Montreal, Departement de Psychologie, Montreal, the four broad psychological skills of PsyCap: efficacy, hope, optimism, and 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

72 www.ippanetwork.org defined as a strong inclination toward a self-defining activity that people like motives, traits and environmental factors, as well as psychological benefits of (or even love), find important, and invest their time and energy in on a regular SB; and providing an overall model of these factors. Panelists Bonnes and basis. It has the potential to lead to optimal functioning. However, the actual Monroe will highlight environmental psychology studies that support, types of effects experienced will depend on the type of passion underlying contradict, refine, or raise further questions in light of the target paper. Panelists activity engagement. The DMP proposes the existence of two types of passion: Steger and Shiota will address the intersection from positive psychology harmonious and obsessive. Obsessive passion refers to a motivational force perspectives, potentially including topics such as emotion, emotion regulation, where people feel compelled to engage in the activity that they love. Conversely, meaning, purpose, well-being or other topics, and also aiming to elucidate, harmonious passion refers to a motivational force where people engage in the refine, challenge and suggest new questions. These panelists' short responses activity willingly and experience a sense of volition and personal endorsement will be followed by open discussion including the audience. The overall goal about pursuing the beloved activity. Research demonstrates that harmonious of the symposium is to build on past and recent attempts to more deliberately passion goes beyond “feeling good”, leading to the highest levels of optimal and thoroughly map research questions and programs integrating positive and functioning in society including high levels of psychological, physical, and the psychology of sustainability. relational well-being, high performance with respect to the passionate activity, and high contributions to society. SY 10.1 Response to Corral-Verdugo Target Presentation M. Bonnes SY 9.3 Understanding the "Inner" Self". The Role of the True Self in Sapienza Università di Roma, Rome, Italy Eudaimonia Dr. Corral-Verdugo's paper will be made available in advance and panelists will R.J. Schlegel, J.A. Hicks respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience. Texas A&M University, Department of Psychology, College Station, TX, United States A variety of philosophical and psychological perspectives converge in their SY 10.2 Response to Corral-Verdugo Target Presentation suggestion that the true self is a key constituent of a happy and meaningful M.L. Shiota life. This premise reaches beyond the realms of philosophical and psychological Arizona State University, Phoenix, AZ, United States theory, as evidenced by the pervasiveness of the true self as a theme throughout Dr. Corral-Verdugo's paper will be made available in advance and panelists will literature, film, and folk wisdom. Our research aims to explore whether the respond to it from their disciplinary perspectives, to be followed by informal popular lay belief in a true self has observable, positive consequences for conversation with the audience 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 SY 10.3 Response to Corral-Verdugo Target Presentation true self-concept are associated with the experience of meaning and decision M. Steger satisfaction. These relationships exist because most people hold a “true self as Colorado State University, Fort Collins, CO, United States 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 Dr. Corral-Verdugo's paper will be made available in advance and panelists will career to pursue, where to live), providing guidance about which choices are respond to it from their disciplinary perspectives, to be followed by informal worthwhile. The merits of different approaches to defining the true self, conversation with the audience. measurement issues, and directions for future research will be discussed. SY 11 The Influence of the Application of Strengths on Positive SY 9.4 Is Meaning in Life a Flagship Indicator of Well-Being Individual Outcomes at Work and in General Life M.F. Steger C. Harzer1,2 Colorado State University, Department of Psychology, Fort Collins, CO, United 1University of Zurich, Switzerland, Personality and Assessment, Zurich, States Switzerland, 2University of South Carolina, Psychology, Columbia, SC, 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 Peterson and Seligman (2004) postulated that the application of (signature) more like closely related flavors of well-being than distinct and separate types, character strengths is fulfilling. A few studies have already empirically shown each captures something unique about the human experience. Hedonia refers that the application of strengths is correlated with positive individual outcomes to the pursuit of pleasurable experiences, uninhibited self-expression, and self- like increases in happiness, meaning in life, and job satisfaction and decreases gratification with no particular limits or rules. Eudaimonia refers to melding in depression (e.g., Littman-Ovadia & Steger, 2010; Seligman, Steen, Park, & self-expressiveness with the recognition of self-imposed constraints, such as Peterson, 2005; Wood, Linley, Maltby, Kashdan, & Hurling, 2011). To expand insight and reflection on the self, good relationships, ultimate pursuits, the existing knowledge this symposium will elaborate on morality, and values. Neither are considered “bad” or “inferior” flavors of well- (1) the requirements for the application of (signature) character strengths and being, but rather compatible and culturally-valued modes of acting in the the impact of the application of (signature) character strengths on positive world. Meaning in life is defined as people's comprehension of their lives and experiences at work and calling as well as satisfaction with life, their possession of a sense of purpose. A review of empirical research on (2) the effect of strengths-based management on employee engagement, burn- meaning leads to a conclusion it is neither a hedonic nor a eudaimonic variable. out, and innovative work behavior, 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 (3) the buffering effect of a daily hope intervention on pessimism, negative the art of balancing both flavors of well-being. The hedonic and eudaimonic affect, and emotional exhaustion, and traditions will be drawn on to suggest ways of helping people develop meaning (4) the effects of strengths-based interventions aiming at identifying individual in life. talents and stimulating their subsequent development and use on well-being and personal growth initiative. SY 10 Positive Psychology of Sustainability Results from cross-sectional and intervention studies will be presented V. Corral-Verdugo highlighting the role of the application of strengths at work and in life in general. Universidad de Sonora, Hermosillo, Mexico 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,

73 www.ippanetwork.org Symposium Abstracts (cont’d) SY 11.1 Work Is More Fun if the Character Fits the Bill and emotional exhaustion, although optimism, positive affect, and life C. Harzer1,2, W. Ruch1 satisfaction did not increase. Higher initial optimism increased the effect of the 1University of Zurich, Switzerland, Personality and Assessment, Zurich, hope condition, but not the effect of the neutral condition, by diminishing Switzerland, 2University of South Carolina, Psychology, Columbia, SC, negative affect and emotional exhaustion, and increasing optimism. Sixty-one United States percent of the activities mentioned by the control group participants were activities focused on duties and work, compared to only 28% in the hope We hypothesized that the amount of positive experiences at work and calling condition. No correlations were found between initial optimism or pessimism, is a function of the extent to which situational circumstances at work allow for and the type of activities raised. The potential of the hope intervention to the application of an individual's highest character strengths (i.e., signature stimulate hope not only by focusing on future positive events/activities, but strengths). In two studies participants completed measures for strengths as also by encouraging the initiation of such positive events will be discussed. 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 SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare and in private life, respectively. Results showed that the fit between individual Graduate Students for the Labor Market signature strengths and those sought by job tasks and norms at work is M.C. Meyers, M. van Woerkom, R.S.M. de Reuver positively related to the degree of positive experiences. Moreover, the Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands application of four and more signature strengths yielded the highest scores in positive experiences. Similar results occurred for the number of applied Research has shown that strengths-based interventions, which aim at signature strengths in private life and life satisfaction. Additionally, only those identifying individual talents and at stimulating their subsequent development applying four or more signature strengths at work described their jobs as a and use, have a variety of positive effects; for instance, on individual well-being. calling. In light of these studies, a positive workplace is one that fosters the We hypothesized that those interventions can also serve as a useful tool to application of individual signature strengths and consequently facilitates prepare graduate students for entering the labour market by enhancing their positive experiences and calling. Limitations regarding research design, well-being, career identity, and personal growth initiative. Moreover, we research and practical implications will be discussed. 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 quasi- SY 11.2 Managing on Strengths: The Effects of Strengths-based experimental, longitudinal studies among graduate students of a Dutch Management on Employee Engagement, Burn-out and Innovative Work university. 88 and 95 students respectively were assigned to the two Behaviour interventions groups and filled in the pre, post, and 5-month follow-up M. van Woerkom, M.C. Meyers, B. Kroon questionnaire. Preliminary results reveal that the strengths-based training led Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands to lasting increases in well-being and personal growth initiative. Contrary to our expectations, both the strengths-based and the deficiency-based training The principle that people can only display excellent performance when they led to significant increases in career identity at post-measurement, but those are in position to leverage their greatest strengths is based on the positive effects were not maintained over the 5-month follow-up period. Taken together, psychology movement and is nowadays widely propagated in popular those results should encourage graduate schools to use strengths-based management literature. In this paper we hypothesized that when managers trainings in order to facilitate the transition of their graduate students to the focus on their employees' strengths instead of their weaknesses and give their working environment. 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 SY 12 Positive Youth Development in Structured Out of School Time subordinates from 78 different profit and non-profit organizations. Self-report (OST) Programs: Insights from Applied Research and Evaluation questionnaires in paper-and-pencil form were developed. Managers reported T. Berry, M.A. Sloper, S. Bialosiewicz, K.V. Harder their level of strengths-based management and subordinates on their level of Claremont Graduate University, School of Behavioral & Organizational engagement, burn-out and innovative work behavior. We applied a multi-level Sciences, Claremont, CA, United States hierarchical regression procedure, allowing us to examine the effects of group- level variables (i.e. strengths-based management) and individual-level variables The mission of many community-based youth programs is to provide (control variables like gender, educational level, organizational tenure, and age) disadvantaged young people with additional opportunities and supports that simultaneously while accounting for the non-interdependence of observations will promote optimal development. Research on positive youth development within groups. The results showed that strengths-based management was has successfully identified the environmental conditions that contribute to indeed positively related to employee engagement and innovative work thriving (Scales, Benson, Leffert & Blyth, 2000). Structured youth programs behavior and negatively influenced employee levels of burn-out. These results outside of school time (OST) have been identified as a prime environment for will be discussed in the symposium. 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; SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily Larson et al., 2004; Larson 2000; Lerner, 2005). The purpose of this Hope Intervention presentation is to share insights from applied developmental research and H. Littman-Ovadia1, D. Nir2 evaluation efforts related to the mechanisms through which organized OST 1Ariel University Center of Samaria, Department of Behavioral Sciences and programs facilitate PYD. First, we will review the current developmental Psychology, Ariel, Israel, 2Ono Academic College, Department of Business and literature on PYD and identify key features of PYD-promoting contexts. Second, Management, Kiryat Ono, Israel we will present findings from current evaluation literature on youth program participation and PYD outcomes. Third, insights and findings from the This talk will present and demonstrate the effectiveness of a brief daily self- evaluation of several youth afterschool programs will be presented to provide applied hope intervention. The intervention focuses participants’ cognitions concrete examples of PYD in action. Finally, a best practices framework will on the positive daily activities or events they can look forward to in their be presented to guide the development and evaluation of programs promoting immediate future. Participants completed LOT-R, PANAS, SWLS and BM scales PYD. before starting to practice, after 7 days of practice, and one-month post- intervention. At baseline, hope intervention group (N=36) and neutral group (N=41) were statistically similar on the variables of interest. At post-test, and SY 12.1 What Is Positive Youth Development? also one month later, the intervention group reduced pessimism, negative affect K.V. Harder Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States Positive youth development (PYD) is defined as the extent to which youth

74 www.ippanetwork.org environments provide structured opportunities to support positive consistent with Positive Youth Development (PYD) (Mahoney, Larson, & relationships and promote youth competence (Lerner, Almergi, Theokas & Eccles, 2005). However, evaluation requirements for federal/state funders tend Lerner, 2005). Program environments that facilitate supportive relationships to prioritize academic outcomes (standardized test scores) over other PYD between youth and adults, perceptions of safety, and feelings of being valued outcomes, particularly social-emotional outcomes (self-efficacy, prosocial by others are significantly related to higher levels of thriving in education, behavior, interpersonal skills, etc.). The purpose of this presentation is to social relationships and physical health (Scales, Benson, Leffert & Blyth, 2000). discuss an evaluation framework that balances improved academics while Research on PYD suggests that the context of structured, out of school time simultaneously enhancing PYD outcomes. The proposed framework builds (OST) activities, as compared to school and leisure time, is particularly upon Self-Determination Theory (Deci & Ryan, 2000) and is organized by the conducive to PYD, given that structured programs foster both intrinsic following principles: motivation and concentration, crucial elements of optimal youth development (1) measuring fidelity of implementation differently for enrichment and (Hansen et al., 2003; Larson, 2000). The purpose of this presentation is to academic activities; review current developmental research on PYD to examine the key features of PYD and the environments found to promote youth thriving. Additionally, this (2) aligning appropriate outcomes to activity level implementation; presentation will focus on the processes and mechanisms through which (3) incorporating measurement of multiple developmental domains; and structured OST activities promote PYD. (4) ensuring youth participate enough in activities to realize youth benefits. After describing the framework, we will discuss how we have used this SY 12.2 Positive Youth Development in Organized Youth Programs: framework in practice, the potential it has for improving PYD programs Trends in Current Evaluation Literature afterschool, and the inherent opportunities and challenges that come with it. S. Bialosiewicz Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Interventionists and researchers alike have begun to recognize the potential of Processes in US Adults structured youth programs as vehicles for not just academic support, M.T. Warren, J. Nakamura supervision, and safety, but also for positive youth development (PYD) Claremont Graduate University, Psychology, Claremont, CA, United States (National Institute on Out-of-School Time, 2003). Despite this growing Happiness and interpersonal processes are central to positive psychology. understanding, youth programs vary considerably in the avenues they utilize However, most research uses expert rather than folk definitions of core to achieve PYD outcomes among their participants. Formal evaluations of such constructs (e.g., happiness). The presentations in this symposium utilize a programs are an ideal source of knowledge regarding the processes by which mixed-methods approach to contribute to a differentiated understanding of the these programs achieve their desired outcomes. This presentation will explore relation between happiness and interpersonal relationships. As part of the the findings from a content analysis conducted on a sample of 100 published international Eudaimonic and Hedonic Happiness Investigation (Delle Fave et evaluations of programs serving youth populations by describing the types of al., 2010), cross-sectional data (N = 216) were collected from working adults activities being offered, the dosage and timing of services, and the impact these (30-60 years) in the US. A unique, low-cost recruitment strategy was used to programs have had on the children and youth populations they serve. The aim circumvent many concerns of convenience sampling (e.g., homogeneity). Based of this presentation is twofold; first, to explore the current trends in structured on these data, three mixed-method studies are presented: First, themes from youth programs, and second, to evaluate these trends in light of research on qualitative definitions of happiness are described and quantitatively linked to optimal youth intervention and positive youth development. 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 SY 12.3 PYD in Organized Youth Programs: Insights from Applied of the perceived positive emotions, cognitions, and behaviors of others (i.e., Research and Evaluation of Large Multi-site Afterschool Programs “positive empathy”). Overall this research extends existing theory to include M.A. Sloper positive empathy for others, and romantic partners as well as other social Claremont Graduate University, School of Behavioral & Organizational relationships as contextual features of happiness. This research breaks new Sciences, Claremont, CA, United States methodological ground by introducing a low-cost way to obtain a Research demonstrates that afterschool programs provide youth with heterogeneous sample. 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 SY 13.1 Harmony, Family and Love: Findings from the US Branch of the OST programs serving elementary, middle, and high school participants in Eudaimonic and Hedonic Happiness Investigation disadvantaged communities across Los Angeles County, this presentation will B. Wheeler, M.T. Warren, J.P. Dulay discuss multiple important considerations for fostering and assessing PYD in Claremont Graduate University, Psychology, Claremont, CA, United States the youth program context, including developmental differences across school When asked to define happiness qualitatively, participants may provide more levels (elementary, middle and high schools), the relationship between youth information than is gained using only quantitative measures. As part of a larger motivations for joining programs and youth outcomes, and the importance of international study, US participants were asked to provide their unique disaggregating participant data by student and school-level characteristics. definitions of happiness. Results illuminated the perceived nature and sources These evaluation data, collected across multiple sites and multiple years, will of happiness. Over 10% of responses referenced a theme of harmony, suggesting drive a discussion of that happiness research in the United States may benefit from additional (1) the prevalence of PYD outcomes in real world youth programs, examination of this construct (cf. Delle Fave, Brdar, Freire, Vella-Brodrick & Wissing, 2010). In addition, nearly half of all responses defined happiness as (2) important considerations for promoting and assessing positive youth involving other people, with 24% of all responses specifically mentioning outcomes, and familial relationships as a component of happiness. Those who mentioned (3) challenges and implications for PYD in youth programs. 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 SY 12.4 A Conceptual Framework for the Development and Evaluation of than any other group, and had generally higher life satisfaction. These results Youth Afterschool Programs suggest that being in a romantic relationship may provide greater happiness as T. Berry well as a richer context for describing that happiness. Overall findings provide Claremont Graduate University, School of Behavioral & Organizational support for the importance of relationships in happiness, and suggest that Sciences, Claremont, CA, United States future research examine the role of harmony. 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 75 www.ippanetwork.org Symposium Abstracts (cont’d) SY 13.2 The Role of Romantic Relationships as a Distinct Domain dance, and theater. Culture also provides the content for much scientific of Happiness research, including methods for increasing positive emotions both inside and B. Branand outside of the lab, the strengths and virtues on which the VIA Classification is Claremont Graduate University, Psychology, Claremont, CA, United States based, and ways for increasing meaning. Further, the humanities (which can be defined as the academic study of culture) can help provide deep theoretical Happiness can be analyzed by both the life domains associated with it (context) perspectives, conceptual analysis, nuanced experimental constructs, and and its eudaimonic and hedonic aspects (content). In 2010, Delle Fave, Brdar, enhanced understanding of empirical results. In this symposium, we will Freire, Vella-Brodrick, and Wissing, found that of all the life domains studied, explore the value of collaboration between science and culture, with a the relationship domains of family and social relationships accounted for over philosopher (James Pawelski) providing a conceptual analysis of the “positive” half of the responses across seven different countries. The current mixed- in positive psychology and examining the turn toward well-being in literary methods study extends Delle Fave et al.'s (2010) work to the United States. studies, a theologian (Ellen Charry) discussing recent work on well-being in Specifically, we examined the role of romantic relationships as a distinct religion, and a Hollywood film producer (Lindsay Doran) exploring the role contextual feature of happiness. We asked participants to rate their satisfaction of well-being in movies. 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 SY 14.1 What Is the Meaning of the “Positive” in Positive Psychology? indicated that happiness in one's current romantic relationship was a significant J. Pawelski predictor of one's satisfaction with life above and beyond all other life domains University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United (β = .226, t = 3.05, p = .003). The qualitative responses echoed these findings, States as situations with romantic partners were the second-most cited source of happiness, exceeded only by responses about family. Thus, while family is It would be hard to find a term more central to positive psychology than the important, the specific romantic relationship at its base merits additional focus. “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 SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in and the negative? If mainstream therapies are effective, are they negative Empathy Research (because they focus on disease and healing), or are they positive (because they P.-J. Liu, T. Chan help make people's lives better)? If a bully takes joy in hitting his classmates, Claremont Graduate University, Psychology, Claremont, CA, United States 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 Empathy is defined as the interpersonal induction by which positive and for the positive in positive psychology, identify specific tensions in these negative emotions are shared; however, considerable empathy research focuses definitions, and make suggestions for a normative definition to help address on negative emotions (negative empathy), with little attention given to some of these tensions. 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 SY 14.2 Positive Theology construct of empathy. Participants were invited to write down their definitions E.T. Charry of empathy and rate 6 items concerning empathy. Three items were related to Princeton Theological Seminary, Princeton, NJ, United States positive empathy, and the other three to negative empathy. Preliminary results indicated that, although participants regarded all items to be related to empathy According to the World Religion Database maintained at Boston University, in (4.94 < Ms < 5.80 from a 7-point Likert scale), positive empathy is a distinct 2010 only 12.5% of the world’s population claimed no religious identity or construct separate from negative empathy. Using AMOS, structural equation affiliation. The vast majority of people around the globe are affected in many modeling was employed to test competing models. Positive and negative ways by the religious traditions that claim their loyalty across cultures because empathy was moderately correlated in the best-fitting model (r=.54; CMIN=.82; religion is not merely a private matter but inevitably has social and political CFI>.99; RMSEA< .01; AIC=48), and factors loadings were good for both consequences. Among the religiously identified, one-third are Christians. positive (.78-.87) and negative empathy (.50-.80). During the symposium, Christianity has deeply affected western culture and directly or indirectly open-ended responses will be discussed to illustrate lay definitions of empathy virtually all cultures of the world as it spread throughout the globe. In its and how these definitions relate to activities involved in romantic relationships. 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 SY 14 The Collaboration between Science and Culture in the Quest for promotes human strengths despite recognized weaknesses is a needed Human Flourishing complement to the defect-based model of classical western theology. To the J. Pawelski extent that members of other religious cultures experience a similar tension University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United between a model of illness and strength, constructing a positive Christian States theology may support them in promoting human flourishing in the service of building vibrant and healthy societies. 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 SY 14.3 Positive Story Telling consciousness for millennia. Music, literature, religion, philosophy, art, dance, L. Doran theater, and architecture are among the domains that have been developed and Three Strange Angels, Inc., Los Angeles, CA, United States 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 Since I was first exposed to what my friends in the movie business sometimes twenty-first century, positive psychology was founded as a science of human refer to as “the cult of Positive Psychology,” it’s become clear to me that movies flourishing. If the quest for human flourishing is to be successful, a robust can get across the teachings of Positive Psychology perhaps better than any collaboration between science and culture will be necessary. Science can help other medium. We have the ability to tell stories of optimism, resilience, grit test empirically the claims and practices of culture, and positive psychology in and post-traumatic growth that reach children and adults across the globe, and particular can help make explicit the well-being function of culture. Culture to create characters who embody the strengths and virtues that we’d like our still provides the positive interventions most of us turn to most frequently to audience members to discover and develop in themselves. Movies can take support our own flourishing, including music, movies, literature, religion, art, the principals of Positive Psychology out of the classroom and out of the therapist’s office and stand them on their feet where we can look at them close up, in real or imagined situations. For the past two years I have been making speeches all over Hollywood reminding those who work there that we have the opportunity (most prefer “opportunity” to “responsibility”) to help the world by making more positive movies, and the response has been enthusiastic. In 76 www.ippanetwork.org this presentation I will share some of what I’ve learned about positive story- both of these journals were dominated by a post-positivistic paradigm, with telling and why it’s not quite as simple as giving audiences the happy endings approximately 80% of the empirical papers focusing on quantitative approaches we might think they want. (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 SY 14.4 The Eudaimonic Turn in Literary Studies research paradigms (e.g., post-positivism and constructivism). J. Pawelski University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States SY 15.2 The Effects of Gratitude on the Cultivation of Wellbeing and Positive Relationships for School Leaders Seligman & Csikszentmihalyi (2000) have argued that psychology in the latter L.E. Waters, H. Stokes half of the twentieth century became focused almost exclusively on the study University of Melbourne, Melbourne Graduate School of Education, Melbourne, and treatment of pathology, weakness, and damage. Psychology is not the only VIC, Australia 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 Recent calls have been made to apply the principles of positive psychology to “hermeneutics of suspicion,” reading against the grain to uncover false school leadership. The current qualitative study investigated the effect of two consciousnesses, neuroses, and other pathologies or to reveal a text's hidden well-validated gratitude-interventions upon wellbeing and positive complicities in such undesirable ideologies as bourgeois values, patriarchy, relationships for 27 school leaders. Document analysis was conducted on 27 orientalism, heterosexism, and imperialist attitudes. Literary critics were reflective assessments written by the participants. Miles and Huberman's suspicious of treatments of well-being, seeing in them subversions of autonomy (1994) framework was used to analyse the data. Results showed that the and perpetuations of oppressive cultural power structures. Because of this promotion of gratitude in school leaders served to increase wellbeing by suspicion, it became difficult for defenders of well-being to be taken seriously allowing for emotional catharsis, by creating a broaden and build effect and by in many literary circles. There are encouraging signs that the field of literary encouraging an appreciative lens via which to look at the school. The gratitude studies is beginning to change, in ways reminiscent of the ways psychology interventions also cultivated positive relationships through a refocus on has been changing in the last 15 years. A small but growing number of literary appreciative aspects of the relationships and through the beneficent circle. Only scholars are now publishing books and journal articles on topics of well-being, a small number of participants reported barriers for gratitude which included defending its importance in this field. Among these publications is an feelings of vulnerability, worry that the recipient would feel uneasy and the anthology of critical essays called The eudaimonic turn: Well-being in literary paradox of having a role that is deficit based and yet having to find aspects of studies (2013), co-edited by the presenter and literature professor Donald J. the role to be thankful for. These barriers notwithstanding, the results suggest Moores. In this presentation, we will examine the eudaimonic turn in literary that gratitude-interventions are an effective way to promote wellbeing and studies and consider its implications for literary criticism, for education, and positive relationships in school leaders. for the role of literary culture in the quest for well-being.

SY 15.3 The Flourishing Narratives of Athletes SY 15 Where is the 'Person' in Positive Psychology?: A Critical Reflection A. Ashfield on the Lack of Qualitative Research in Positive Psychology Leeds Metropolitan University, Carnegie School of Sport, Leeds, United Kingdom K. Hefferon1, L. Waters2, A. Ashfield3, J. Synard4 Flourishing has been investigated in a variety of populations and has been 1University of East London, Psychology, London, United Kingdom, 2University conceptualised as mental health, truly living, and optimal well-being. These of Melbourne, Melbourne, VIC, Australia, 3Leeds Metropolitan University, Leeds, conceptualisations, however, have been ascertained predominantly through the United Kingdom, 4University of Ottawa, Ottawa, ON, Canada use of diagnostic scales and large data sets. Reliance on quantitative In an attempt to separate from the humanistic movement, positive psychology methodological approaches has constrained the understanding of how commenced with a strong adherence to the scientific method. However, by flourishing is felt and experienced. The nuances and complexity of how the limiting itself to the post-positivist epistemological paradigm, positive concept differs between individuals remains under investigated. This psychology disregarded a fundamental method of analysis that enables us to presentation illustrates the rich and detailed understanding of flourishing, understand the intricate and complex stories of the individuals we study - achieved through the use of both inductive content and narrative analysis of qualitative research. It seems amiss within a discipline that focuses on human flourishing accounts by international athletes. flourishing that we dismiss a variety of tools that facilitate access to the why Furthermore, similar to mainstream psychology, sport psychology has been and how of optimal human functioning. The aim of this symposium is to dominated by resolving problems in sport performance. However, positive highlight the lack of qualitative research in positive psychology as well as psychology offers an alternative theoretical framework within which the demonstrate what qualitative research can bring to the subject area that is positive emotional experiences of athletes can be explored in order to improve missing from a purely quantitative focus. Each presenter will discuss their and maintain optimal sporting performance. An athlete's flourishing narrative experience, process and outcomes utilising a different type of qualitative comprised of closely edited quotes and themes from qualitative research method. More specifically, the presenters will focus on the data produced findings provides a unique insight into the athlete's flourishing experiences. through qualitative approaches which would have been overlooked through Athlete-constructed narratives can act as a tool to recreate a 'flourishing quantitative techniques. Overall, this symposium will challenge the performance mind-set' and reflections on the applied use of such narratives to monopolisation of quantitative research in practice and publication as well as enhance athlete well-being, and potentially performance, will be discussed. highlight the possibilities of qualitative inquiry.

SY 15.4 Corporeality and Trauma: The Role of the Body in Post- SY 15.1 Why Does Positive Psychology = Positivist Psychology? Traumatic Growth Uncorking the Research Potential Beyond Surveys, Statistics and Such K. Hefferon J. Synard, N. Gazzola University of East London, Psychology, London, United Kingdom University of Ottawa, Educational Counselling, Ottawa, ON, Canada Posttraumatic growth (PTG) is the phenomenon of surpassing levels of The culture of positive psychology goes beyond its field-defining mandate to functioning than which existed before a traumatic event occurred. The understand what makes life worth living (Peterson, 2013). Equally emphasized corporeal self is an overlooked mechanism in the facilitation of PTG, especially in the field of positive psychology is the importance of “scientific” study within traumas where the body is damaged either from external or internal (Peterson, 2013, p. 1; Seligman & Csikszentmihalyi, 2000, p. 5). Over the last transgressors. This presentation will review the novel findings found within decade, the science of positive psychology has convincingly shown that an interpretative phenomenological analysis of the experience of posttraumatic positivity produces better outcomes while identifying the correlates of well- growth in breast cancer patients. The utilization of this in-depth, idiographic being (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 77 www.ippanetwork.org Symposium Abstracts (cont’d) methodology enabled the never before contemplation of the role of the body SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted in the process of PTG as well as the potential for unique corporeal PTG University Degree Students? Relationships between Strengths, Social outcomes after physical illness and trauma. Furthermore, the aforementioned Skills and Social Acceptation findings challenge the currently used PTG measurement tools and their lack V. Flores-Lucas, I. Monjas, L.J. Martín-Antón, R. M. Sinovas of embodiment within the assessment of this phenomenon. Finally, this University of Valladolid, Psychology, Valladolid, Spain presentation will discuss recent findings from a thematic analysis project that There are a great number of studies in Positive Psychology which have pointed further demonstrate this somatic link 5-years post breast cancer diagnosis. 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. SY 16 Strengths in Higher Education: Cross Cultural Differences, Assessment and Relationships with Other Well-being Variables The aim of the present study is to analyze the relationships between the V. Flores1, H.A. Marujo2, L.M. Neto2, I. Monjas1, L.J. Martín-Antón1, A. Tutu3, personal strengths and social skills. We also want to discover which strengths R. Castañón4, R. M. Sinovas1, L. Valdivieso1, A. Redondo1 are possessed by the students who are more socially accepted by their peers. 1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de We assessed 250 university degree students divided into different groups Técnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan according the classroom they used. Cuza, Iasi, Psychology, Iasi, Romania, 4University of Valladolid, Department of Didactic of Music at Faculty of Education, Valladolid, Spain 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 Educational organizations have not paid sufficient attention to the personal scale method to identify the more socially accepted students in each classroom development of their members. This image is changing, in different countries group. there is growing interest in developing the well-being of students. We are still analyzing our results but the preliminary data allow us to identify Our symposia proposal presented a set of four studies that try to study in more some positive relationships between some strengths, including optimism and depth some strengths in a university degree, and a pilot positive intervention sense of humour, and social skills. 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 We think studies of this type are worthwhile in order to gain deeper knowledge is a study of Spanish students that tries to analyze the relationships between of the most socially valuable strengths and develop educational programs to strengths, social skills and social acceptance. Third we attempt to elaborate a improve them. valid set of modern musical excerpts which prompt some emotions, including Keywords: Strengths, social relationships, social acceptation. 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 SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a strengths in university degree students and the relationships between some of Validate Set of Musical Excerpts to Evoke Specific Emotions? these strengths and other skills. Such knowledge will allow us to create R. Castañón1, V. Flores-Lucas2, R. M. Sinovas2 educational positive interventions in university degree students. 1University of Valladolid, Department of Didactic of Music at Faculty of Education, Valladolid, Spain, 2University of Valladolid, Psychology, Valladolid, Keywords: Strengths, hope, humour, cross-cultural study, social acceptance, Spain emotions, hope intervention. Interest in the relationships between music and emotion is growing up. Emotional education, through the arts, seems to be suitable for children at SY 16.1 Hope, Optimism and Humour Sense in University Grade school and being conscious of our own responses to musical stimulation is the Students: A Cross-cultural Study between Spanish, Portuguese and first step. But we need have some musical excerpts which have been proved Romanian Students and validate that conveyed specific emotions. V. Flores-Lucas1, H.A. Marujo2, L.M. Neto2, A. Tutu3, L. Valdivieso1, R. M. The aim of our study is make a first approach to validate a set of musical Sinovas1 excerpts of modern popular music that conveyed four intended emotions 1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de (happiness, sadness, angry and hope). We are especially interested in check if Técnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan hope as emotion could be mainly easily associated and elicited by specific Cuza, Iasi, Psychology, Iasi, Romania musical excerpts or if they are mixed musical stimuli which elicit hope and Educative organizations have not paid sufficient attention to the personal other emotions like happiness. This preliminary study has been conducted in development of their members, even though diverse works investigation have a group of 100 Education grade university students to validate their emotional demonstrated that the success in the life and a professional career are not totally answers and associations to some musical excerpts of modern music. Our explain by the cognitive abilities or academic knowledge. 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 Previous research has shown that some personal strengths like hope and humour to emotional education through arts. 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. Keywords: Music, emotion, education, training teacher 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 SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers showed in those strengths by 300 Spanish, Portuguese and Romanian and Fathers of Children with Disabilities university degree students. A. Redondo, V. Flores-Lucas, R. M. Sinovas We used the Snyder's hope scale, the LOT-R and CASH (humour sense University of Valladolid, Psychology, Valladolid, Spain questionnaire) to assess those strengths. Snyder’s Theory of Hope (2002) has shown great potential in developing Our results will allow us have a worth information of the state of university intervention programs aimed to improve hope, which have been found quite students in those important strengths and analysed the similarities or the effective across different areas of application. The present paper presents a hope differences depending on the nationality and cultural differences. Furthermore, intervention program, “Enlightening Hope” (based on Making Hope Happen our results allow us establish the possible relationships between those by McDermott and Snyder, 1999) for mothers and fathers of children with important strengths. disabilities, which strives to improve their hope and personal wellbeing. Keywords: Strengths; Hope, Optimism, Humour, Cross-cultural study. 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

78 www.ippanetwork.org pre-test and post-test evaluation was administered to check what affects the psychological wellbeing, and on health and lifestyle factors and outcomes. 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, SY 17.3 What Enhances and what Harms? Exploring Predictors of Life Gorsuch and Lushene's State-Trait Anxiety Inventory). Satisfaction within a Large National Representative Sample G. Hervas, C. Vazquez Significant improvement was found in the “autonomy” dimension of Ryff's Complutense University of Madrid, Madrid, Spain Psychological Wellbeing Scale. The study of well-being requires different methodologies in order to find Keywords: Hope · Parents · Intervention · Disability 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 = SY 17 Well-Being and Public Policy: Global Views Using Large Datasets 2,966). The assessment covered sociodemographic, personality, health and G. Hervas activity-related factors. One of the most important results was that, when Complutense University of Madrid, Clinical Psychology, Madrid, Spain comparing the influence of different physical and psychological problems, and Positive Psychology is nurtured through different sources, from neuroscience their cumulative effects on individuals' life satisfaction, greater effect sizes were studies and experimental research to community-based surveys. This found for psychological than for physical problems. Overall, our results shed symposium is aimed to show the methodology and results of some recent light on what are the most relevant factors affecting well-being in each category studies based on national or international large samples that are anchored in (i.e., personality, health…etc.) adding some insights to previous literature. sound theoretical bases on what well-being is. Although these studies differ in Implications for institutions and policymakers will be emphasized. 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 SY 18 Creating Sustainably Positive Communities in smaller studies. The symposium will show some current initiatives in this L. Alloro direction and will also provide a forum to discuss the implications that this George Mason University, Fairfax, VA, United States type of large-scale studies may have in policy-making at different societal levels.

SY 18.1 SOMO Leadership Labs SY 17.1 Structuring National Accounts of Well-Being: Making the Case L. Alloro for Governments to Systematically Measure Population Well-Being George Mason University, Fairfax, VA, United States N. Marks SOMO Leadership Labs is a city-wide Well-Being initiative in Cleveland, OH Nef-The New Economics Foundation, Centre for Well-Being, London, where the work is to find, leverage, connect and build psychological muscle in United Kingdom SOcial-eMOtional (SOMO) leaders - the influential change-agents within If societies are going to adopt the improvement of population well-being as an networks in systems. Ultimately, SOMO is a leadership framework for over-arching goal then governments will need to regularly and systematically organizational development from the inside-out (not top-down) within systems assess population well-being. This will require not only comprehensive data (organizations, communities) by leveraging the SOcial-eMOtional Leaders and collection but also well structured accounts. It is not enough for governments calling them to action. SOMO serves as an invitation and a resource for SOcial- to just collect data, they also need to create accounts that understandable and eMOtional leaders to build their own psychological muscle (using tools from useful. 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 In 2010 the UK Government announced it was to start measuring National think expansively, SOMO leaders become more effective facilitators to form Well-being. The Office for National Statistics (ONS) has since surveyed over super-organisms to innovate differently in business, healthcare, education, etc. 250,000 UK citizens about their well-being. However it is yet to be seen if this and most importantly: get different results. SOMO is a dynamic and socially will make a significant impact on the policy making process itself or whether constructed positive intervention (Alloro, 2008), specifically for place-based the general public and media will take these data seriously. transformation: people who share real proximity. We are building a model that This presentation will make the case for having a more comprehensive model can be replicable in other places by using a combination of tools to assess of well-being underlying the National Accounts - a model which balances the effectiveness of intervention, including online measurements of Well-Being and need for theoretical grounding and ease of communication. The author will social-network analyses. 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 18.2 GoStrengths! R. Jain1,2 1GoStrengths.com, New York, NY, United States, 2GoZen.com, New York, NY, SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based Well- United States Being Assessment GoStrengths! was founded with one commanding purpose: provide teachers, A. Jarden parents and kids with the skills to actively combat the rising epidemic of youth Open Polytechnic of New Zealand, Lower Hutt, New Zealand depression and increase Well-Being. There is substantial evidence that fostering The Sovereign New Zealand Wellbeing Index (SNZWI) is a six year skills such as emotional regulation, self-efficacy, empathy, positive emotions, longitudinal study with the aims of a) developing an overall index of New and resilience have the capacity to prevent depressive symptoms and improve Zealanders wellbeing, b) determining the prevalence of wellbeing among Well-Being in school age students (Brunwaser et al., 2009). GoStrengths! different geographic locations and various demographic groups, and c) empowers teachers and students with these skills by delivering social and investigating the predictors and moderators of wellbeing among New emotional learning programs to the K-12 educational community. Modules are Zealanders, and how these compare to internationally comparative samples. delivered wholly online making the program accessible and scalable. In September 2012 a nationally representative sample of 10,009 (18+ years) GoStrengths! most notable feature is its delivery of programs using full digital individuals completed the 130 question online survey (two further data animation to translate psychological concepts and create an engaging medium collection waves of the same participants are scheduled for 2014 & 2016). The for teaching and learning. GoStrengths! implementing universal SEL questions and scales focused on psychological wellbeing, health and lifestyle, programming in schools is a cornerstone to building positive communities both and socio-demographics. Questions were primarily drawn from Round 6 of the online and off. 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

79 www.ippanetwork.org Symposium Abstracts (cont’d) SY 18.3 Gratitude Bucket 4) initiate intra-or interdisciplinary positive concentrations at your Z. Prager university, and Gratitude Bucket, Sacramento, CA, United States 5) build an undergraduate positive psychology class across departments. Gratitude Bucket aims to improve the social layer by framing online interactions This anel provides a valuable contribution to IPPA's 3rd World Congress, around gratitude and recognition. The practice of gratitude has been linked to sharing the tools and providing role models to build positive psychology's all aspects of Well-Being over the last decade (e.g. Bono, Emmons, & academic presence. Meeting our students' curiosity with quality evidence-based McCUllough, 2004; Emmons & McUllough, 2003). Bringing this practice programs and providing the foundations to increase training and research online provides several advantages including reduced cost of large interventions excellence holds promise as our panel members collaboratively share their (Crone et al., 2004), the ability to easily tailor interventions to an individual or challenges and successes building our community and quality positive group by gender, age, culture, organization, etc. (Brug, Oenema, & Campbell, psychology's global contributions. 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 SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in confounding variables in controlled experiments (Griffiths et al., Positive Psychology 2006).Gratitude Bucket is unique among online positive interventions in that S.I. Donaldson it can be used as a stand alone social network or it can be integrated with Claremont Graduate University, School of Behavioral and Organizational existing social networks (i.e. Facebook, Twitter, etc.). The early beta version of Sciences, Claremont, CA, United States 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 Since 1998, there has been a rapid growth of positive psychology research intervention are being made at the time of this writing. 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 SY 18.4 PERMACISE inspired many colleges and universities to offer positive psychology courses E. O'Brien and academic training programs. In this presentation I will discuss the Temple University, Kinesiology, Philadelphia, PA, United States development of the first research Ph.D. and M.A. concentrations in Positive Organizational and Positive Developmental Psychology at the Claremont PERMACISE, an energizing community dance fitness/health intervention, Colleges. Special emphasis will be placed on curriculum design, fostering dovetails Seligman's 2011 PERMA model of Well-Being (Positive emotions, productive research mentoring relationships, how to help students become Engagement, Positive relationships, Meaning, Accomplishment) with effective teachers of positive psychology, and career opportunities for those 'necessary and beneficial' Physical Activity Training (McKenzie, 1909). The trained as positive psychology researchers. Lessons learned and future PERMACISE model is a call to health action, in support of and inspired by the directions will be discussed with the hope of inspiring other colleges and 2011 United Nations high-level meeting on Physical Activity and Non- universities to invest in the next generation of positive psychology research communicable Diseases. This enjoyable group fitness system offers training programs. 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 SY 19.2 Creating a Program on Positive Organizational Scholarship spiraling non-communicable diseases (cardiovascular, pulmonary lung disease, J. Dutton kidney disease, diabetes). It is a potential solution for the growing, pervasive University of Michigan, Department of Psychology, Ann Arbor, MI, United States epidemic of inactivity (Blair, 2012). There has been sustained and growing interest in how organizations make a The PERMACISE dynamic fosters positive growth, inspiring whole health, difference to human and collective flourishing. In 2001, the field of Positive vitality, positivity, sustained social action, and awe. Seligman (2011) posits Organizational Scholarship (POS) was launched with its first conference and group physical activity helps build social capital. Haidt (2007) discusses social first edited book. Last year the first Handbook of Positive Organizational capital theory as communitas: moving in rhythm and synchrony as one, Scholarship was published (Cameron and Sprietzer, 2012) that contained 79 revitalizing, and creating a greater sense of meaning. This is similar to group unique chapters devoted to Positive Organizational Scholarship topics. Clearly flow, and optimal condition (Csikszentmihalyi, 1990). Elaine will demonstrate there is important and exploding knowledge being developed in this domain. how this methodology combining Positive Psychology, Leadership, and In addition, there are research centers, courses, programs, and degrees Kinesiology is heartening, uplifting, and shaping the well being of diverse emerging that build on this vital and generative core of new knowledge. In this individuals, groups, and communities. 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 SY 19 Creating a Positive Academic Concentration at your University: we have engaged undergraduates, MBA students, Ph.D students and executives Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future in activities related to POS. S.Y. Kuchenbecker Chapman University, Department of Psychology, Orange, CA, United States US college enrollment increased 37% between 2000-2010,rising from 15.3 to SY 19.3 Master of Applied Positive Psychology (MAPP) Programs: 21 million. Global university enrollment also is growing across age Bringing Research to Practice demographics. Many observe that our entering students embrace positive J.O. Pawelski psychology. Whether resulting from media attention, a natural cohort effect University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United reflecting early experiences, or popular parenting styles, the result is that States academicians are uniquely positioned to proactively serve our burgeoning Research in the field of positive psychology is creating significant new Millennial, X, and Y Generations helping them prepare them for the future. knowledge about well-being. Given the importance of this new knowledge for This symposium brings together experienced academicians sharing how to: the cultivation of human flourishing, a number of post-graduate programs have been founded around the world with the central mission of helping to 1) develop research-oriented MA & Ph.D. programs in positive psychology, support the responsible and effective application of this knowledge in a range 2) create a program in Positive Organizational Scholarship, of professions. This presentation will focus on the development of the first degree program in positive psychology: the Master of Applied Positive 3) bring research to practice building an applied master's program, 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. 80 www.ippanetwork.org SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration Nevertheless, research on institutions and on organizations continues with at your University researchers continuing to make progress in understanding positivity in M. Maier1, A. Kanavou2, S.Y. Kuchenbecker3 organizations and of organizations. This IPPA symposium proposes to bring 1Chapman University, College of Educational Studies, Orange, CA, United together several organizational scholars who will report on the latest research States, 2Chapman University, Wilkinson College of Humanities and Social in the field of Positive Organizational Scholarship. Specifically, presentations Sciences of Political Science - Peace Studies, Orange, CA, United States, will be made on the impact of virtuous practices on organizational 3Chapman University, Department of Psychology, Orange, CA, United States performance, on the ways in which relationship dilemmas impact institutional performance, on the economic value of purpose and meaningfulness in Students brought us together and recognized our mutual shared positive organizations, and on the effects of financial, health, safety, and relationship foundations long before our academic pathways merged. “Do you know Mark well-being on organizational performance. 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 SY 20.1 Virtuous Practices and Organizational Performance at Chapman University. Reflecting Chapman's mission “to provide personalized K. Cameron education of distinction that leads to inquiring, ethical, and productive lives as University of Michigan, Ross School of Business, Ann Arbor, MI, United States global citizens,” our collaboration institutional proposal blossomed over coffee one sunny afternoon. Drawing courses from Leadership Studies - “Leading as a Emphasis on positivity in organizations in increasing, but the importance and Way of Serving” (Lead 300), Peace Studies - “Introduction to Peace Studies” credibility of a positive approach to change—exemplified by Positive (PCST 150) and “Nonviolent Social Change” (PCST 354), highlighting positive Organizational Scholarship—remains controversial. More empirical evidence peace and community building, and Psychology - Psychology of Learning (PSY is needed showing that positive practices in organizations produce desirable 310), Child Development (PSY 323), and Health & Well Being (PSY 437). Our changes in organizational effectiveness. Evidence is abundant that positivity journey within a small private university working together to provide this affects individual well-being, physical health, emotional well-being, cognition opportunity for a Positive Concentration that includes interdisciplinary work and neuro-functioning, and interpersonal relationships. Evidence of the celebrates the goals of positive psychology. Added bonuses are our growing connection between similar practices in complex organizational settings, friendships, mutual interests, shared students, increased academic quality and however, is sparse. grant potential, not to mention our great fun along the way. Two studies—one in financial services and one in the health care industry— are reported which investigated the link between virtuous practices and indicators of organizational effectiveness. An instrument to measure virtuous SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad practices at the organization level was developed, and evidence was found that Class at your University: Collaborative Resources for Interdisciplinary virtuous practices do, in fact, predict organizational performance. More Community Building and Step-by-Step Syllabus Design to Academic importantly, improvement in virtuous practices predicts improvements in Approval certain indicators of performance over time. Specific examples of how these S.Y. Kuchenbecker practices were implemented are provided. Chapman University, Department of Psychology, Orange, CA, United States Tal Ben-Shahar entered the crowded Gallup meeting room in 2006 and quietly took the podium and began sharing his story titled “Teaching SY 20.2 Organizations of Higher Purpose: The CEO Perspective Positive Psychology.” R.E. Quinn1, A. Thakor2 1University of Michigan, Ross School of Business, Ann Arbor, MI, United States, Within a few minutes, we found ourselves seated in variations on seated lotus 2Washington University in St. Louis, St Louis, MT, United States position, learning about butterfly, sitting child, and Padmasana and the journey brings me here today. 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 There are many resources for new faculty including posted Positive Psychology purpose” affect economic outcomes. A higher purpose produces a non- syllabi on Penn’s website from Dr. Ben-Shahar, Dr. Hazel Markus (Stanford), pecuniary social benefit that both the principal and the agent value, and this Chris Peterson (U Michigan) and more. Drawing from the best of the syllabi, benefit may be realized at a point in time in the future that lies beyond their the students in my first class (2008) worked collaboratively to design the planning horizons. Thus, in contrast to the standard principal-agent model, curriculum. New studies published in Emotion, APS, Child Development and the utility derived from the pursuit of the higher purpose is linked to the more fueled our class experts. We brought a meditation expert/sociology faculty pursuit itself, rather than its outcome. for an introduction to meditation (Fredrickson, et al.), yoga with a faculty yogi/dance instructor (Kiecolt-Glaser, 2010), journaling (Pennebaker, 2006), The main results are as follows. First, the pursuit of higher-purpose projects and visited the Museum of Tolerance together. Engaging students in creating diminishes moral hazard, reduces the cost of labor, and increases capital course content while emphasizing the crucial academic research foundations investments. Second, when principals who pursue higher purposes are nurtured a class ever growing with exciting new shared studies via class peer observationally indistinguishable from those who are only interested in wealth experts, and we also built a truly “positive psychology” community within our maximization, the equilibrium may involve overinvestments in higher-purpose- own university where the foundations of our interdisciplinary work and linked projects. Third, the pursuit of higher purpose can spread under some flourishing began. 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 SY 20 Positive Business and Positive Organizations: Current them. Finally, when principals need external financing for projects, there are Research Findings circumstances in which the presence of purely-wealth-maximizing principals K. Cameron1, R. Quinn1, C. Mora2, W. Sowden3 is essential for the higher-purpose-pursuing principals to obtain financing. 1University of Michigan, Ross School of Business, Ann Arbor, MI, United States, Given these findings, we sought to understand how CEOs orient to the notion 2Determinant, LLC, Ann Arbor, MI, United States, 3University of Michigan, of higher purpose. We recently completed 30 interviews. The preliminary Psychology, Ann Arbor, MI, United States analyses suggest that CEOs have a wider view than simply pursuing Thankfully, the impact and visibility of Positive Psychology continues to shareholder value. They recognize the human need for meaning and they increase. The academic literature, clinical practice, and applications of research suggest that every organization can find a purpose beyond money. They give findings testify to the success of this work. A related field of investigation - many examples. For some, the realization of the power of higher purpose Positive Organizational Scholarship - is less visible and less familiar. Despite comes early in their career, for others it comes as a transformational discovery the fact that Positive Psychology ostensibly rests on three pillars - positive traits, while serving as CEO. 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. 81 www.ippanetwork.org Symposium Abstracts (cont’d) SY 20.3 Measuring Well-Being in Organizational Contexts SY 20.5 Organizational Healing: Mechanisms for Growth C. Mora and Strengthening Determinant, LLC, Ann Arbor, MI, United States E.H. Powley Naval Postgraduate School, Monterey, CA, 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 Disruptions in organizations, though fraught with difficulty, represent a rich conceptual model has four domains with three variables in each. We developed area for theorizing about the role of social mechanisms to restore organizational three items for each variable with the following structure: predictor of the target functioning and future strength and growth. This presentation articulates the behavior (P), indicator of the extent to which the behavior is practiced (I), and role of resilience in organizations, clarifies the process of healing after effects of the behavior (E). The instrument was offered to the employee organizational trauma, and advances theory on positive organizations. population and about 20,000 took the survey. Organizational resilience refers to the capabilities possessed by organizations that allow them to withstand, or to bounce back from, threats, trauma, and Psychometric analyses revealed high reliability. Exploratory factor analysis disruptions. The mechanisms of resilience described in resilience activation reproduced the structure of the survey with 12 main factors, each one with the enable organizations to bounce back from adverse events. Healing refers to the corresponding variables. Using ancillary data such as health claims, biometric work of repairing relationships and continuity in support of recovery of vital measurements, independent engagement survey, volunteer hours, performance practices, routines, and structures. Healing involves processes and human evaluation, and similar outcome variables, we assessed the validity of the action patterns that create and coordinate social interactions among instrument. It was found to have strong predictive validity. organizational members that foster growth and strengthen organizations after Seven positive practices describing organization-level variables were also major harm. Pivotal social and organizational mechanisms are crucial for the assessed using items from the Michigan Positive Organizational Practices accomplishment of resilience and healing. Social mechanisms explain how instrument. Several structural equation models were developed using indicator structures and actions interrelate to create positive organizational dynamics. variables from the well-being instrument, the positive practices instrument, Mechanisms such as social support, positive relationships, ritual and ceremony, and the ancillary data to create the measurement models. A series of latent leadership, and collective action help restore relationships, functions, and variables with their hypothesized relationships created the structural model. processes. Positive dynamics activate resilience so that organizations may The presentation will summarize the strongest predictors of positive individual effectively handle traumatic events and enable the resumption of organizational and organizational outcomes. functioning. Such dynamics also help organizations become stronger and grow from the difficulty.

SY 20.4 Relational Dilemmas and their Effects on Individuals, Relationships, and Organizations SY 21 Signature Strengths: Recent Research Informing Best Practices W. Sowden R.M. Niemiec University of Michigan, Department of Psychology, Ann Arbor, MI, United States VIA Institute on Character, Cincinnati, OH, United States Research has demonstrated a positive and robust relationship between the Signature strengths are typically defined as top strengths that are energizing, building and maintaining of positive interpersonal relationships and individual natural to use, authentic to the individual, expressed across settings, and flourishing (Dutton & Ragins, 2007; Gable & Reis, 2010; Peterson, 2006; Ryff recognized by others as highly characteristic of the individual; early research & Singer, 2000). Furthermore, success in organizations is rarely the product observed that people have 5 (plus or minus 2) signature strengths (Peterson of an individual's effort; teamwork is the engine that drives performance & Seligman, 2004). This concept of signature strengths is of great interest to (Kreitner & Kinicki, 2012; Shriberg, Shriberg, & Kumari, 2005). researchers and practitioners in the domains of education, business, coaching, Modern organizations are made up of complex, dynamic, and ambiguous and psychology/counseling. relational networks where individuals must manage multiple relationships But what do we really know about signature strengths? How do the early simultaneously. By applying the social dialectical approach to the study of definitions and numbers hold up? How many signature strengths do interpersonal relationships (Baxter & Braithwaite, 2007; Baxter et al., 1997; individuals have? What are the main criteria for determining a signature Fletcher, 1993) we see that this relational “web” creates moments in which a strength? What are the best practices involving signature strengths? How do person's relationships contradict one another and become intractably signature strengths fit into existing programs? conflicted. These moments force individuals to remain loyal to one relationship This symposium will review several new studies, some published and some while simultaneously betraying another. The outcomes of these loyalty / unpublished on signature strengths research and practice. The VIA Institute betrayal situations can have dramatic and lasting effects (both positive and has tested several versions of a "signature strengths survey" that used different negative) at both the individual and collective levels of analyses. These frameworks in defining and measuring a "signature strength." Researchers have “relational” (i.e., loyalty / betrayal) dilemmas are special cases of the classic tested signature strengths interventions, including replicating one of the most moral and social dilemmas which have been used extensively by social often cited studies in positive psychology (Seligman et al., 2005). Other scientists to study judgment and behavior (e.g., Foot, 1983; Dawes, 1980; researchers have created programs in which signature strengths are integral to Hardin, 1969; von Neumann & Morgenstern, 1944; Messick et al., 2004; the process. 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 SY 21.1 Signature Strengths: Validating the Construct and discuss how research using this paradigm from the positive psychology N.H. Mayerson (Seligman & Csikszentmihalyi, 2000; Peterson, 2006) and positive VIA Institute on Character, Cincinnati, OH, United States organizational scholarship (POS; Cameron, Dutton, & Quinn, 2003; Cameron The VIA Institute, the nonprofit organization that bridges the science and & Spreitzer, 2012) perspective can shed new light on important topics such as practice of character strengths, conducted four studies investigating the initial individual thriving, behavioral ethics, relationship and group dynamics, and concept, criteria, and suggested quantity of signature strengths in individuals. organizational effectiveness. Studies 1 and 2 used two different approaches to signature strengths criteria defining the strength as energizing, natural, and essential to one’s core character. More than half of the subjects in each study identified having 11 or more signature strengths according to this more general definition. Studies 3 and 4 used different methods to make the criteria more stringent. In these two studies about one third of individuals identified having 11 or more signature strengths and nearly 50% reported having 7 or fewer signature strengths. Additionally signature strengths were found to have significantly higher VIA scores than non-signature strengths.

82 www.ippanetwork.org These results support the construct of signature strengths and indicate that the SY 22 Applying Positive Psychology to the Workplace; New Perspectives average number of signature strengths that people think of themselves as on Strengths Use, Job Crafting, Self-determination and Well-Being at Work having is larger than positive psychology researchers originally proposed. W. Oerlemans1, M. Van Woerkom2 Narrowing the criteria results in fewer strengths being identified as signature. 1Erasmus University of Rotterdam, Rotterdam, Netherlands, 2Tilburg University, Human Resource Studies, Tilburg, Netherlands These and other results will be reviewed including data differentiating signature from non-signature strengths and correlations with measures of flourishing. Empirical evidence supporting the supposed beneficial effects of applying Implications for practice will be discussed. 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 SY 21.2 Strengths-based Career Counseling European countries (Croatia, Germany, and The Netherlands) that investigate H. Littman-Ovadia1, V. Lazar-Butbul2, B.A. Benjamin3 the relevance of positive psychology principles for organizational contexts. 1Ariel University Center, Behavioral Sciences and Psychology, Ariel, Israel, Outcome variables of interest for individuals and organizations such as 2Ariel University Center, Ariel, Israel, 3Israel National Employment Service, performance, wellbeing at work, and engagement are discussed. More Jerusalem, Israel specifically, the symposium will elaborate on This study demonstrates the effectiveness of strengths-based individual career (1) the relationship between character strengths and four different types of counseling among job seekers as carried out by vocational psychologists. job performance, Career counseling clients completed self-esteem, career exploration, strengths (2) the predictors and outcomes of strengths use in the workplace, use, and life satisfaction scales prior to the initial counseling session and immediately following the final session. A follow-up was carried out three (3) the effects of a training in strengths use on employee well-being, months post-counseling. At baseline, the strengths-based career counseling psychological capital, work engagement, and commitment, sample (N=31) and the conventional career counseling sample (N=30) were (4) the effect of daily job crafting on momentary work engagement and statistically similar on the measured variables. As hypothesized, at post- counseling, only the strengths-based sample demonstrated enhanced self- (5) the role of self-concordant job motivation in the relationship between job esteem. Both samples reported enhanced daily use of strengths and unchanged demands and well-being indicators on a within-person level. career exploration and life satisfaction. However, pre-counseling strengths use Results from three diary studies, one intervention study and one cross-sectional predicted post-counseling self-esteem only among the strengths-based clients. study will be presented, highlighting the added value of positive psychology At the three-month follow-up, the strengths-based sample assigned a higher principles to the world of work. 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 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 SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies 1Tilburg University, Human Resource Studies, Tilburg, Netherlands, 2Erasmus R.T. Proyer1, F. Gander1, S. Wellenzohn2, W. Ruch2 University of Rotterdam, Rotterdam, Netherlands 1University of Zurich, Psychology, Zurich, Switzerland, 2University of Zurich, Zurich, Switzerland 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 The presentation gives an overview on two recent intervention studies tested in the work context. Moreover, little is known about how organizations conducted by the Zurich-based research group. The first study addresses the can support their employees in using their strengths more often. The aim of question on whether a training of those strengths, which typically correlate this paper is to shed more light on predictors and outcomes of strengths use in most with life satisfaction, leads to a larger increase in life satisfaction in the workplace. Sixty-five civil engineers completed a general questionnaire and comparison with interventions targeted at strengths, which typically correlate a weekly diary regarding strengths use support, strengths knowledge, strengths low with life satisfaction. A wait-list controlled study involving N = 178 use, and several outcome variables over 6 consecutive weeks. Multilevel participants suggested that all participants benefitted from strengths-based analyses showed that strengths use support provided by the organization and interventions but for the group, which worked with the highly correlated individual strengths knowledge led to more weekly strengths use. In turn, strengths an increase in life satisfaction before and after the program has been weekly strengths use predicted significant change in a range of positive reported. The second study tests various positive interventions in an online outcomes (self-efficacy, engagement, affective commitment, and proactive setting (total N = 622) and, amongst others, replicates earlier findings behavior) on a within-person level. Moreover, strengths use mediated direct (Seligman et al., 2005) for an increase in life satisfaction and decrease in and positive effects of strengths support on weekly changes in three out of four depression for a group, which used their signature strengths in a new way for positive outcomes. Our study indicates that strengths use is indeed beneficial a week. Overall, the findings provide support for the effectiveness of strengths- for employees and that organizations can help employees to use their strengths based positive interventions and replicate and extend earlier findings with more often by providing strengths support and coaching them in identifying German-speaking participants. their strengths.

SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles SY 22.2 Character Strengths Predict Task Performance, Job Dedication, of Groups Interpersonal Facilitation, and Organizational Support W.F. Ruch C. Harzer1, W. Ruch2 University of Zurich, Psychology, Zurich, Switzerland 1University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend, Peterson and Seligman (2004) proposed that individuals have between three Germany, 2University of Zurich, Zurich, Switzerland, Zurich, Switzerland and seven signature strengths and these are typically operationalized as the top It was hypothesized that character strengths facilitate job performance. Both strengths among the 24 of their classification. They also list 10 criteria that were investigated considering multiple dimensions (i.e., 24 character strengths; help identifying signature strengths. Applying signature strengths at work and 4 dimensions of job performance) to get a comprehensive overview of their in private life is seen as a key factor in a life of engagement and meaning, which relationships. As different character strengths relate to different pattern of in turn, enhances satisfaction, and is an element of flourishing. The positive behavior, different strengths were expected to correlate with different presentation will give an overview of studies conducted by our research group dimensions of job performance. Two employee samples (N1 = 318; N2 = 108) in Zurich that deals with the identification of individual signature strengths, completed the German adaptation of the Values in Action Inventory of the most salient strengths found in different work settings (banking, leadership Strengths (Ruch, Proyer, Harzer, Park, Peterson, & Seligman, 2010) to measure in industry and leisure camps, military, education, coaches etc.), and how the the character strengths. The Task Performance Questionnaire (Williams & 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.

83 www.ippanetwork.org Symposium Abstracts (cont’d) Anderson, 1991), Job Dedication Questionnaire (Van Scotter & Motowidlo, SY 22.5 How Motivational Profiles Relate to Psychological Health and 1996), Interpersonal Facilitation Questionnaire (Van Scotter & Motowidlo, Well-Being? 1996), and Organizational Support Questionnaire (Coleman & Borman, 2000) D.E. Hatier, J.-S. Leclerc, V. Dagenais Desmarais measured the job performance dimensions. In sample 2, supervisors judged Université de Montréal, Montréal, QC, Canada the employees' job performance. We found associations between strengths and Various empirical studies in the line of SDT argue that more self-determined job performance replicable across self-reports (sample 1 & 2) and supervisory forms of motivation relate to positive psychological outcomes. However, more ratings (sample 2). For example, perseverance, honesty, self-regulation, and research is still needed to understand how the combination of different forms prudence consistently correlated with task performance. Interpersonal influences psychological health. The aims of this study are to identify workers' facilitation was associated with leadership, teamwork, and kindness. Character motivational profiles and verify how these profiles influence positive and strengths seem to be promising personality traits as predictors of job negative indicators of psychological health (Keyes, 2005). Validated self-report performance. Limitations regarding research design, research and practical questionnaires measuring motivation at work (external, introjected, identified implications will be discussed. 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 SY 22.3 The Effects of a Strengths-based Intervention on Employee Well- controlled fashion and the weakly motivated individuals, F(4, 1560) = 210.7, p being, Psychological Capital, Engagement, and Commitment < 0.001; Wilks' Lamba = .23; ηp2 = .52. These profiles have different C. Meyers, M. Van Woerkom relationships with well-being, F(2, 783) = 96.6, p < .001, and burnout, F(2, 783) Tilburg University, Tilburg, Netherlands = 86.9 ; p < .001. Tukey post-hoc comparisons of the three groups indicate that Strengths-based interventions in the workplace aim at identifying individual strongly motivated workers experience more well-being and less burnout, talents and at stimulating their subsequent development and use. Theory whereas weakly motivated individuals report the lowest levels of well-being and suggests that those interventions have highly positive effects on employee well- highest levels of burnout. Overall, these findings suggest that being motivated being and performance; yet, there still is a lack of experimental or quasi- at work is an important ingredient for psychological health and well-being. experimental 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, SY 23 The Character Strength of Spirituality in Adolescents and work engagement, and commitment. For this purpose, 120 study participants Emerging Adults: The Moral Development Functions of Spirituality in working in different companies operating in different sectors have been Diverse Contexts randomly assigned to an intervention group and a waitlist-control group. The S.A. Schnitker, T.J. Felke, R. Burnside intervention itself consisted of a half-day training including preparing and Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, homework assignments. Study variables are being assessed at three different United States points in time (pre, post, 1-month follow-up) by means of online The character strength of spirituality has long been recognized as an important questionnaires. As the data collection has just been finalized at the moment, attribute by Positive Psychology researchers (e.g., Peterson & Seligman, 2004 study results are not yet available. 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 SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement: the relation between spirituality and moral development in young people from A Day Reconstruction Study diverse counties (including China, India, Jordan, Kenya, Peru, the United W. Oerlemans, A.B. Bakker Kingdom, and the United States), religious traditions (including Atheist, Erasmus University of Rotterdam, Institute of Psychology, Rotterdam, Buddhist, Catholic, Hindu, Humanist, Jewish, Muslim, and Protestant), and Netherlands contexts (evangelical summer camp, World of Warcraft online communities). Research suggests that employees can increase their own work engagement Multiple methods are used to examine the effects of spirituality on moral and through proactive job crafting behaviours. In the present study, we tested the virtue development, including exemplar methodology, consensual qualitative hypothesis that daily job crafting would influence work engagement at the research, prospective longitudinal studies, in vivo reports, surveys, and work-activity level (momentary engagement), through the satisfaction of three interviews. Findings point to the multiple pathways by which spirituality may basic psychological needs (autonomy, competence, and relatedness). Eighty foster moral and character development. 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 SY 23.1 The Effects of Spiritual Transformation on Virtue Development work activities over the course of a work day. The dataset included 297 in Evangelical Adolescents workdays and 2270 work activities. Multi-level analyses showed that daily job S.A. Schnitker, T.J. Felke, R. Burnside crafting behaviors aimed at increasing structural and social resources led to a Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, higher work engagement at the work activity level. Moreover, psychological United States need satisfaction at the work-activity level mediated direct effects of day-level Spiritual transformation is a relatively common phenomenon among job crafting on momentary work engagement. The findings show that evangelical youth (Smith & Denton, 2005), but no previously published employees can influence their own engagement during the day through job studies have examined the effects of spiritual transformation on the crafting behaviors. 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.

84 www.ippanetwork.org SY 23.2 Moral Development in Spiritual Exemplars from Six Countries: A Kristjánsson, K. (2012). Positive Psychology and Positive Education: Old Wine Qualitative Study of Adolescents from Diverse Religious Traditions in New Bottles? Educational Psychologist, 47(2), 86-105. P. Ebstyne King Waters, L., Barsky, A., & McQuaid, M. (2012). Positive Education: A Whole- Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, School Approach. International Positive Psychology Association Newsletter, United States 5(2). Retrieved from http://www.ippanetwork.org. 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 SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural models exist that provide insight into the nature and influence of spirituality Change on moral development in adolescents. The proposed study uses an exemplar M. White1,2 methodology as a form of intensity sampling in order to gain clarity on this 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, domain of development. Participants were nominated for living with profound Melbourne Graduate School of Education, Melbourne, VIC, Australia spirituality within their own culture and completed semistructured interviews This presentation will outline the school-wide positive psychology changes in their country of origin. The sample included 30 youth, aged 12-21, with 18 that have been undertaken at St Peter's College, Adelaide. Established in males and 14 females from India, Jordan, Kenya, Peru, the United Kingdom, 1847 St Peter's College is a leading Independent Anglican day and boarding and the United States. The sample included atheist, Buddhist, Catholic, Hindu, school for boys that seeks to provide “an exceptional education that brings Humanist, Jewish, Muslim, and Protestant youth. Participants' discussions of our the best in every boy”. St Peter's College includes over 1300 boys from spirituality and morality in their lives were explored in terms of three age three to 18 years old and 230 teachers and staff. Over the past three dimensions of spirituality: transcendence, fidelity, and behavior. Results show years, St Peter's College has undergone significant cultural change guided that for many participants, morality and spirituality were inseparable, and by Cooperider and Sekera's (2003) Positive Change Model which fosters participants' informed their personal values, morals, and ideology. three levels of positive transition: Spirituality is of vital importance to exemplary moral development as it propels strong convictions and clear beliefs that lead to a coherent and sustainable 1) elevation and extension; moral life. 2) fusion of strengths and 3) activation of energy. SY 23.3 Spiritual and Moral Formation in Chinese Emerging Adults The phase of elevation and extension was conducted through the positive Engaged in Multiplayer Online Games psychology training of the senior leadership team, the development of a new R. Hornbeck strategic plan and a sponsored public speaking series on wellbeing. The phase Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, of fusion of strengths was conducted through a whole-staff appreciative United States inquiry summit and whole-staff positive psychology training. The phase of A subset of Chinese emerging and young adults who play the massively activation of energy is now underway with multiple positive psychology multiplayer online game World of Warcraft report having spiritual (jingshen) interventions being conducted in areas such as sport, Religious Instruction, experiences during gameplay. These experiences generally occur during English Literature classes, new staff-related policies and a positive psychology gameplay activities that seem to engage the “moral foundation” cognitive interest group. mechanisms outlined by psychologists Jonathan Haidt and Craig Joseph. For example, according to informants “tank” and healer roles afford players SY 24.2 Combining Student Centred Learning and Positive Psychology at opportunities to care for vulnerable group members. While they are giving and Carey Grammar to Create Flourishing Learners receiving care, players often experience affective states symptomatic of care P. Robson, Y. McCafferty foundation outputs (e.g., a feeling of compassion). Players occasionally interpret Carey Baptist Grammar School, Kew, VIC, Australia these caretaking activities and affective states as having 'spiritual' significance. Carey Baptist Grammar School is a leading Australian coeducational This presentation examines player reports of in-game spirituality for insights independent school committed to learning, wellbeing, service and spirituality. into how mainstream videogames can be cultivated for positive With an open enrolment policy, Carey has 2300 students aged from 6 months moral/spiritual experiences. Discussion focuses on to year 12. We work in partnership with families to develop wise, independent (1) how WoW gameplay stimuli may intersect with the actual domains of the and motivated young people who will engage in their communities. moral foundations identified by Haidt and Joseph, Learning at Carey takes place in a challenging education environment in which (2) the cognitive ontologies of in-game spiritual experiences, and all students are encouraged to enjoy learning, respect each other and love life. (3) extra-game factors that sensitize Chinese players to in-game moral To ensure that our students achieve the most from their learning, Carey has affordances. adopted a student-centred learning model which embraces the latest science on pedagogy such as the use of learning intentions, formative feedback and Data presented include interviews, player testimonials, and surveys collected inquiry based learning. Uniquely, Carey has infused the new student-centered during 18 months of fieldwork in Wuhan, China. 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 SY 24 Schools as Positive Institutions learning routines which are enhanced by positive psychology, students are able L.E. Waters to achieve better academic results more quickly and success breeds success. University of Melbourne, Melbourne Graduate School of Education, Melbourne, The presentation will provide preliminary evidence as to the success of Carey's VIC, Australia combined student centred learning-positive education model. 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 SY 24.3 Leading School Wide Cultural Change: A Systems Theory embeds the principles of positive psychology into school culture, pedagogy, Approach to Positive Psychology staff wellbeing and student learning (Waters, Barsky & McQuaid, 2012). The P.M. Doll whole-school approach emphasizes the creation of a 'positive institution' for The Peninsula School, Mt Eliza, VIC, Australia all and expand the focus beyond wellbeing to also incorporate learning and The Peninsula School (TPS) is an Early Learning (3yo) to Year 12 (18yo) school achievement. The school leaders presenting in this symposium have drawn on located on the Mornington Peninsula, Australia with an enrolment of 1450 the emerging research in fields such as positive organizational scholarship and students and 340 staff. 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. 85 www.ippanetwork.org Symposium Abstracts (cont’d) In 2010, TPS commenced a whole-school cultural change applying positive focus in MI on building client confidence and self-efficacy, and the use of psychology to enhance community wellbeing and student academic empathy to help clients better accept themselves and pursue positive changes performance. This process has been driven by the Senior Leadership Team, rather than focus on deficits or problems. The second presentation considers guided by Associate Professor Lea Waters, Melbourne University. the relative focus on positive vs. negative principles in MI, and describes recent adaptations to focus more on using positive emotions as a core Systems theory has informed the embedding of positive psychology into staff motivational element of the MI approach. The final presentation outlines the and student welfare programs, classroom practice, co-curricular programs, explicit use of Fredrickson’s Broaden-and-Build model in the recently school marketing and management practices including recruitment, induction, developed model of using MI in groups. 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 SY 25.1 Motivational Interviewing in the Light of Positive Psychology informed of the various stages of the program throughout its implementation, A. Csillik, M. Bay wholeheartedly embracing this initiative. University of Paris Ouest Nanterre la Défense, Paris, France Evaluation of the journey has been a crucial element to the sustainability of MI and positive psychology share a positive approach of human being, this organisation-wide change. A SWOT framework has been used to capture considered as endowed with tendencies towards growth and optimal the responses of staff. Parent perception and student wellbeing surveys have functioning. As a client-centered therapy, MI builds upon the Rogerian also been undertaken at various stages along the journey. 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 SY 24.4 An Investigation of the Relationship between Psychological to seek and value the well-being of others. Consistent with a positive Capital and School Leaders’ Workplace Well-Being perspective, MI emphasizes positive states, including a focus on hope for G.S. Strauss1, L.E. Waters2, A. Somech3 success in change and confidence about one's ability to change. Understanding 1University of Melbourne, Melbourne School of Psychological Sciences, and cooperating with client's sources of hope, with a particular focus on self- Melbourne, VIC, Australia, 2University of Melbourne, Melbourne Graduate efficacy, is an important component of MI and is one of the most potent client School of Education, Melbourne, VIC, Australia, 3University of Haifa, Faculty of factors predicting change. Lastly, we propose that MI can be integrated or Education, Haifa, Israel followed by positive psychology interventions in order to help clients acquire Fostering the workplace well-being of school leaders is an integral component the skills for behaviour change and its maintenance in time. An example of of the whole-school approach to positive education (Kristjansson, 2012; integration will be presented, showing how MI fits PPT in order to enhance McGrath & Noble, 2007). Psychological capital may be an important treatment adherence among patients with multiple sclerosis and in the construct related to school leaders’ well-being. Psychological capital is defined prevention or treatment of depression, a major psychological problem as an individual's positive psychological state of development characterized associated to MS. by the resources of hope, optimism, self-efficacy and resilience (Walumbwa, Avolio, & Hartnell, 2010). While researchers have demonstrated that SY 25.2 Integrating Positive Emotions into Motivational Interviewing psychological capital is related to workplace well-being across a diverse set of C.C. Wagner1, K.S. Ingersoll2 professions (Avey, Reichard, Luthans & Mhatre, 2011), researchers have not 1Virginia Commonwealth University, Richmond, VA, United States, 2University yet examined how psychological capital impacts school leaders’ workplace of Virginia, Department of Psychiatry and Neurobehavioral Sciences, well-being. Using a sample of 456 Australian school leaders, this study Charlottesville, VA, United States investigated the relationships between school leaders' psychological capital and their job satisfaction, organizational commitment, engagement, and Motivational interviewing (MI) techniques have been described in cognitive mental-health. Multilevel modelling results revealed significant relationships and behavioral terms, as means to positively resolve tension created by between school leader psychological capital and all outcomes. This study unresolved ambivalence about change. This view of motivation is consistent contributes to the growing field of positive education by considering how the with a negative reinforcement model, in which behaviors are performed to whole-school approach needs to incorporate the well-being of school leaders escape from negative states. In contrast, the concept of positive reinforcement (and not just students). It also contributes to the literature by being the first involves seeking positive states through behaviors that lead toward more to apply the positive organizational behavior theory of psychological capital satisfying conditions. From this perspective, motivation involves a desire to to school leaders. 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 SY 25 Motivational Interviewing and Positive Psychology/Social Sciences inviting clients to envision a better future, to remember past successes, and to C. Wagner1, K. Ingersoll2, A. Csillik3, M. Bay3 gain confidence in their abilities to improve their lives. Their work incorporates 1Virginia Commonwealth University, Richmond, VA, United States, 2University elements of Barbara University’s positive emotions theory into MI. of Virginia, Charlottesville, VA, United States, 3University of Paris Ouest Nanterre la Défense, Paris, France SY 25.3 Incorporating Fredrickson’s Broaden-and-Build Model into Motivational interviewing (MI) is an evidence-based, client-centered, goal- Motivational Interviewing Groups oriented therapeutic approach for assisting with a range of mental health, K.S. Ingersoll1, C.C. Wagner2 behavioral health, and substance abuse issues. Developed as an integration of 1University of Virginia, Department of Psychiatry and Neurobehavioral Sciences, client-centered therapy with research findings from social and cognitive Charlottesville, VA, United States, 2Virginia Commonwealth University, psychology, MI focuses on evoking client motivation to change toward more Rehabilitation Counseling, Psychology & Psychiatry, Richmond, VA, United fulfilling lifestyles. This symposium describes how MI fits with positive States psychology and the positive social sciences, and adaptations the presenters have made to more thoroughly integrate a positive perspective into MI. The The presenters’ MI group therapy model draws significantly from positive first presentation describes the philosophical fit of MI and PP/SS, including the 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.

86 www.ippanetwork.org Fredrickson’s Broaden-and-Build model informs the presenters’ MI group and social interactions that move people towards engagement, thus offering a model, and specifically provides the foundation for the third phase of group. contrasting perspective to the models that focus on barriers which prevent Through fostering positive emotions such as hope and confidence, and using environmental actions. 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 SY 26.3 The Moral Architecture of Gratitude the group to build resources for change by highlighting group cohesion, task Robert Emmons, University of California - Davis, Davis, CA 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 SY 27 Implementing Sustainable Change: Will Positive Psychology connecting members to the wisdom and resources of the larger group. 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 SY 26 Invited Symposium on Positive Development – Moral Formation Department of Corrections, Olympia, WA, United States, 3Seattle Pacific W. Damon University, Clinical Psychology, Seattle, WA, United States Stanford University, Graduate School of Education, Stanford, CA, United States With an incarcerated population near 2 million—most of them repeat A dominant direction in - recently referred to as the “new offenders—the U.S. has ample justification to search for new penal practices. science” approach –emphasizes the unintentional and unreflective nature of Historically, prison programming has focused on problems, deficits and moral choice. Findings from experiments based upon hypothetical dilemmas punishment, but current research and innovations (Hurst, Hyunh, Hall, Ta & have been interpreted to indicate that our moral responses are determined by Bikos, 2011) suggests strengths-based training, as well as ecological projects irrational, biologically-based intuitions; or, alternatively, that people do little (vermiculture, rescue of endangered species) may be effective in building more than mindlessly act out set cultural scripts whenever they are confronted teamwork, citizenship, optimism, etc., (Pacholke; Hurst, et al). Specifically, with moral problems in everyday life. these efforts address experiences and activities that foster the virtues and character promoted by Peterson and Seligman, flow as conceptualized by The presenters at this symposium, each with their own distinct approach and Csikzentmihalyi, as well as the development of self-regulation described by set of concerns, all have taken a broader perspective on the nature of morality, Baumeister. Classroom instruction, deliberate practice, and powerful 'real a view that includes an essential role for conscious choice, belief in inspiring world' accomplishments are seen to promote universally valued strengths ideals, and the formation of key virtues over the lifespan. The research (gratitude, hope, love of learning) in this otherwise difficult population. Panel programs discussed in the symposium offer alternatives to the reductionist members suggest that a symbiosis between ecological sciences and positive vision of the field’s most recent direction. psychology may naturally exist, with mutual benefits to offenders, institutions and communities. SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders Anne Colby1, W. Damon2 SY 27.1 Positive Psychology Outcomes from Sustainability in 1Stanford University, Stanford, CA, United States,2Stanford University, Graduate Prisons Projects School of Education, Stanford, CA, United States J.R. Trivett1, D. Pacholke2 This paper will present the results of a study of moral ideals and virtues based 1The Evergreen State College, Sustainability in Prisons Project, Olympia, WA, on case studies of highly creative leaders who advanced the causes of justice United States, 2Washington State Department of Corrections, Olympia, WA, and world peace during the 20th Century. The study focuses on the place of United States three key virtues - humility, inner truthfulness, and faith - in the life trajectories The virtues of teamwork, leadership, curiosity and perseverance are being of creative moral leaders. Extensive biographical and autobiographical accounts found and fostered in the Sustainability in Prison Projects co-founded by Dan of the subjects, along with their published writings, were coded with a Pacholke, Assistant Secretary of Prisons for Washington State Department of systematic qualitative coding scheme that articulates multiple themes for each Corrections. In collaboration with scientists and researchers, inmates are of the target virtues. The results illuminate the sometimes surprising nature of directly responsible for rescuing species from their endangered status these virtues, the interconnections among them, and their relationships with (examples: Oregon Spotted Frog, Taylor's Checkerspot Butterfly), participating moral identity, reflection, emotion, action, development, and culture. in canine rescue programs, building a renewable, highly productive composting Recent theory in moral psychology reduces moral motivation to non-rational vermiculture, and reducing both fuel consumption and water wastage. Beyond emotional responses and intuitions that are shaped by neural processes and this, offenders are learning skills of self-regulation, pride in civic cultural contingencies with little role for moral ideals, virtues, or accomplishment, and finding flow. With brief video documentation, Dan understanding. In contrast, this study investigates the powerful roles of ideals presents evidence of how the physical sciences interrelate with principles of and virtues in shaping moral character, behavior, and emotion. positive psychological science, enhancing the impact of both. Ongoing research suggests reduced recidivism—and more importantly—safer institutions and The paper will explore the theoretical significance of the study's findings as communities. Contrary to the notion that such positive changes would be well as their implications for the moral lives of ordinary people. 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 SY 26.2 Positive Factors in the Formation of Environmental Ethics human costs of incarceration. M. Kyle Matsuba Kwantlen Polytechnic University, Surrey, British Columbia, Canada SY 27.2 The Positive Re-Entry Program A growing awareness has emerged that psychology can contribute meaningfully M.A. Hurst to address global climate change (e.g., Swim et al., 2011). However, often the The Evergreen State College, Olympia, WA, United States focus has been on identifying the many barriers that prevent us from behaving Character and virtue, or human excellences, have been a focus of the Positive in ways that would facilitate environmental sustainability (e.g., Gifford, 2011). Re-Entry Program (PRP) created in 2003 by Mark A. Hurst, Ph.D. for use in Following on the work of Colby and Damon (1992), we (Matsuba & Pratt, prison settings. Over the past decade, Mark has refined and expanded the under review) offer a different, more positive perspective to the issue by program, and included outcome based measures to assess its impact on a studying environmental activists and comparing them to non-activists. variety of life satisfaction measures. In its current formulation as an 8 week Through our own studies of environmental activists (Matsuba et al., 2012; program, each session includes opportunities to learn about aspects of positive Alisat et al., under review) and those of others (e.g., Chawla, 1999; Horwitz, psychology that are known to help humans flourish. Students are given written 1996), we have identified important factors such as early childhood nature material to introduce them to the concepts (gratitude, flow, savoring), experiences, later environmental identity development, and generativity as homework for deliberate practice outside sessions, and weekly interactive 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,

87 www.ippanetwork.org Symposium Abstracts (cont’d) presentations and small group seminars for processing their learning. The final SY 28.2 Happify: Bringing the Science of Happiness to the Masses sessions are set aside for the development of an ongoing self-directed plan for O. Leidner1, T. Ben-Kiki1, A. Parks2 more positive emotion, building of positive character, and investment in 1Happify, New York, NY, United States, 2Hiram College, Hiram, OH, institutions and communities. Self-regulation and resilience skills are United States incorporated into the model. Mark's current work is the manualization of the In this presentation, we describe a new online experience called Happify, program for more widespread use. This presentation will provide a brief designed to not only bring the science of happiness to mass market, but also overview of program development, didactic and experiential administration. to help advance research the efficacy and effectiveness of positive interventions. and the significant outcomes found on measures of hope, gratitude, and general Our products (mobile and web apps) incorporate an engaging mental training life satisfaction. 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 SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes, launched a closed beta in December with thousands of participants. During and Future Direction of a Positive Psychology Intervention for that time, we have collected initial pilot data on the improvement experienced Incarcerated Inmates by Happify users (on average, an accumulated improvement of close to 20% K. Huynh, M. Ta, L.H. Bikos on happiness scores). We have also collected initial usability data, which shows Seattle Pacific University, Seattle, WA, United States that the average time per visit on Happify exceeds 30 minutes - higher than Upon offenders' release from incarceration many experience difficulty Facebook, and many other popular websites and social networks. We will reintegrating into their local communities and have trouble finding stable conclude our presentation with a discussion of potential opportunities for housing, employment, and social support (Shrinkfield & Graffam, 2009). The collaboration with members of the research community. 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). SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully The Positive Re-entry Program (PRP) is an intervention grounded in positive Automated Online Mindfulness Program psychology principles to strengthen positive character within participants. Two J. Mitchell1, B. Klein2, D. Vella-Brodricka1, D. Meyer3, R. Stanimirovicc4 groups of male inmates (n = 30 for 8-weeks,n = 30 for 12-weeks) were 1Monash University, School of Psychology and Psychiatry, Melbourne, VIC, evaluated. Preliminary results from a non-experimental evaluation of PRP with Australia, 2Swinburne University, Melbourne, VIC, Australia, 3Swinburne male inmates found statistically significant increases pre and post intervention University, School of Psychology and Psychiatry, Melbourne, VIC, Australia, in: gratitude, hope, life satisfaction, optimism, forgiveness, and meaning in life. 4Australian Institute of Sport, Melbourne, VIC, Australia Due to these encouraging findings, moving to a truly experimental research This study tested the efficacy of an online mindfulness program to enhance design is warranted. A cross-over experimental design is proposed. Past wellbeing and reduce mental illness symptoms. implementations of the interventions have only been conducted with male inmates. To increase external and internal validity of the intervention Method: 623 adults participated (81% female, 70.5% Australian residents, mean conducting the program with female inmates is recommended. The age 39.9 years) in a randomised controlled trial investigating longitudinal presentation will discuss differences between male and female programming outcomes for a mindfulness program compared to a waitlist control (WC). Self- and how the authors have tailored a female specific format of the intervention report measures were administered at baseline, post-intervention, one month to address women's issues and concerns. and three months follow-up, and included the Personal Well-being Index- Adult, Satisfaction With Life Scale, Modified Differential Emotions Scale, Psychological Well-Being, Mental Health Continuum-Short Form, and the SY 28 Positive Psychology and the Internet: Disseminating Positive Depression Anxiety Stress Scale-21. Interventions and Assessments over the Internet to the General Public Results: Hierarchical Linear Modeling analyses indicated that, compared to the A. Jarden1,2 WC, the Mindfulness group had a significant reduction in anxiety symptoms. 1Auckland University of Technology, Human Potential Centre, Auckland, New There was an increase in wellbeing at three months for Mindfulness group Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand participants with elevated depression symptoms at baseline. This symposia draws together established and cutting edge online wellbeing Conclusion: The results support the efficacy of a brief, online mindfulness scientists who have partnered with entrepreneurs or investors to create intervention to universally decrease anxiety and selectively enhance wellbeing. commercially successful online applications based on positive psychology; all The moderating effect of baseline depression highlights the importance of with the goal of changing the world for the better. Across these talks the tailoring interventions to the individual. The Internet offers an opportunity to speakers identify the technologies that have proved fruitful, the challenges they deliver fully automated, tailored interventions as part of an accessible and have faced, adapted to, and overcome, and the successes and hard data that sustainable health promotion and illness prevention strategy. proves that applying positive psychology via the internet can make a real world difference on a large scale. SY 28.4 Social Networking and Gamification: Allies in Self-Improvement R. Broome SY 28.1 HappCo: A Mobile Application of Positive Interventions SuperBetter Labs, LLC, San Francisco, CA, United States E. Zhivotovskaya Flourishing Center, New York, NY, 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 HappCo is a human potential development company that has created an wellbeing. We will emphasize data looking at the social aspects of the website, integrative and holistic approach to behavior change. Working off the PERMA- including findings that players with allies in the system - both from their V model of flourishing and the prominent research in positive psychology, personal community (friends/family) and from SuperBetter forums - are more HappCo has created a mobile application that combines positive interventions, successful at reaching their goals, and that the number one ‘Bad Guy’ for with self-tracking, social networking and coaching to give users all the tools players battling depression is isolation. 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 SY 29 Post-Traumatic Growth and Inclusive Positivity preliminary qualitative and quantitative finds from HappCo user data that will inform participants about individual needs for flourishing as well as contribute T. Ito1, M. Ozaki2, N. Hanssen3 to the growing exploration of positive psychology interventions. 1Wako University, Department of Education and Psychology, Machida, Japan, 2Sagami Women's University, Department of , Sagamihara-shi, Japan, 3Flowcom, Oslo, Norway

88 www.ippanetwork.org First, Nina Hanssen will take up the terror attack in Norway July 22nd against Through positive psychology coaching, HH4Heroes helps Veterans balance their the government, the Norwegian society, inhabitants and especially the murdering minds, bodies and emotions to achieve greater wellbeing. Core areas of treatment of Labor youth at the summer camp which resulted in the death of 77 persons. include yoga and meditation, as well as constructive dialogue on the principles This presentation will draw some conclusions on how some of the survivors can of positive psychology. HH4Heroes offers mission-driven integrated coaching find flow, engagement and enjoyment after such an extreme experience. Secondly, enabling our Veterans learn to transform Post-Traumatic Stress into Post- Takehiko Ito will talk about the spiritual growth of those young people who had Traumatic Growth. 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 SY 29.4 How Survivals from the Terror Attack in Norway 22th July 2011 negativity from the transcendental joy, by using the questionnaire data of Can Find Flow, Engagement and Enjoyment after the Extreme Experience university students after the 311 Earthquake/ Tsunami Disaster. N. Hanssen Flowcom, Oslo, Norway The terror attack in Norway July 22nd against the government, the society, SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the inhabitants and especially the murdering of Labor youth at the summer camp March 11 Earthquake, Tsunami, and Nuclear Disaster in Japan resulted in the death of 77 persons. T. Ito Wako University, Education and Psychology, Machida, Japan The first Utøya-study by the National Knowledge Center on violence and traumatic stress)released in January 2013 shows that half of the young Can we find inclusive positivity in the children after the experience of survivors of the attack at Utøya suffer from posttraumatic stress and have hardship? The purpose of this presentation is to examine the essays written by symptoms of depression. children who experienced the Great East Japan Earthquake in order to clarify the characteristics of these essays and explore about the possibilities for The results show that the youths have flashbacks from the day of the attack posttraumatic growth (PTG) from the five factors in Posttraumatic Growth and are trying to avoid situations that remind them of the event. Some of them Inventory by Tedeschi & Calhoun (1996). Totally 161 essays written by school- also suffer from irritation, having difficulties to sleep, lack of concentration aged children were extracted for text mining analysis. The average length of and various mental ups and downs. the essays was 601.9 characters and there were a total of 6,052 sentences. The However, some of those afflicted seem to be able to handle their lives after the total number of content words for all the essays analyzed was 39,415, and 6,465 attack well, seeking and establishing flow-zones and focusing on a specific words were retrieved. We see clearly in the children's essays the spiritual work, study, hobby or by simply helping and encouraging other people. growth of these young people who had undergone such trauma during the Great East Japan Earthquake, including injuries and serious illness, the death How do they do it? What strategies do they use? What can we learn from them? of loved ones, and total disruption of their lives. From out of the various In the presentation in LA I will share some of the conclusions from qualitative tragedies from the disaster, we see PTG clearly revealed. research interviews on how some people are able to find flow, engagement and enjoyment after such an extreme experience.

SY 29.2 Blessed are those who Mourn: From the PTG Research of the 311 Earthquake/Tsunami Disaster SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-based M. Ozaki Theory Sagami Women's University, Sagamihara-shi, Japan M. Salanova, P. Torrente The purpose of this study is to provide the evidence to support the theory of Universitat Jaume I, Castelló, Spain Inclusive positivity in such a way as to appreciate negativity from a transcendental Nowadays, it is widely accepted that employees occupy jobs and roles that are viewpoint.The PTG (Posttraumatic growth) of 321 students residing in Tokyo imbricated within more general organizational dynamics. Furthermore, this metropolitan area (F=84; M=123; not identified=115) (Average age: 27.67 ± global view of organizations is receiving increasing attention from Positive 6.91) was investigated, focused on the relation between PTG and the negative Psychology. Nevertheless, the current state-of-the-art calls for further emotions and the style. Results showed that the students who theoretical and applied research in order to strengthen the vision of Positive experienced more grief and sorrow had higher PTG, and transformed their Psychology in the case of optimally-functioning organizations. However, worldview, and showed gratitude despite the painful situations. Those who bringing together individual and collective perspectives in the topic is still a showed more personalized attribution style, who had responsibility for the crises, challenge to overcome. This day-symposium is structured in two symposia. defined as pessimistic by Seligman, had the highest score of PTG. Those who The first one is focused on providing evidence-based theory and is composed showed more outer attribution style, which had the highest hope, which is of four contributions. In the first contribution, Youssef and Salanova propose considered optimistic, showed the lowest score of PTG. This outcome suggests a conceptual model for understanding positivity across levels of analysis that the pessimistic attitude could be more adaptive at the moment of crisis, and combining Psychological Capital with a more general, collectively-oriented the pain contributes to growth. Here I propose the concept of Inclusive Positivity HERO Model. Torrente and colleagues consider the influence of a team-level as an ultimate joy, which includes negativity from the transcendental joy. 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 SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive that have organizational trust as a key mediator between resources and Psychology in Action objective performance. Finally, Cameron shows the relationship between L.L. Cypers Kamen virtues and organizational-level outcomes completing a multilevel perspective Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA, of positive organizations. United States The critical issue of PTSD is complicated by stigma. The media espouses a burgeoning epidemic of suicide, homicide, addiction, violence, divorce and SY 30.1 Positive Employees in Positive Organizations: Toward a second-hand trauma. Our government cannot handle the financial burden of care Conceptual Multi-level Model for our Veterans nor does its standard treatment fully address the heart of the C. Youssef1, M. Salanova2 matter. Meanwhile, our Veterans return from war having experienced horrific 1Bellevue University, Bellevue, NE, United States, 2Universitat Jaume I, Castelló, events that accumulate quickly, especially after multiple deployments. They are Spain physically, mentally and emotionally overloaded with stress. In organizational sciences, two positively-oriented approaches have emerged There is mistrust, guilt, shame, embarrassment and a host of other emotions in as offshoots of positive psychology and shifted the emphasis to the positive the warrior mind that prevent Veterans from seeking help. Realizing this attributes of individuals and organizations, such as their strengths, performance tremendous unmet need, I began developing an “outside the box” curriculum to and wellbeing. These approaches are 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.

89 www.ippanetwork.org Symposium Abstracts (cont’d) (a) at the individual level, Positive Organizational Behavior (POB) with its practices are recommended to boost organizational financial performance via constituent psychological resources of Hope, Efficacy, Resilience and Optimism vertical trust. At the same time, healthy team practices enhance team (HERO), combined into the higher-order construct of Psychological Capital performance via horizontal trust. (PsyCap); and (b) at the organizational level, Positive Organizational Scholarship (POS) SY 30.4 Virtuousness and Performance in Organizations emphasizing elevating processes, extraordinary outcomes, and other unique K.S. Cameron organizational phenomena that can create a positive environment. University of Michigan, Ann Harbor, MI, United States While both approaches are thriving and empirical findings to-date are The term “virtues” refers to attributes that represent moral excellence, inherent promising, lacking from the literature are the multi-level linkages. This paper goodness, and what represents humanity's very best qualities. Grant and seeks to fill this void by proposing a conceptual model for understanding Schwartz (2011) argued that virtues are characterized by a non-monotonic positivity across levels of analysis. Specifically, HERO and PsyCap at the inverted-U effect. Relying on Aristotle's (1999) notion of the “golden mean”, individual level (Luthans, Youssef & Avolio, 2014) are combined with the they argued that virtues can be taken too far. However, Aristotle himself argued HEalthy and Resilient Organization (HERO) model at the team and that virtues themselves represent the golden mean. Excessive or deficient forms organizational level (Salanova, Lorens, Cifre, & Martinez, 2013) to examine of virtues are qualitatively different from virtuousness. For example, Grant and the potential antecedents, correlates, mediators, moderators and outcomes of Schwartz suggested that cowardice is a deficient form of courage and positivity in and of organizations. Special attention is given to the conceptual recklessness is an excessive form of courage. Yet, these concepts do not and methodological issues involved in “borrowing” positive constructs across represent a quantitative variation on courage but rather qualitatively different levels of analysis. 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 SY 30.2 Coordination and Task Engagement in Teams: Evidence from a and respect, support and compassion, caring and concern, meaningfulness and Longitudinal Multilevel Design purpose, inspiration and positive energy, forgiveness and understanding, and P. Torrente1, M. Salanova1, S. Llorens1, W.B. Schaufeli2 trust and integrity. The results illustrate monotonic relationships between 1Universitat Jaume I, Castelló, Spain, 2University of Utrecht, virtuousness and desired outcomes such as organizational climate, profitability, Utrecht, Netherlands productivity, and customer satisfaction. In contrast to the argument by Grant Modern societies are strongly dependent on teams, without exclusively relying and Schwartz the more virtuousness in organizations, the greater their on every single and efficient individual. Based on previous research, self- organizational effectiveness. efficient 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 SY 31 Elevating Elevation: Recent Advances through a shared state of team work engagement using a cross-sectional design. A.L. Thomson, J. Siegel, J. Nakamura, M. Navarro, L. Graham Following the HERO Model, we analyze the predicting role of team Claremont Graduate University, Claremont, CA, United States coordination across time as an antecedent of individual and team task The proposed panel will seek to illuminate current advances in elevation (i.e., engagement over and above the effect of self-efficacy beliefs. Three data waves the suite of emotions associated with witnessing the moral excellence of were gathered including 372 university students nested in 79 teams, who others). Elevation has been linked to a variety of prosocial behaviors, and could carried out three creative tasks communicating by means of a computer-based potentially be used as a force for increasing charitable donation, mentoring, environment. Hierarchical linear models were conducted within a longitudinal and other generous actions. The goal of the panel is to discuss recent findings framework. Results showed that team coordination predicted individual work and potential avenues for future elevation research. Projects include, “A moral engagement over time, over and above the effect of self-efficacy. Team act, elevation, and prosocial behavior: Moderators of morality,” which focuses coordination also predicted team task engagement over time. Promoting team on moderators of the elevation experience such as the character of the recipient coordination arises as a useful social resource to promote an engagement state of the moral deed (Dr. Siegel). “Elevation and mentoring” illuminates the link both at the individual and the team levels of analysis. This relation was stronger between elevation and mentoring attitudes and behaviors (Dr. Nakamura). than the effect of self-efficacy beliefs which calls for collective-focused “Moderators of morality II: Personality traits” seeks to explore how one's interventions within teams. 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 SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain to charitable donation behavior (Mario Navarro). Finally, “Adolescents' Performance capacity to experience elevation” examines how age and adolescent's moral H. Acosta1, M. Salanova1, S. Llorens1, P. Le Blanc2 development impacts their experience of the complex positive emotion of 1Universitat Jaume I, Castelló, Spain, 2Eindhoven University of Technology, elevation (Laura Graham). Eindhoven, Netherlands The current study contributes to our understanding of the role of organizational trust (i.e., vertical and horizontal trust) between healthy SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators organizational practices and performance. The HERO Model (HEalthy and of Morality Resilient Organization) was used as a theoretical framework. Data were J.T. Siegel analysed at the organizational and at the team level. The study sample consisted Claremont Graduate University, Claremont, CA, United States of 890 employees nested within 177 teams and their immediate supervisors Elevation refers to the feeling experienced when a moral act is witnessed. The from 35 enterprises. The first two hypotheses addressed the fully mediating current study sought to illuminate elevation by examining conditions under role of vertical trust (at the organizational level) and horizontal trust (at the which elevation is amplified. Study 1 demonstrated that the character of the team level). Results of bootstrapping analysis (at the organizational level) and recipient of the moral deed moderates the relationship between witnessing a Structural Equation Modeling (SEM; at the team level) supported our moral deed and experiencing elevation. Study 2 replicated the first and hypotheses. Moreover, three additional hypotheses concerning cross-level included a behavioral outcome measure: donation behavior. Study 3 considered effects were tested applying multilevel data analysis, in order to test cross-levels an additional factor: the immoral act. Finally, to ensure the character of the effects. Results show that none of the additional cross-level hypotheses were recipient is not the sole moderator, Study 4 experimentally tested a second supported. To conclude, our results confirm two independent processes to moderating variable (i.e., the effort required for completing the moral act). As predict performance operating at the organizational and the team level, a whole, these four studies consistently support Haidt's conceptualization of respectively. Regarding to practical contributions, healthy organizational 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.

90 www.ippanetwork.org SY 31.2 Moderator of Morality II: The Personality of Elevation SY 32 Positive Curriculum A. Thomson A. Johnstone Claremont Graduate University, Claremont, CA, United States Seymour College, Adelaide, SA, Australia The current project seeks to explore whether individual traits influence that Seligman, Ernst, Gillham, Reivich, and Linkins (2009) argue that positive person’s experience of elevation and prosocial motivations. Building on education is an approach to education that fosters traditional academic skills previous research defining components of the moral act that influence and skills for wellbeing. Positive psychology and wellbeing curriculum has been elevation, the proposed study continues the march toward determining the shown to significantly increase students' hope, resilience, mindfulness, contexts under which elevation is maximized. The proposal will illuminate gratitude, and character strengths. However, Kristjánsson (2012) critiqued why the specific personality traits of willingness to forgive, emotional positive education for its emphasis on well-being curriculum in isolated intelligence, and emotional stability are hypothesized to impact individual classroom-based interventions. Waters (2011) argued that in addition to the use experiences of elevation and resulting motivation to donate to a charitable of specific interventions focusing on wellbeing skills (e.g., keeping a gratitude organization. Learning how to best maximize experiences elevation can inspire journal), students can also be exposed to positive psychology through the others to behave more morally and prosocially themselves, resulting in real inclusion of positive psychology topics into the curriculum of traditional world benefits. 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 SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with flourishing. This symposium will present case studies of four schools who have Distinct Outcomes infused positive psychology into four traditional curriculums: English M. Navarro Literature, Visual art, Science and Music. The positive psychology topics infused Claremont Graduate University, Claremont, CA, United States into these disciplines include appreciative inquiry, character strengths, positive The current set of studies assessed experiences of elevation in relation to two emotions and mindfulness. The new curriculums will be presented together other positive emotions: serenity and gratitude. The authors hypothesized that with evidence as to effectiveness of the curriculum on learning and wellbeing. 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 SY 32.1 Fostering a Strengths Focus through Visual Arts maximized for the elevation condition. Results from Study 1 indicated that our A. Johnstone manipulations successfully elicited elevation, gratitude, and serenity as Seymour College, Adelaide, SA, Australia intended. Study 2 demonstrated that elevation significantly increased charitable donations compared to the serenity condition and a control group. However, This presentation will explore the how positive psychology can be used to elevation did not significantly differ from gratitude in charitable donations. enrich the visual arts curriculum and, thus, promote positive self-concept and Study 3 indicated that individuals who are elevated donate significantly more a powerful ‘strengths focus’ for students. to a moral charity compared to an amoral charity while there were no real Critical and visual literacy skills are vitally important for students growing up differences between the amount of donations made to moral or amoral charities in the 21st century. This presentation will detail programs in visual art where for those who felt gratitude. 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 SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating strengths to begin a dialogue about the nature of values and strengths in action; Prosocial Behaviors in Relation to Exposure to Written Moral Stories students exchanging stories with each other about when they have been most J. Nakamura proud of themselves or ‘spotted’ strengths in other classmates as a starting Claremont Graduate University, Claremont, CA, United States point for a mural of class strengths; detailed self-portraits based on strengths The current project examines the relationship between elevation and prosocial to provide students an opportunity to reflect and focus on who they are from behavior, specifically mentoring, by exposing individuals to a written moral the perspective of what is "right" with them. story. Two studies provide empirical evidence to test the hypotheses that people These units of work offer intensive skills development and a deeper conceptual who are more highly elevated will have both more positive attitudes toward understanding while aiming to bolster student wellbeing through art mentoring and will be more likely to engage in mentoring behaviors. The data curriculum so that they can harness their strengths to serve a cause greater revealed support for both hypotheses. The project contributes to elevation than themselves. 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 SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative that is conducive to motivating positive attitudes toward mentoring as well Inquiry in Studio Music Education increasing the likelihood that participants chose to gather information about T. Patston1, L.E. Waters2 how to become a mentor. 1The Peninsula School, Faculty of Music, Mount Martha, VIC, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 31.5 Narratives of Elevation L. Graham Music has undergone a radical transformation in the past five years through Claremont Graduate University, Claremont, CA, United States the advent of digital technology and the internet. Until recently, instrumental studio teachers in schools have rarely had formal training in pedagogy. The The current project will analyze the content of elevation narratives and the traditional method of studio instrumental training, as practiced in corresponding prosocial outcomes. In an attempt to contribute to previous conservatories, is a deficit model where instructors improve student research on the behavioral impact of elevation, the proposed study will identify performance by fixing weakness and addressing incorrect technique. Many varying types of elevating experiences that lead to specific prosocial outcomes. teachers operate from a fixed mindset perspective, for example believing that The proposal will discuss the hypothesized relationship between narrative students either do or do not have musical talent. A new model of studio content and behavioral type and impact across time. A relationship between teaching is needed that provides a more positive, strength-based framework narrative characters, themes, and extent to which the experience is internalized for instrumental teachers. This paper outlines a new framework which is projected to have an impact on type and frequency of subsequent prosocial combines positive psychology, appreciate inquiry and the use of technology, behavior. 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.

91 www.ippanetwork.org Symposium Abstracts (cont’d) SY 32.3 Incorporating Positive Psychology Interventions into the Year 7 work in a telecommunications company. In its turn, Spontón and colleagues Science Curriculum: Impact on Student Well-Being and Academic test the association between positive emotions and work engagement as well Outcomes as between positive emotions and burnout and suggest avenues for intervention G.K. Brennan1, B. Beatty2, L. Waters2 in the organizational context. Finally, Fischer and Kira builds upon positive 1Yarrawonga College P-12/University of Melbourne, Yarrawonga/Melbourne, meaning at work as a source to develop personal and professional resources VIC, Australia, 2University of Melbourne, Melbourne Graduate School of which may enact positive changes in organizational climate which has Education, Melbourne, VIC, Australia implications for promoting organizational and national competitiveness. This pilot study investigated the impact of positive psychology in a Year 7 Science curriculum on student wellbeing and academic outcomes. Participants SY 33.1 Happiness at Work comprised 55 Year 7 students at a rural, public, co-educational, Australian, S. Vázquez, M. Bastida, J. Bastida Prep-12 College. All students within three science classes completed the Brains Universidad de Santiago de Compostela, Santiago de Compostela, Spain 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 Organizations and especially their human resources areas, should contribute psychology topics such as the study of growth mindsets, mindfulness, to the optimal functioning of people as key to productivity and sustainability neuroplasticity, the study of character strengths of famous scientists. Students of business projects. Following this perspective, we present a study about the in the two experimental classes also completed a series of positive psychology impact of a people management model oriented towards happiness at work in interventions such as investigating their own character strengths, keeping a a telecommunications company in Spain. Happiness becomes the cross base of what went well journal, meditation, and gratitude letters. Prior to the Brains all the interventions and politics related to human resources. The sample and Body unit, students in all three classes (2 x experimental classes and 1 consists of an experimental group and a control group that responded to a control class) completed the Positive and Negative Affect Schedule, Satisfaction battery of questionnaires related to happiness, emotional intelligence, optimism with Life Survey, Student Connectedness Survey, Learning Confidence and and personality. Furthermore, we also take into account business indicators Motivation Questions pre and post intervention. As hypothesised, there were (company’s financial results) and general people management indicators such significant improvements in aspects of wellbeing, motivation, learning as performance, working environment, absenteeism, turnover, etc. From the confidence and academic outcomes of students in the experimental classes analysis of the results, we advance several conclusions resulting from the relative to the control group following the intervention. Larger replication and application of the model. extension studies are warranted.

SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement SY 32.4 Positive Psychology in the Classroom: Using Core Virtues and and Burnout Student Character Strengths to Improve the Way Students Understand L. Maffei1, E. Castellano1, C. Spontón1, L. Medrano2 Narrative Characterisation in Literature and Film 1Universidad Católica de Córdoba, Córdoba, Argentina, 2Universidad Nacional M. White1,2, W. Barbieri1, L. Waters2 de Córdoba, Córdoba, Argentina 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Positive Organizational Psychology has conducted plenty of research in order Melbourne Graduate School of Education, Melbourne, VIC, Australia to identify factors and characteristics of “positive” employees. In this paper, This study explored the impact of positive psychology on the teaching of we evaluate a model in which positive emotions have a direct and positive English literature for a group of Year 8 and Year 11 students (n = 26; aged 12- relation with engagement (hypothesis 1) and a direct and negative one with 13 years and n = 59 aged 16 years) who had been taught the Values In Action burnout (hypothesis 2). Negative emotions have a direct and negative relation (VIA) Character Strengths Model alongside an analysis of characterisation in with engagement (hypothesis 3) and a direct and positive one with burnout film and fiction writing. Analytical responses based on taught film and narrative (hypothesis 4). We examined the invariability of the model according to texts were collected both before and after a sequence of lessons on the VIA gender. 407 employees of private companies participate in this research. The Character Strengths Model. Students' work was analysed (according to criteria results of structural equations show that the model provides a good fit to the stipulated in the Australian Curriculum and South Austraian Certificate of data (CFI = .97; GFI= .97 RMSEA= 0.09) and has a considerable explanatory Education Performance Standards) so as to ascertain the effect of the teaching value (66% of engagement and 60% of burnout). Finally, we discuss the sequence on the students' understanding of, and response to, the literature and theoretical improvement and the practical implementation of these results to film studied. Comparing students' pre and post intervention work, the mean generate psychosocial intervention that promote “positivism”. 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 SY 33.3 How Positive Meaning Can Drive Individual, Organizational and literary skills in context of a strengths-based approach to character National Sustainability development we found that there was a significant impact on students' M. Fischer, M. Kira achievement. 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 SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy sustainability at work. The aim of our paper is to offer conceptual and empirical and Sustainable Work Environments insights on human sustainability at work and its potential to foster M. Salanova, P. Torrente organizational and even national sustainability. The paper builds on four University Jaume I, Castelló, Spain theories: The broaden-and-build theory of positive emotions by Fredrickson, This symposium follows the symposium entitled “Positive jobs in positive the personal engagement theory by Kahn, the theory of thriving by Spreitzer organizations II: Implications for healthy and sustainable work environments”. and colleagues, and the theory of positive meaning by Folkman. These theories This set of presentations follows the background provided by the previous indicate that when individuals perceive positive meanings at work, they symposium to focus in its implications for practitioners and management- become personally engaged in their work, and they experience vitality and related practices and policies. Salanova and colleagues address from a multilevel positive emotions that, in turn, enable broader thinking and acting. Therefore, point of view, how team efficacy beliefs and transformational leaders contribute a positive meaning at work is the source for the development of various to the practical development of individual self-efficacy as a positive strength personal and professional resources and, thus, for human sustainability. In our over time. Then, Vázquez and colleagues propose an example of a model of paper we trace how such human sustainability emerges and can catalyst Human Resource Management driven by the implementation of happiness at positive changes in organizational climate and foster organizational and national competiveness through increased productivity and innovations.

92 www.ippanetwork.org SY 33.4 How Team Efficacy Beliefs and Transformational Leadership SY 35 Building a Positive Education in a Whole School: Governance Predict Individual Self-Efficacy: A Multilevel and Longitudinal Study and Stewardship M. Salanova1, A.M. Rodríguez-Sánchez2, K. Nielsen3 M. White1,2, M. Seligman3 1Universitat Jaume I, Castelló, Spain, 2University Jaume I, Castelló, Spain, 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, 3National Research Center for the Working Environment, Copenhagen, Denmark Melbourne Graduate School of Education, Melbourne, VIC, Australia; 3University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA, Building up on the Social Cognitive Theory, we study the cross-level effects of United States team efficacy beliefs and transformational leadership on self-efficacy over time. We propose that perceived collective efficacy and transformational leadership When school Governance and Management consider one in four young emerge as team-level constructs (employees' shared perceptions about how Australians aged 16–24 years have had a it raises a plethora of efficacious are as a team, and how transformational their leaders are) and, in questions: What does this mean for the way a whole school educates young its turn, those predict individual self-efficacy over and above previous levels people? Are traditional pastoral care systems robust enough? Should more of self-efficacy. A three-wave longitudinal lab study was carried out among 456 funds be allocated to old-style psychological services? How does a Well-Being participants randomly distributed in 112 teams which were involved in three agenda change the management and governance structures of a school? group tasks (i.e., to create a slogan for the company, to design a toy, to design Chaired by James Pawelski this symposia presents St Peter’s College’s journey a poster to advertise the toy). Each team was brought together during three lab focusing on how in 19 months. St Peter’s College, one of Australia’s largest and sessions, one session per week during three consecutive weeks (one task each oldest Independent Boys’ Schools, was able to operationalize its bold vision week). Random coefficient models were computed in a lagged-effects design. and mission from the perspectives of the “Thinker in Residence”, the Results showed that team efficacy beliefs and transformational Leadership at Headmaster (CEO) and Director of Well-Being & Positive Education. Key T2 were significant cross-level predictors of individual self-efficacy at Time 3, decisions and discussion by Governance endorsed and enriched the School’s after considering previous levels of self-efficacy at Time 1 and Time 2. These strategic intent and enabled the School to become a “lead partner” with the findings suggest that team levels constructs, such as team efficacy beliefs and South Australian Government to bring Martin Seligman to South Australia who transformational Leadership, are important cross-level factors in the lived on campus at St Peter’s College and advised the school on its Well-Being development of individual self-efficacy over time. agenda; thereby enabling St Peter’s College to seek feedback on the schools’ Well-Being strategy.

SY 34 Positive Psychology Perspectives on the Challenge of Reducing Humanity's Global Ecological Footprint SY 35.1 The Scientist-Practitioner and Building Positive Psychology M. Wackernagel Martin Seligman Global Footprint Network, Oakland, CA, United States University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA, 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 The scientist-practitioner model is central to the application of positive global biological systems capacity. The footprint measure taps extensive psychology concepts in “real world” situations. How can the lessons from the economic and biophysical data to quantify the hectares of agricultural land, scientific laboratory be translated into traditional settings such as schools where built-up land, productive ocean, timber/fiber land and carbon sequestration there is an abundance of expertise at the hands of master teachers? As land currently used by nations and globally. It shows that every year humanity educational systems look to data to improve their educational outcomes in is exceeding and cutting deeper into the ability of these systems to renew numeracy and literacy there is growing area to understanding the Well-Being themselves. The footprint measure has been applied widely at national, city of both teachers and students. In this Symposium I will outline my observations and individual levels. Those communicating about these daunting trends have from the perspective as a key “thought partner” living at St Peter’s College, been mindful of the potential motivational pitfalls. In this symposium Adelaide, over two years as it developed its Well-Being goal. The outcome was respondents representing conservation and positive psychology will apply what a powerful partnership between the findings of positive psychology, the these fields know, and explore needed research, to communicate more evolution in Well-Being measurement and education of staff for all students in effectively. Respondents will draw on existing theory and findings such as work Well-Being. 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 SY 35.2 Building and Defining Strategic Direction and Managing Change research, on ways to positively re-frame and at the same time strengthen Matthew White motivation, persistence, resilience and other human strengths to meet these 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, very urgent challenges to long-term human flourishing. Melbourne Graduate School of Education, Melbourne, VIC, Australia Good educational governance focuses on effective stewardship. It its core it centres on making decisions and the methods by which decisions are SY 34.1 Response to Wackernagel Target Presentation implemented mindful of institutional values and accountability. Schools have M. Crooke the choice to maintain the course or be robust enough to reignite and deepen Pepperdine University, Los Angeles, CA, United States the core values and behaviours that underscore the aspirations of the Dr. Wackernagel's presentation will be made available in advance and panelists community it services. Schools can appear to be static places. However, schools will respond to it from their disciplinary perspectives, to be followed by are dynamic and must seek to ensure that their educational programs are informal conversation with the audience. 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 SY 34.2 Response to Wackernagel Target Presentation the strategy developed at St Peter’s College to introduce Well-Being into the J. Fraser broader context of educational growth. New Knowledge Organization, New York, NY, United States Dr. Wackernagel's presentation will be made available in advance and panelists SY 36 Understanding Optimal Youth Development: Complex Views in a will respond to it from their disciplinary perspectives, to be followed by Complex World informal conversation with the audience.

SY 34.3 Response to Wackernagel Target Presentation E. Markowitz Princeton University, Princeton, NJ, United States Dr. Wackernagel's presentation will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience.

93 www.ippanetwork.org Symposium Abstracts (cont’d) M.L. Kern1, T. Krupa2, J. Coffey3, E.A. Steinberg4 Participants reported their PA, NA, and SE at age 16; SE and life satisfaction 1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United were measured at age 29. Structural equation modeling results indicated that States, 2University of British Columbia- Okanagan, Kelowna, BC, Canada, only adolescent PA predicted adult SE and life satisfaction. These findings are 3Claremont Graduate University, Claremont, CA, United States, 4Temple consistent with the theory that PA—and not SE or NA—broadens thought- University, Philadelphia, PA, United States action repertoires and builds resources that contribute to long-term positive well-being. While PA, SE, and low NA all have intrinsic value during Childhood and adolescence are characterized by hormonal changes, individual adolescence, PA may hold specific instrumental value by building prospective characteristics, family backgrounds, school environments, and peer group positive well-being. pressures converge to influence development, setting the stage for lifestyles and attitudes that subsequently influence life trajectories. Parents, educators, and SY 36.3 Beyond Depression: The EPOCH Measure of psychologists strive to cultivate optimal youth development. Yet what is optimal? Adolescent Flourishing E.A. Steinberg1, M.L. Kern2, L. Steinberg1, L. Benson2 Drawing on social, cognitive, developmental, and cross-cultural perspectives, 1Temple University, Department of Psychology, Philadelphia, PA, United States, this symposium explores the complexities of youths' well-being. From a 2University of Pennsylvania, Department of Psychology, Philadelphia, PA, United longitudinal perspective, Paper 1 empirically examines positive affect and self- States esteem as differential predictors of adult self-esteem and life satisfaction, accentuating the value of separating various aspects of well-being. Paper 2 We present the EPOCH Measure of Adolescent Flourishing, a brief measure of examines cross-cultural correlates and predictors of well-being in youth from adolescent well-being across five domains (engagement, perseverance, Canada, India, and Zambia, providing insights into cultural similarities and optimism, connectedness, happiness). The scale adapts Seligman's (2011) variations in well-being. Paper 3 describes the development and validation of PERMA model to be developmentally appropriate for adolescents. Engagement, a brief, reliable, multidimensional measure of positive adolescent flourishing; connectedness (relationships), and happiness (positive emotion) align directly by directly measuring the full spectrum of mental health across multiple with the PERMA model. Optimism and perseverance are developmental domains, we can more directly promote optimal development. precursors of meaning and accomplishment in adulthood. Together, these papers highlight the complexities of child and adolescent well- To create the measure, hundreds of items were compiled and refined. The final being, and demonstrate the value of combining multiple strategies and measure consists of 20 items. We conducted two studies, one with 516 perspectives, ultimately helping parents and educators promote youths' adolescent boys from Saint Peter's College, Adelaide, Australia; the second psychological well-being using evidence-based practices. 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 SY 36.1 Cross-Cultural Research on Children's Positive Well-Being reliability (engagement: α1=.62, α2=.76; perseverance: α1=.81, α2=.79; T. Krupa, M.D. Holder optimism: α1=.72, α2=.82; connectedness: α1=.73, α2=.81; happiness: University of British Columbia, Psychology, Kelowna, BC, Canada α1=.87, α2=.84), convergent validity with similar measures, and related to Despite that surveys show that adults across continents strongly desire high greater physical vitality, even after adjusting for negative affect. levels of positive well-being for their children (Diener & Lucas, 2004), only Future research will further validate the measure and predict outcomes recently has research identified the correlates and predictors of happiness in associated with adolescent flourishing. The EPOCH measure is a brief, reliable children (for a review see Holder, 2012). In this talk we will summarize our tool that will be useful for youth organizations to assess and monitor well- recent findings on happiness, life satisfaction, and hope from thousands of being across five domains. 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 SY 37 Invited Symposium: Pursuing Happiness: Cutting-edge impoverishment, connectedness to nature, spirituality, religiousness, and Experimental Research on Positive Activities health) and the positive well-being of children and adolescents. We will S. Lyubomirsky1, K. Layous1, J. Chancellor1, S.K. Nelson1, C. Haworth2, J. describe the similarities and differences in the correlates of well-being in Froh3 children from three different continents. Studies of the factors associated with 1University of California, Riverside, CA, United States, 2King's College London, children's well-being, and factors not associated with well-being, are important. London, United Kingdom, 3Hofstra University, Psychology Department, These studies can lead us to discussions and insights related to the directions Hempstead, NY, United States for new research with children; directions that emphasize the strengths and Happiness not only feels good; it is good. Happy people have more stable well-being of children. An ultimate goal of this new research is to develop marriages, stronger immune systems, and higher incomes than their less happy evidence-based interventions that parents, educators, and health-care workers peers. Randomized controlled experiments have persuasively shown that can employ to promote positive well-being in children and adolescents. people can intentionally increase their happiness through simple, self- administered activities, such as expressing gratitude or practicing kindness. This symposium will present cutting-edge experimental research on positive SY 36.2 Adolescent Happiness versus Self-esteem: Which Matters Most activities. First, Kristin Layous and Sonja Lyubomirsky will introduce their for Adult Positive Well-Being? positive activity model—a new theoretical framework that highlights the J. Coffey1, M. Warren1, A. Gottfried2 optimum conditions under which positive activities successfully increase 1Claremont Graduate University, School of Behavioral and Organizational happiness and the mechanisms by which such increases occur. Next, S. Sciences, Claremont, CA, United States, 2Fullerton Longitudinal Study, Katherine Nelson and Joseph Chancellor will present data from two new Fullerton, CA, United States positive activity interventions—demonstrating the efficacy of self-affirmation Evidence suggests that high positive affect (PA) and self-esteem (SE), and low to increase well-being and the ripple effects of generosity beyond the behavior negative affect (NA) contribute to positive outcomes (e.g., Lyubomirsky et al., of the “giver.” Finally, Jeffrey Froh will present results from a curriculum 2005; Orth et al., 2012). Broaden-and-build theory (Fredrickson, 1998) designed to teach gratitude to preadolescents, and Claire Haworth will suggests that PA leads to benefits because it broadens thinking, creating introduce evidence for a genetic influence on how people respond to happiness opportunities to build personal resources (e.g, rewarding relationships) that interventions. In summary, this symposium will present brand new research pay off over time. This process is not theorized for SE or NA. Moreover, on how small and simple activities can transform people into happier—and documented benefits of SE may be explained by the PA that accompanies it. ultimately healthier—individuals. 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 www.ippanetwork.org SY 37.1 How Do Simple Positive Activities Increase Well-Being? influence for the design of intervention and prevention programs? Does finding K. Layous, S. Lyubomirsky genetic influence mean that environmental interventions will be relatively University of California, Psychology, Riverside, CA, United States ineffective? Or, can we alter the impact of genes by introducing a positive environment during an intervention? We conducted a genetically sensitive Theory and research suggest that people can increase their happiness through well-being intervention in twins to investigate the dynamic roles of genes and simple intentional positive activities, such as expressing gratitude or practicing environments during an intervention. Twins and their parents logged onto our kindness. Investigators have recently begun to study the optimal conditions website once a week for 9 weeks, providing data for baseline, 3 weeks of control underlying positive activities' success and the mechanisms by which they work. tasks, 3 weeks of well-being activities, and a follow-up assessment at week 9. Our positive-activity model proposes that features of positive activities (e.g., Results indicate that genetic and environmental influences are dynamic: They their dosage and variety), features of persons (e.g., their motivation and effort), can change in response to environmental interventions. Finding heritability and person-activity fit moderate the effect of positive activities on well-being. for a trait tells us very little about whether we can change that trait using Furthermore, the model posits four mediating variables: positive emotions, environmental experiences. Genes do, however, matter for how individuals positive thoughts, positive behaviors, and need satisfaction. We will discuss respond to interventions. Finding out more about the causes of individual empirical evidence supporting the model, as well as future directions. differences in intervention response will help to uncover the mechanisms of the intervention, as well as lead to more personalized and more effective SY 37.2 New Insights from Positive Activity Interventions: Effects of Self- approaches to well-being interventions. Affirmation and Giving and Receiving Generosity J. Chancellor, S.K. Nelson SY 38 Head in the Cloud: Using an Integrative, Collaborative Data University of California, Psychology, Riverside, CA, United States Environment to Improve the Resilience and Psychological Health of US In a workplace-based study, we investigated the benefits of practicing and Army Soldiers and their Families receiving generosity. Participants were randomly assigned to be a “Giver,” a A.L.U. Perez “Receiver,” or to engage in a control task. Givers performed five weekly acts of Research Facilitation Team/Army Analytics Group, Monterey, CA, United States kindness for randomly selected Receivers over 4 weeks. At posttest, Givers had A wealth of data is collected from US Army soldiers over the course of their decreased in depressive symptoms and increased in work engagement relative tenure. Their health, work duties, functioning, and behavior are well to control participants. Receivers, too, showed increases in well-being and work documented. Often, this information is collected and managed by different engagement relative to controls. Notably, individuals in the Givers' social Army organizations, making it difficult for researchers to capitalize on all of network reported both increases in well-being and more positive behaviors, the available information. Recently, the Army has made strides to develop a suggesting that being near a generous person, even if not the recipient of the tool to help researchers access vast amounts of data from one location. The generosity, is a positive experience. Person-event Database Environment (PDE) contains de-identified personnel In two other studies (one conducted in the U.S. and one in South Korea), we data from diverse sources within the Army. The PDE enables researchers from sought to examine how affirming one's most important values might lead to Department of Defense, US Government, and academic communities to positive outcomes beyond self-protection. In both cultures, after 2 weeks, self- integrate multiple sources of data easily and securely. This is a boon to military affirmation led to increases in positive affect, meaning in life, flow, and need psychological researchers, and social scientists more broadly, because it can satisfaction. In S. Korea, the activity also led to increases in life satisfaction assemble datasets containing variables from many sources with large sample and, in the U.S., to decreases in negative affect. The results suggest that self- sizes. This symposium presents information about the development of and affirmation not only buffers people from negative self-thoughts, but also access to this innovative new tool, and highlights several studies that have improves overall well-being. leveraged the resources of the PDE to examine the psychological health, resilience, and well-being of US Army Soldiers and their families.

SY 37.3 Moving Past Traditional Interventions: Using a School-Based Curriculum to Teach Children How to Think Gratefully SY 38.1 Introducing the Person-event Data Environment J. Froh1, G. Bono2, R.A. Emmons3 M.P.B. Lester 1Hofstra University, Psychology Department, Hempstead, NY, United States, Research Facilitation Team/ Army Analytics Group, Monterey, CA, United States 2California State University, Dominguez Hills, CA, United States, 3University of The Person-Event Data Environment (PDE) represents a significant step within California, Davis, CA, United States the Department of Defense community towards improving data-driven decision Gratitude is essential to social life and well-being. Although research with making, understanding the health and wellbeing of members of the military youth populations has gained momentum recently, only two gratitude community, and improving the quality of behavioral science research. interventions have been conducted, targeting mostly adolescents. This study Compatible with the Health Insurance Portability and Accountability Act of tests a novel intervention for promoting gratitude among the youngest children 1996 and the Privacy Act of 1974, the PDE represents an enterprise solution targeted to date. Elementary school classrooms (of 8-11 year olds) were for bringing a vast amount of personnel data together in one secure location randomly assigned to an intervention that trained them to think gratefully where research questions can be explored. The PDE includes over 60 disparate about their social interactions or to a control condition. We found that databases from across the Department of Defense in a single environment children's awareness of the social cognitive appraisals in receiving help from where Personally Identifiable Information is removed, then staged in a separate another (i.e., grateful thinking) can be strengthened and that this, in turn, analysis environment where researchers gain access to the data via web makes children more grateful and benefits their well-being. A weekly connection. The vision for the PDE is to bring the researchers to the data rather intervention obtained such effects up to 5 months later. A daily intervention than bringing the data to the researchers, and it provides researchers produced these effects immediately (2 days later) and showed further that a) unprecedented access to massive amounts of Department of Defense data for children expressed gratitude behaviorally more (i.e., wrote 80% more thank research and analysis purposes, while keeping data secure and protecting you cards to their Parent Teacher Association) and b) their teachers observed individual privacy. The vision also encompasses opening the PDE to non- them to be happier. Evidence thus supports the effectiveness of this governmental researchers in order to broaden our community of researchers, intervention. We discuss the implications of these results for personal, social incorporating the brightest minds in academia and the private sector. and academic functioning, as well as for positive youth development.

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

95 www.ippanetwork.org Symposium Abstracts (cont’d) SY 38.2 Psychometric Structure of a Self-report Assessment of negative outcomes such as drug and alcohol usage and attrition from the Psychological Health in Young Army Soldiers organization. Of particular is evidence showing that positive psychological L.L. Vie, L.M. Scheier constructs can predict medical and mental-health usage rates as well as suicide University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, and other acts of self-harm. Our most recent work has been to assess the degree United States to which positive psychological dimensions can be developed and whether changes on these variables are associated with changes in objective health and This project examines the underlying psychometric structure of the Global well-being outcomes. Implications for policy-making, the usage of positive Assessment Tool (GAT), a self-report assessment of psychological health psychology in applied settings, and the ability of data contained in the PDE to amongst young adult Army soldiers. Data was obtained from the Person-Event address major societal issues will be discussed. 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 SY 39 Positive Technologies: An Interdisciplinary Field of simple and higher-order factor structure of psychological health in a select Positive Psychology cohort of active duty Army soldiers. A multidimensional primary factor model R.M. Baños1,2, C. Botella3,4, A. Gaggioli5, G. Riva6, B.K. Wiederhold7 positing distinct constructs of social and personal functioning fit well. Psychological health consisted of family/social relationships, positive and 1University of Valencia, Valencia, Spain, 2CIBEROBN, ISC III, Valencia, Spain, negative emotions, self-management coping skills, meaning and optimism, 3University Jaume I, Castellón, Spain, 4CIBEROBN, ISC III, Castellón, Spain, purpose in life, job commitment/unit cohesion, perceived social support, 5Catholic University of Milan, Milan, Italy, 6Universitat Barcelonaà Cattolica depression, and anxiety/hostility. A more parsimonious second-order model Sacro Cuore, Milan, Italy, 7Virtual Reality Medical Institute, Brussels, Belgium adequately accounted for the relations among the primary factors. Higher-order "Positive Technology (PT) could be defined as the scientific and applied factors included perceived support (family and work), well-being (optimism approach to the use of technology for improving the quality of our personal and positive emotions) and psychological distress (depression and anxiety). experience with the goal of increasing wellness, and generating strengths and On balance, the GAT provides an expeditious and cost-effective means of resilience in individuals, organizations, and society. This new field combines assessing psychological health among Army soldiers. Training programs to the objectives of Positive Psychology with enhancements of Information and improve well-being and psychological health developed and tested with the Communication Technologies (ICTs) by focusing on three key variables— general population would likely be applicable to select groups of high emotional quality, engagement/actualization, and connectedness—that are able functioning young adults enlisted in the Army. 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 SY 38.3 Army Spouse Resilience pleasant experiences), eudaimonic (systems designed to support individuals S.A. Hawkins, A.L.U. Perez, N.L. Reyes in reaching engaging and self-actualizing experiences) and social /interpersonal Research Facilitation Team/Army Analytics Group, Monterey, CA, United States (technologies that seek to improve the connectedness between individuals, Nearly 60% of the 1.1 million men and women currently serving in the U.S. groups, and organizations) The aim of the present symposium is to contribute Army are married and in the Active Component of the Army alone, there are into this line, describing several PT applications designed for different devices more than 315,000 spouses who experience military life with their soldiers. and with different target populations. Furthermore, we analyze the efficacy to Army spouses face many different challenges, including significant life stressors each applications and discuss the importance of these developments in the such as relocations and long absences due to their partners' deployments. To positive psychology field as well as the possibilities that ICTs will give to better understand the resilience and readiness of Army spouses, the Army's positive psychology". 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 SY 39.1 Positive Technology completed a Family Global Assessment Tool served as the sample for this study. B.K. Wiederhold1, M.D. Wiederhold2 Results describe the resilience of Army spouses, highlight how the four 1Virtual Reality Medical Institute, Brussels, Belgium, 2VirtualReality Medical dimensions are related, and document demographic differences across the Center, San Diego, CA, United States dimensions. Taken together, these findings inform the field about the resilience Positive technology (PT) may be described as a technological extension of and psychological health of Army spouses, point to potential areas where existing therapy. PT seeks to improve the quality of our personal thoughts, additional support may be needed for spouses, and indicate the areas of feelings, and emotions, focusing on the wellness model as opposed to a disease strength exhibited by Army spouses. 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 SY 38.4 Positive Psychology in the Military Context: An Evaluation of a attributes. PT uses this successful framework and adds technological Large-Scale Program to Improve the Resilience of U.S. Army Soldiers programming or devices to the equation in an attempt to more swiftly advance M.N. Herian1, P.D. Harms2 the progress of the individual. Three main dimensions: hedonic, eudaimonic, 1Personnel Development & Hiring, Lincoln, NE, United States, 2University of and social/interpersonal exist. The goal of this presentation will be to Nebraska-Lincoln, College of Business Administration, Lincoln, NE, United demonstrate the potential of PT through a concrete example of how PT has States been used effectively to improve mental health and well-being in each of the For the past three years, the US Army has been utilizing a positive psychology three dimensions. Also to be discussed is a set of precautions that we must take framework to assess and develop psychological resiliency and well-being in when embracing PT. Finally,we will suggest a vision for the future o fPT and active-duty Soldiers. In that time, more than 1.3 million Soldiers have its ability to improve the lives of citizens. 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 SY 39.2Towards Mobile Positive Technologies: Opportunities and Environment (PDE) to relate positive psychological constructs to positive Challenges outcomes such as selection to command and early promotions as well as A. Gaggioli1, G. Riva2 1Catholic University of Milan, Milan, Italy, 2Università Cattolica del Sacro Cuore, Milan, Italy The increasing diffusion of smartphones and wearable devices offer new ways of monitoring and promoting mental wellbeing. The advanced computing and sensing capabilities offered by mobile technologies allow to unobtrusively record a variety of behavioral data in real time. Further, the flexibility afforded

96 www.ippanetwork.org by these devices allow to increase patient engagement in treatment and to strategies to monitor coping and promote emotion regulation. Also, facilitate adherence to practice, through the provision of ubiquitous and Information and Communication Technologies (ICT) can help us in this task. immediate feedback. In this contribution, we describe recent developments in We have developed an intervention program ICT based: Coping with Stress the field of mobile healthcare (or mHealth), by focusing in particular on mobile and Emotion Regulation Program (Smiling is Fun), a self-applied program via mental health applications. First, we examine the potential benefits associated the Internet. It is based on classical CBT techniques, but also it includes other with this approach, providing examples from existing projects. Next, we specific strategies based on positive psychology. The aim of this paper is to discuss opportunities to develop positive interventions based on mobile tools, present the evolution of the scores of the 58 depressed participants in the explaining the possible differences in focus between "mobile mental health" different variables measured after completion of each one of the 8 modules that and "mobile wellbeing" applications. Finally, we discuss some open challenges includes Smiling is Fun. Measurements were: Overall Anxiety Severity and associated with the implementation of this approach, ranging from issues Impairment Scale (OASIS); Overall Depression Severity and Impairment Scale related to treatment validation, to implications for privacy and security. (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 SY 39.3 Modifying our Personal Experience Using Positive Technologies decrease their negative affect and anxious symptomatology. The results support G. Riva1, A. Gaggioli2 the use of these procedures to promote positive affect and to improve existing 1Università Cattolica del Sacro Cuore, Milan, Italy, 2University of Milan, psychological treatments. Milan, Italy Positive psychology may be the science of personal experience: its aim should SY 40 Novel Measures and Applications in Positive Health Psychology be the understanding of how it is possible to manipulate the quality of personal S. Pressman1, J. Milam2, A. Hassett3 experience with the goals of increasing wellness, and generating strengths and 1University of California, Irvine, Psychology & Social Behavior, Irvine, CA, resilience in individuals, organizations, and society. In this process a key role United States, 2University of Southern California, Preventative Medicine, Los may be played by Positive Technologies. Specifically, we suggest that it is Angeles, CA, United States, 3University of Michigan, Department of possible to manipulate the features of our personal experience in three separate Anesthesiology, Ann Arbor, MI, United States but related ways: Positive factors, such as positive affect, have been shown to be predictors of better (a) By structuring it using a goal, rules and a feedback system: The goal health outcomes, ranging from resiliency (e.g., successful adaptation to disease) provides subjects with a sense of purpose focusing attention and orienting to increased longevity. Further, novel biomarkers can provide more objective his/her participation in the experience. evidence of the relationships between positive factors and health outcomes. This (b) By augmenting it to achieve multimodal and mixed experiences. seminar highlights three diverse positive health research studies. The first is an Technology allows multisensory experiences in which content and its intervention study conducted by Joel Milam, Ph.D. This randomized study of interaction is offered through more than one of the senses. childhood cancer survivors examined whether a brief resilience-based phone (c) By replacing it with a synthetic one. Using VR it is possible to simulate intervention could improve adaptation to their disease and care seeking physical presence in a synthetic world that reacts to the action of the subject behaviors. The second study will be presented by Afton Hassett, Psy.D. Her as if he/she was really there. 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 The presentation will discuss these claims by presenting different PT superior in this population as compared to other popular measures of positive applications and their outcome within different users. 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 SY 39.4 Positive Mood Inductions Procedures Using Positive Technology emotion and social support. She will explore the associations with oxytocin R.M. Baños1,2, E. Etchemendy2, S. Quero2,3, A. García-Palacios2,3, C. receptor subtypes, as well as circulating hormonal oxytocin. Botella2,3 1University of Valencia, Valencia, Spain, 2CIBERobn, ISC III, Santiago de Compostela, Spain, 3University Jaume I, Castellón, Spain SY 40.1 A Brief, Resiliency-based Program for Childhood Cancer Positive psychology researchers posit that “the capacity to experience positive Survivors Increases Health Care Self-efficacy and Intent to Seek emotions may be a fundamental human strength central to the study of human Survivorship Care flourishing” (Fredrickson, 2001). Different authors have studied the effects of J. Milam1, R. Slaughter1, A. Ritt-Olson1, S. Sherman-Bien2, K. Meeske1, A. positive emotions using mood induction procedures (MIPs) (Fredrickson, Hamilton1 2003; Isen, 1987). MIPs are experimental procedures which aim is to provoke 1University of Southern California, Preventive Medicine, Los Angeles, CA, in an individual a transitory emotional state in a non-natural situation and in United States, 2Jonathan Jaques Children's Cancer Center Miller Children's a controlled manner. Recently, MIPs have taken advantage of Information and Hospital, Long Beach, CA, United States Comunication Technologies, especially virtual reality (VR), to overcome some Background: Long-term medical follow-up care is important for childhood of their traditional limitations (Baños, 2006). The aim of this work is to present cancer survivors (CCS) because they are at high risk for multiple comorbidities. the usefulness of VR to induce positive emotions. Four VR environments to Resiliency factors, including posttraumatic growth (PTG; experiencing positive induce positive emotions have been developed by our group, simulating changes from negative life events) and health care self-efficacy (HSE; different contexts (a park, a meadow,…). They have variations in order to evoke confidence in ability to get care), are associated with preventive care and either joy or relax on users. This work describes each VE and offer data represent targets for programs designed to improve follow-up care. obtained in several studies with different samples. The results obtained show the efficacy and the utility of VR to induce positive emotions. Finally, we Methods: A brief phone-based intervention, focused on PTG and HSE, to increase discuss the potential of these ICT based procedures in Clinical and Health intention to make a survivorship clinic appointment was pilot tested in a Psychology. 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 SY 39.5 Improving Positive Mood and Personnel Strengths Using a Self- discussing how their strengths/resources could help them prioritize follow-up care. applied CBT Internet-based Program Results: Pre-Post test results indicate that participants in the program arm C. Botella1,2, A. Mira1, A. García-Palacios1,2, S. Quero1,2, D. Nagy1,3, A. demonstrated significant increases in their intent to seek survivorship care and Riera1, G. Molinari1, I. Moragrega1, R.M. Baños2,4 HSE (p's< .05) vs. no increases in the control arm. There were no differences 1University Jaume I, Castellón, Spain, 2CIBERobn, ISC III, Santiago de in PTG in either study arm. Compostela, Spain, 3University of Babes-Bolyai, Cluj-Napoca, Romania, 4University of Valencia, Valencia, Spain 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

97 www.ippanetwork.org Symposium Abstracts (cont’d) Conclusion: Eliciting resiliency narratives that include personal strengths that SY 41 Mind, Body, and Flow help CCS successfully adapt to the cancer experience can potentially improve O. Davis1, F.Ø. Andersen2, C. Peifer3, L. Järvilehto4,5 health care utilization following diagnosis and treatment for childhood cancer. 1Quality of Life Laboratory, New York, NY, United States, 2Aarhus University, Copenhagen, Denmark, 3Universität Trier, Trier, Germany, 4Aalto University, Helsinki, Finland, 5Filosofian Akatemia, Helsinki, Finland SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive As research on flow continues, scientists have been discovering the relationship Social Perceptions to Benefit Well-Being? between flow and both physical and mental processes. This symposium S. Pressman1, O. Gillath2, J. Patel2 highlights the work of an international cadre of scientists who will show how 1University of California, Psychology & Social Behavior, Irvine, CA, United flow functions in the nervous system, the dual-processing theory, and learning States, 2University of Kansas, Psychology, Lawrence, KS, United States in the STEM sciences. Corinna Peifer (Germany) will present a study that Background: Oxytocin (OT) has been dubbed the “cuddle”, the “trust”, and investigates sympathetic arousal, parasympathetic arousal, and HPA-axis the “anti-stress” hormone. Both positive emotions and positive social factors activation in relation to flow, showing that the sympathetic activity is have been hypothesized to benefit wellbeing via their effects on OT. nonlinearly related to flow, parasympathetic activity has a linear relationship, Surprisingly, no research has examined whether these psychosocial factors are, and HPA-axis activation interacts with those systems to produce the effects. in fact, related to circulating levels of this measure. Lauri Järvilehto (Finland) will explain the cognitive processes of flow in light Method: Resting salivary OT was collected from 115 undergraduates (52% of the Dual Processing Theory, showing that flow activities occupy a person's female) in conjunction with measures of trait positive affect (PA) and perceived conscious capacity (System 2), which in turn frees up the non-conscious social support. It also examined the variant (rs53576) in the oxytocin receptor capacity (System 1) to act autonomously and allows people to function gene (OXTR) which has been previously tied to pro-social tendencies. optimally in a culturally-evolved environment. Frans Ørsted Andersen (Denmark) will present his studies of hands-on learning in the STEM sciences, Results: Tangible social support was associated with circulating OT (β = -.22, showing how these experiences promote flow in the classroom and enhance p < .05), with a marginal association for Appraised support (β = .18, p = .08). student learning opportunities. Orin Davis (USA) will be the discussant and PA was not associated with OT (p = .18). Similarly, only social support (the will integrate these results into a clearer picture of flow. 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, SY 41.1 Flow and Dual Processing p =.09). PA was not associated with OXTR. L. Järvilehto1,2 Conclusions: OT may be a specific pathway connecting positive social 1Aalto University, Helsinki, Finland, 2Filosofian Akatemia, Helsinki, Finland perceptions to wellbeing, while PA may utilize alternate physiological The dual processing theory of thought is the leading theoretical framework in mechanisms. Future work should examine to what extent OT mediates social- . According to this position, the human mind consists of health connections. two complementary systems, System 1 and System 2. Advocated most prominently by Jonathan Evans (2010) and (2011), the theory offers a powerful framework for explaining many cognitive phenomena. SY 40.3 The Hospital Anxiety and Depression Scale Positive Affect Subscale: A Preliminary Evaluation of its Utility for the Assessment of In flow, a person is totally immersed in a given activity (Csikszentmihalyi Resilience in Patients with Chronic Pain 1990), which can be elucidated through the framework of the dual processing A.L. Hassett, C.M. Brummett, J. Goesling, R. Wasserman, D.A. Williams theory. During flow, a person’s conscious capacity (System 2), is taken up University of Michigan Medical School, Anesthesiology, Ann Arbor, MI, United entirely by the task at hand, thus enabling the non-conscious mind (System 1) States to function without obstruction. Indeed, during flow, System 2 is evoked only when an obstacle is encountered that cannot be resolved by the autonomous Background: The objective of this study was to assess the performance of a processes of System 1. positive affect subscale contained within the Hospital Anxiety and Depression Scale (HADS) in patients with chronic pain. The System 1 can be argued to consist of two kinds of processing: phylogenetic and ontogenetic. Phylogenetic processing concerns processes acquired by Method: 483 patients reporting chronic pain completed a battery of validated biological evolution (e.g., instincts). Ontogenetic processing concerns questionnaires including the HADS. The HADS is a 14-item self-report processes acquired by individual development (e.g., skills, habits). In modern instrument with two 7-item subscales (anxiety and depression). The positive society, the latter are particularly critical for the flow state; the autonomous subscale consists of six items that assess positive emotions. Validity and processes we have acquired by experience and practice enable us to function reliability were assessed. optimally in a culturally-evolved environment. 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 SY 41.2 Engagement and Motivation in STEM (Science, Technology, (r=0.60, p< .001) and life satisfaction (r=0.50, p< .001) and inversely related Engineering and Math) Education to the PANAS negative affect scale (r=-0.60, p< .001). Further, the relationships F.Ø. Andersen between the HADS positive affect subscale score and clinically relevant Aarhus University, Copenhagen, Denmark variables were significant including pain severity, pain interference, symptom For decades, in most of the western world, STEM subjects (science, severity and functional status. Compared to the PANAS positive subscale and technology, engineering and math) have not interested students as much as the HADS depression and anxiety subscales, the HADS positive affect subscale others, even as there is increasing demand for STEM competences. A Danish demonstrated similar or stronger relationships with clinically relevant project, FUF, aims at finding ways to close the “STEM gap” by creating: measures. More student motivation for and engagement in STEM subjects. Conclusion: The HADS positive affect subscale is a promising measure of More productive STEM teacher roles and better STEM teaching. resilience in chronic pain patients. 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

98 www.ippanetwork.org motivating and engaging are the wilder “mythbuster” STEM activities that also shown. Newspapers notes and reports and two country level measures of include a perceived lack of control and security (despite the reality of adequate happiness and subjective well-being done by important institutions are safety measures). commented to show the positioning of positive psychology in public opinion in Chile.

SY 41.3 The Relation of Flow-Experience and Physiological Arousal under Stress - Can U Shape it? SY 42.2 Positive Psychology in Brasil: Measuring and Promoting Positive C. Peifer1, A. Schulz2, H. Schachinger1, N. Baumann1, C.H. Antoni1 Children and Adolescents. Ecology of Human Development and Positive 1University of Trier, Trier, Germany, 2University of Luxembourg, Walferdange, Psychology in Interventions Luxembourg M. Poletto, A.P. Lazzaretti de Souza, S.H. Koller Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil In this study, we investigate psychophysiological processes during flow- experience, the positively valenced state of absorption with an optimally This presentation gets studies and interventions of the Centre for Psychological challenging task. Whereas recent studies suggest that increased (compared to Research CEP-RUA/UFRGS based on Positive Psychology perspective. Another low) physiological arousal facilitates flow-experience, nothing is known on the theory used is the Ecology of Human Development from the Russian relation between flow and high arousal as in response to a salient stressor. We psychologist Urie Bronfenbrenner that works with PPCT model influence, suggest that the relation of flow with sympathetic arousal and hypothalamic- person-process-context-time of human development. The Biological approach pituitary-adrenal (HPA) axis activation follows an inverted u-curve rather than has the health in emphasis, an open view and visibility to potentials, a linear function: moderate physiological arousal should facilitate flow- motivations and human capabilities. The positive psychology came to get a experience, whereas excessive physiological arousal hinders flow. We treated depth view of these points underlined by Bronfenbrenner. These integrated 22 healthy male participants with a Social Stress protocol. Then, participants perspectives work as basis on researches and interventions. The project performed a complex computer task for 60 minutes and rated their flow- Juventude em Cena was a social technology developed in three editions that experience directly after task completion. We found an inverted u-shaped worked with teenagers about youth leadership and to develop and awakening relationship of flow-experience with indices of sympathetic arousal and the potentialities and capabilities. The ProjectEscola que Protege is another cortisol, parasympathetic indices of heart rate control during stress were social technology with two editions until this moment that trained health and linearly and positively correlated to increased flow-experience. Our results education professionals. This is a program that works with subject of Positive suggest that moderate sympathetic arousal and HPA-axis activation and Psychology (for example: work satisfaction, conflict mediation at school, possibly a coactivation of both branches of the autonomic nervous system subjective well-being, resilience). Among the themes researched are: meaning support task-related flow-experience. Interestingly, the same pattern of of life, positive strengths, subjective well-being and positive affects in children physiological processes was found to increase cognitive performance: We, thus, and teenagers. suggest that flow is the positive experience accompanying and sustaining Keywords: positive interventions, human development, Positive Psychology. optimal performance.

SY 42.3 Positive Psychology in Venezuela: Environments and Projects to SY 42 Practices in Positive Psychology in a Latin American Country Develop Positive Psychology Interventions: Writing, Social Interventions, M.E. Garassini1,2, C. Yacsirk3, M.E. Aquique4 Education, Work and Personal Development 1Universidad Metropolitana, Ciencias del Comportamiento, Caracas, M.E. Garassini Venezuela, 2Sociedad Venezolana de Psicología Positiva, Junta Directiva, Universidad Metropolitana, Science Behavior, Caracas, Venezuela Caracas, Venezuela, 3Universidad Metropolitana, CENDECO, Caracas, Venezuela, 4Universidad Metropolitana, Didáctica, 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 Objectives: the highest level of economic development. On one hand, we will describe the 1.- To describe positive interventions in Latin American countries. Venezuela context with strong relations net. On the other hand, will describe 5 different kinds of environments and projects to develop positive psychology 2.- To describe the different environments where these practices go on. interventions: writing, social interventions, education, work and personal Studies on positive psychology interventions in Latin America consider that development. The success of these practices helps to describe the “Paradox of these countries have a high level of well-being in spite of not being the ones the Latin American Well-being ". In this presentation we will describe the with the highest level of economic development. In this symposium, we will practices realized in Venezuela, a typical representation of the Latin-American describe Latin American contexts with strong relations networks, on one hand. countries. The results of all the positive interventions show the cultural shared On the other one, we will describe 5 different kinds of environments and characteristics in our country, the power of writing, the meaning of strong and projects to develop positive psychology interventions: writing, social big social network in communities, the importance of school and teachers interventions, education, work and personal development. The success of these learning and teaching the principal concepts of Positive Psychology and the practices helps to understand the “Paradox of the Latin American Well-being optimism of workers in this field. ". Likewise, we will describe some practices performed in Venezuela as a typical Keywords: positive interventions, human development, Positive Psychology 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 SY 43 A Systemic Approach to Positive Education religion and other similar features can be the source of explanation and paradox L.G. Oades1, P. Robinson2, T. Rashid3, S. Zolezzi4, A.M. Hemsley5, R. Riedel6 of the levels of well-being existing in these countries. 1Australian Institute of Business Wellbeing, Sydney Business School, Wollongong, NSW, Australia, 2University of Wollongong, School of Psychology/AIBWB, Wollongong, NSW, Australia, 3University of Toronto, SY 42.1 Positive Psychology in Chile: Training, Interventions and Scarborough, Toronto, ON, Canada, 4Knox Grammar School, Head of Positive Educational Programs on Applied Positive Psychology Education, Sydney, NSW, Australia, 5University of Wollongong, Kooloobong C. Ibañez Village Accommodation Services, Wollongong, NSW, Australia, 6University of Chilean Institute of Positive Psychology, Santiago, Chile Wollongong, Faculty of Education, Wollongong, NSW, Australia Programs and activities based upon positive psychology in Chile developed Positive Education has been defined as “the development of educational from 2001 to date by the Chilean Institute of Positive Psychology are described. environments that enable the learner to engage in established curricula in Programs have been designed to help individuals, teams, organizations and addition to knowledge and skills to develop their own and others' wellbeing” professionals in using concepts, approaches, tools and practices of positive (Oades, Robinson, Green & Spence, 2011). Therefore, an effective and psychology to increase well-being. Programs include workshops, courses and sustainable Positive Education intervention requires a systemic understanding 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 99 www.ippanetwork.org Symposium Abstracts (cont’d) and not be reduced to a transaction solely between teacher and learner. facilitate student’s holistic growth. University of Toronto Scarborough, through However, there is a paucity of research and practice addressing holistic and its program called Flourish is attempting to do so. This presentation discusses sustainable approaches to Positive Education interventions. In this symposium the results of Flourish project that examines stressors and strengths of Positive Education is presented as a holistic endeavour consisting of education incoming first year university students at UTSC. 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 SY 43.4 The Importance of Purpose in Life for Secondary Students aligned. Essentially, it is suggested that positive education programs need to R. Riedel exist within a positive organisational system, enabling the people involved to University of Wollongong, Faculty of Education, Wollongong, NSW, Australia have positive psychological experiences. This symposium examines the Purpose in life is defined as “a stable and generalized intention to accomplish development of positive educational programs based in secondary institutions something that is at the same time meaningful to the self and consequential to in Australia and tertiary institutions in Australia and Canada, employing the the world beyond the self” (Damon, 2008, p.59). A systemic, whole school systemic approaches to positive education. 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 SY 43.1 Positive Education = Positive Psychology x Positive it. Education on purpose in life is of vital importance to young people, because Organisations purpose stimulates goals and provides direction, narrowing their attentional L.G. Oades focus on goal attainment (Damon, Menon & Cotton Bronk, 2003). As such, Australian Institute of Business Wellbeing, Sydney Business School, Wollongong, they are less likely to engage in destructive behaviours that are detrimental to NSW, Australia their accomplishment (Damon, 2008). The aims of this study were to: This paper argues for a systemic and organisational approach to understanding i. Examine the relationship between purpose and well-being in Year 10 and positive education. Positive Education has been defined as “the development 11 students, of educational environments that enable the learner to engage in established curricula in addition to knowledge and skills to develop their own and others' ii. Did the participants' purpose in life change over the course of the positive wellbeing” (Oades, Robinson, Green & Spence, 2011). Therefore, an effective education program? and, and sustainable Positive Education intervention requires a systemic iii. Did any changes in purpose in life correlate with levels of well-being? understanding and not be reduced to a transaction solely between teacher and learner. This paper provides the conceptual framework for the examples in The results underscored the importance of educating students on purpose in secondary and tertiary organisations that will follow. life, because it acted as a protective factor for well-being.

SY 43.2 Kooloobong Village: Developing a Positive University Residence SY 43.5 Sustainable Positive Education - Safeguarding Buy-In A.M. Hemsley P. Robinson University of Wollongong, Kooloobong Village Accommodation Services, University of Wollongong, Sydney Business School, SYDNEY, NSW, Australia Wollongong, NSW, Australia For decades educational reform has expressed the need for more collaborative The University of Wollongong is currently building, Kooloobong Village, one approaches that include all key stakeholders (Dickerson, 2011; Oades, of its self-catered accommodation sites that houses University students. The Robinson, Green & Spence, 2011; James, Dunning, Connolly, & Elliott, 2007; aim during its construction and initial operational set up is to develop its Hargreaves, 1994; Rosenholtz, 1989). A positive approach to strategic change programming and management based on positive education and positive and development starts with the notion that people will commit to what they organisational principles, both of which use principles and evidence from create (Silbert & Silbert, 2007), a common approach in organisations but rare positive psychology to enhance wellbeing, learning and business outcomes. in the emerging research and practice of Positive Education. As part of the This direction of a “positive residence” provides UOW with a range of potential design, delivery and measurement of a six year strategic Positive Education advantages including: Program and drawing from an appreciative inquiry framework, this study was a first step in ascertaining what leaders, staff, students and parents believed a) educational and wellbeing improvements for UOW students living in was working well in their school and what specifically needed improvement. Kooloobong Village Results of this study were immediately implemented within the Positive b) market differentiation based on program offerings Education intervention suggesting resistance to change was minimised and buy-in from key stakeholders was significantly improved. The practical c) closer links with Faculty members through research based program implications resulted in changes to school systems, structure, and practices for evaluation leadership, pastoral care, curricula/co-curricular, boarding and professional d) positioning of UOW residence alongside broader “positive education” development. This was an important first step in obtaining meaningful initiatives happening in Australian secondary school sector. commitment by key stakeholders to the Positive Education Program and This 'positive residence' may possibly be the world's first tertiary sector sustainability of support and motivation in the years that followed. residence based on these principles. SY 43.6 Positive Education at Knox Grammar: A Systemic and Whole-of- SY 43.3 Flourishing in First Year University School Approach T. Rashid S. Zolezzi University of Toronto, Toronto, ON, Canada Knox Grammar School, Sydney, NSW, Australia The university campus is a fertile setting for students to flourish - to grow Knox Grammar School is an independent, Uniting Church, day and boarding intellectually, socially and emotionally and to translate this growth into action, school for boys in Sydney, Australia, that has approximately 2,500 students. habit and purpose. However, most universities campuses do not systematically 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

100 www.ippanetwork.org • Every student has an individual mentor who has received expert training in (d) no fear of failure, Positive Psychology (e) distractions excluded from consciousness. • The mentor helps students to identify their strengths and set academic and Treating team flow as an individual experience emerging from the group’s personal goals dynamic, we developed a model that describes team flow with seven main • Students are introduced to activities and exercises scientifically proven to antecedents: increase levels of wellbeing and performance (1) Harmony An integral part of the Knox Wisdom Studies is a commitment to social justice. (2) Clear Shared Goals, Each Social Justice initiative supports a framework of learning which incorporates a social, emotional and spiritual development supported within (3) Open Communication, our Positive Psychology framework. Every Knox staff receives training over (4) Internalized Personal Goals, three days in Positive Psychology and coaching skills. (5) Mutual Trust, (6) Focus, SY 44 Flow at Work O. Davis1, J. van den Hout2,3, L. Ceja4 (7) Challenge-Skill Balance. 1Quality of Life Laboratory, New York, NY, United States, 2Technical University When every member of the group is simultaneously experiencing team flow, of Eindhoven, Eindhoven, Netherlands, 3Fontys University of Applied Sciences, there is full team flow. In full team flow the group will likely exhibit Tilburg, Netherlands, 4IESE Business School, Barcelona, Spain synchronicity and very high performances. Research on flow has been showing that the phenomenon is highly complex The theory is tested by conducting interviews with practitioners. Subsequently, and can manifest under a host of circumstances and in a variety of forms. This a questionnaire that measured the different conditions for team flow is symposium highlights the mechanisms that both underlie and foster several conducted. This questionnaire was administered to 620 respondents. Based on types of flow in the context of the workplaces in several different countries. the results of this questionnaire the theory of team flow and the conditions are All three research studies will also show new advances in the theories that empirically validated. 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) SY 44.3 Microflow in the Workplace will present his research on the mechanisms and antecedents of team flow, and O. Davis show how team flow leads to synergy and higher performance. Navarro, Ceja, Quality of Life Laboratory, New York, NY, United States Pöppelbaum, and Gomes (Spain and Portugal) will present research that Prior research on microflow (Davis, 2010) has shown that microflow is a flow- analyzes the highly dynamic and fluctuating nature of the flow experience in type experience in which several of the nine characteristics of flow the workplace, and also describe how flow varies during the workweek. (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 SY 44.1 Temporal Patterns of Flow in the Workplace of microflow in the workplace, and shows how people can make the most of J. Navarro1, L. Ceja2, J. Pöppelbaum1, D. Gomes3 the short time blocks between planned events by engaging in a flow-type 1Universitat Barcelona, Barcelona, Spain, 2IESE Business School, Barcelona, experience. This study shows that even microflow activities that occur in these Spain, 3Universidade de Coimbra, Coimbra, Portugal short periods still provide some of the theorized benefits of “deep flow,” According to Csikszentmihalyi (1990) flow refers to a 'sudden and enjoyable including higher productivity, job satisfaction, and work-related self-efficacy. merging of action and awareness' in that actions follow each other The results also relate microflow to increases in quality of work products, spontaneously and unselfconsciously, yet there remains a careful monitoring higher company loyalty, and better use of time. of feedback in relation to the activity. Flow has been described as a state of The presentation will review the results of the study and compare them with 'being in the zone', when affective and cognitive modes are perfectly findings from prior research on microflow to show how the phenomenon is synchronized, giving rise to people's greatest performances and personal bests. context-dependent. The implications for the nature of optimal experience as a Studies show that flow is a highly unstable process that undergoes continuous general construct will be discussed. In addition, the presentation will cover the changes across time. The present study aims to capture the dynamic character challenges of measuring microflow, and how future studies can assess flow- of flow by studying its temporal patterns across time. The study tracked 60 type experiences more effectively. 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, SY 45 Relational Savoring, Healthy Relationship Functioning and Mondays present the global minimum of flow experiences, whereas Tuesdays Intervention Strategies and Fridays present the maximum levels of work-related flow. The results J. Borelli1, F. Bryant2, D.K. Bond3, J. Snavely3, M. Burkhart3, D. Sbarra4, D. confirm the highly fluctuating nature of flow over time, indicating that the use McMakin5, H. Rasmussen1, J. Coffey3, S. Chung1, A. Wang1, S. Ruiz6, P.-Y. Lin7 of research designs such as the experience sampling method can provide insight 1Pomona College, Psychology, Claremont, CA, United States, 2Loyola University into the processes influencing employee flourishing as they unfold during the Chicago, Psychology, Chicago, IL, United States, 3Claremont Graduate course of a day and workweek. 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 SY 44.2 The Theory Team Flow California at Davis, Davis, CA, United States, 7University of Southern J. van den Hout1,2, O. Davis3 California, Los Angeles, CA, United States 1Technical University of Eindhoven, Eindhoven, Netherlands, 2Fontys University of Applied Sciences, Tilburg, Netherlands, 3Quality of Life Laboratory, New Savoring is the conscious, reflective, and active process of deeply enjoying and York, NY, United States cognitively attending to pleasure during or after a given experience. Savoring relationship-relevant experiences (e.g. reminiscing about a positive moment Research has suggested that flow in teams can enhance the teams' effectiveness, shared with another) may help engender a greater sense of connection between 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: (a) balance of challenge and skill (> average), (b) clear goals, (c) immediate feedback,

101 www.ippanetwork.org Symposium Abstracts (cont’d) two people (Bryant & Veroff, 2007). In the current studies, we examine the Thirty NDSs reported their RS pre-deployment. During the deployment they benefits of “relational savoring,” or instances in which one savors an experience were randomly assigned to engage in one of two savoring tasks: that occurred in temporal and physical conjunction with another person to 1) relational savoring: reflection on times of feeling whom one is emotionally close. Using an array of research designs and samples, cherished/protected/accepted by their spouses; the three studies presented herein offer unique perspectives on relational savoring: the first examines the association between parents' demonstrated 2) personal savoring: reflection on a positive/private emotional experience. capacity to savor a relationship experience with their school-aged children and We-talk was significantly higher in the relational condition, t(27.83)=-3.35, p< attachment security; the second evaluates the feasibility of an experimental .01. A regression indicated a significant interaction (p< 0.3): RS and greater relational savoring program among the non-deployed spouses of military we-talk were correlated positively in the relational condition and negatively in service members during a military deployment; and the third discusses the the personal condition. Results and implications for relational savoring in results of two studies examining the effectiveness of a brief relational savoring protecting stressed relationships will be discussed. 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 45.3 Enhancing Perspective-taking and Relationship Satisfaction through Relational Savoring M. Burkhart1, H. Rasmussen2, J. Borelli2 SY 45.1 Relational Savoring and the Quality of the Parent-child 1Claremont Graduate University, School of Behavioral and Organizational Relationship Psychology, Claremont, CA, United States, 2Pomona College, Psychology, D.K. Bond1, J. Borelli2 Claremont, CA, United States 1Claremont Graduate University, School of Behavioral and Organizational Psychology, Claremont, CA, United States, 2Pomona College, Psychology, Parents of young children and members of long distance relationships face Claremont, CA, United States unique relational challenges. In order to weather these challenges, they may need to focus on the positive aspects of their relationships. We propose that Research has demonstrated that savoring positive memories promotes physical relational savoring may enhance the salience of positive relational memories, and mental health. In this study, we examined whether relational savoring was thereby boosting relationship satisfaction and enhancing perspective-taking in associated with greater relational health, specifically evaluating whether response to the types of stressors these individuals are likely to face. Here we parents' demonstrated capacity to savor experiences with their children was present the results of two short-term experimental studies designed to evaluate related to attachment security. As part of a larger study, 60 parents of school- the benefits of a brief relational savoring exercise as compared to a personal aged children (Mage= 9.83 years old) were prompted to savor a positive (non-relational) savoring and a control task. memory they had with their children and to write a detailed description of that memory. Using a relational savoring coding scheme designed for the In each study, 500 individuals (adults in long distance relationships, parents purpose of this study, six trained coders (ICC = .810) evaluated parents' of young children) were randomized into one of three experimental conditions. responses. Parents reported on their attachment style using the Experiences Responses to a vignette depicting a stressful relationship scenario, presented in Close Relationships scale. Children had previously completed the Child after the experimental task, were coded for perspective-taking. Although data Attachment Interview, which was coded by trained and reliable coders such collection is still underway, preliminary results suggest that compared to the that children were classified as secure or insecure (i.e., dismissing, other two conditions, subjects in the relational savoring condition used more preoccupied, disorganized) in their attachment. Parents of secure children positive emotion words when describing how they felt about their relationship demonstrated significantly greater relational savoring than parents of following a hypothetical stressor. Discussion will focus on the contribution of dismissing children (F1,57=5.474, p=.023), and lower parental attachment these findings to the literature on savoring and close relationships. avoidance was associated with greater relational savoring (b=-.242, p=.043). Results and implications will be discussed in light of attachment theory and SY 46 Positively Different: Experiences and Expressions of Well-Being in the savoring literature. the Context of Culture and Diversity S.P. Harrell, N. Moshfegh, G.L. Anderson, E. Park, N.Z. Bellete Pepperdine University, Graduate School of Education and Psychology, Los SY 45.2 Relationship Satisfaction Differentially Predicts “We-talk” in Angeles, CA, United States Personal versus Relational Savoring J. Snavely1, S. Ruiz2, J. Coffey1, P.-Y. Lin3, S. Chung4, A. Wang4, D. Sbarra5, D. While attention to specific cultural considerations has received relatively little McMakin6, J. Borelli4 attention in positive psychology, research on the construct of well-being has 1Claremont Graduate University, School of Behavioral and Organizational been pioneering in this regard. Understanding the role of culture in well-being Psychology, Claremont, CA, United States, 2University of California at Davis, is critical in order to develop culturally-syntonic strategies to enhance well- Davis, CA, United States, 3University of Southern California, Los Angeles, CA, being for individuals, groups, and communities. This symposium examines the United States, 4Pomona College, Psychology, Claremont, CA, United States, determinants, experiences, and expressions of well-being in four different 5University of Arizona, Psychology, Tucson, AZ, United States, 6University of sociocultural groups in the United States. The first presentation looks at Pittsburgh, Pittsburgh, PA, United States cultural factors that are important in understanding well-being among Iranian Americans, a highly understudied population in the field of psychology as a Military deployment introduces unique stressors in romantic relationships. whole. The second presentation examines well-being within one of most Relationship satisfaction (RS) may be one important factor in protecting pathologized groups in the United States-- urban African American youth. The couples during deployment. Research demonstrates that while discussing an third presentation examines well-being in a Korean cultural context ongoing deployment, non-deployed spouses (NDSs) with higher RS exhibit a emphasizing issues of immigration and acculturation. Finally, the fourth relational orientation (i.e., more frequent first person plural speech, “we-talk”), presentation highlights sociopolitical influences on well-being among lesbians a factor related to positive outcomes in couples undergoing stress. in the United States and implications for developing a sense of belongingness Here we use an experimental design to ask: and positive identity. The symposium will conclude with integrative comments by the chairperson including the identification of recommended directions for 1) Does relational savoring (focusing on a positive experience with one's research in order to continue to progress in our understanding of the cultural partner) during deployment produce greater “we-talk” relative to personal dimensions of well-being and how to facilitate well-being in diverse groups. savoring? and 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”)?

102 www.ippanetwork.org SY 46.1 Cultural Considerations in the Well-being of Iranian Americans SY 46.4 Sociopolitical Dynamics, Developmental Considerations, and the N. Moshfegh Well-Being of Lesbians across the Lifespan Pepperdine University, Graduate School of Education and Psychology, Los N.Z. Bellete Angeles, CA, United States Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States As research on the concept of well-being has increased over the years, there still remains a large gap in the literature on the cultural informants of well-being and Although psychology has increased its focus on positive and strengths-based its correlates. Although numerous studies have attempted to capture the research and treatment modalities, there is not sufficient attention paid to the determinants of well-being and mental health across cultures, some ethnic unique issues relevant to specific social and cultural identity groups. In minority populations still continue to be overlooked. Iranian Americans are one particular, the U.S. lesbian population is one group that is largely overlooked of the many ethnic minority populations that have not been given enough in psychology's frame of well-being. Given the noted stressors of being a sexual attention within mental health literature. Given the vast increase in the Iranian minority in a heterosexually-dominated society, and the related difficulties in population within the US, it is imperative to increase research that can inform “coming out,” it is important for mental health providers to understand well- the development and/or validation of culturally-appropriate evidence-based being and special issues within this population through culturally appropriate practices to utilize with this population in the clinical setting. In order to inform evidence-based practices. This presentation will discuss available literature on researchers and clinicians to better address the well-being of Iranian Americans, U.S. lesbian well-being within different cultural and age subgroups, and the proposed presentation will discuss available conceptual and empirical dynamics for understanding common issues and distinctions within this literature pertaining to the mental health of Iranians and implications for population. What constitutes “the good life” for a stigmatized group that faces understanding and facilitating well-being in this population. Critical issues discrimination is important to examine in a contextualized way. Key issues relevant to the well-being of Iranian Americans such as history and politics, relevant to the well-being of U.S. lesbians include the sociopolitical context of acculturation challenges, gender role expectations, the importance of pride and the national and local debate on LGBT issues, perceived family and community class status, the centrality of family, the trauma associated with immigration and support, life stage upon “coming out,” ethnic and immigrant affiliation, gender pre-immigration experiences, and specific cultural phenomena will be examined. dynamics, religiosity, education, and socioeconomic status. The importance of belongingness to mitigate the experience of social rejection will be highlighted SY 46.2 More than Gangs, Drugs, and Rap Music: Urban African American Youth and Well-Being SY 47 How to Become a Good Faculty Mentor and How Being a Good G.L. Anderson Faculty Mentor Becomes You Pepperdine University, Graduate School of Education and Psychology, Los T. Chan, B. Branand, J. Koch, J. Nakamura Angeles, CA, United States Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States Described as a developmental transition profoundly influenced by the interactions of genetic and environmental stimuli, as well as a critical period The academic mentoring literature has primarily focused on understanding the for the acquisition of skills needed in adulthood, past social science research benefits mentorships garner for students, however this leaves the story of the on adolescence has fixated upon the risks and challenges. However, the concept mentor relatively untold. Mentoring has been vastly cited to be integral in the of maximizing well-being, as opposed to merely treating psychopathology, is a undergraduate and graduate educational experience (e.g., Johnson & Huwe, powerful current theme in the area of mental health. Research on well-being 2003; Johnson, 2007). To appreciate the full complexity of academic should explore the peculiar, culturally-shaped ways in which people live good mentorships, the current three studies examine the benefits and costs for lives and construct meaning about it. Urban African American adolescents are mentoring faculty. The symposium will present three studies that explore the a population that is particularly pathologized in United States society. Most of mentors’ standpoint, using personality and developmental, as well as positive the research on the development of urban youth has been approached from a psychological perspectives. deficit perspective. For example, there are many studies that highlight the The first two studies include Erikson’s (1950) developmental constructs of poverty, crime, drugs, and inadequate educational resources in the intimacy, generativity, and ego integrity. The first study surveyed retired neighborhoods of these individuals. It is critical to also examine the strengths academics to test whether retrospective accounts of past mentoring behaviors of this group. This presentation highlights well-being considerations among predicted current outlooks on life. The second study surveyed current urban African American youth. Experiences and expressions of well-being academic mentors to examine the associations of personality and mentoring among urban African Americans adolescents will be discussed. Protective relationship characteristics with effective mentoring. The final study used factors, including positive institutions and organizations, that promote paired data from both faculty and students and tested two types of optimism, resilience and positive development will also be described. self-reported behaviors, and perceptions of mentoring partners' behaviors as predictors of satisfaction. Findings will be discussed in terms of implications SY 46.3 Immigration, Acculturation, Collectivism, and Intergenerational for academic mentoring and future research in the area. Considerations in the Well-Being of Korean Immigrants and Korean Americans SY 47.1 Generativity and Ego-integrity Returns on Past E. Park Mentoring Investments Pepperdine University, Graduate School of Education and Psychology, Los T. Chan, J. Nakamura Angeles, CA, United States Claremont Graduate University, Positive Developmental Psychology, Claremont, Research and theory in Western psychology has traditionally considered white, CA, United States middle-class, heterosexual men as the normative standard. Although increasing Are there enduring implications for academics who mentor or have mentored during the past three decades, there continues to be relatively little attention students? A considerable amount of evidence suggests that mentoring results to incorporating ethnic background, or the culture of an individual, as a in both short and long-term outcomes for students (Allen & Eby, 2010), variable for consideration. However, with the growing diversity of the U.S. however for academics who mentor, relatively little is known about the population, the importance of cultural competency in both research and enduring outcomes. The current study provides a glimpse of the enduring practice has received increased recognition in psychology in recent years. The outcomes related to mentoring by using retired academics' retrospective reports positive psychology community has made progress in defining, re-defining, of past mentoring behaviors and current outlooks on life. In this study, 261 and refining the construct of well-being with some attention to issues of retired academics of various disciplines across the US were surveyed about their cultural diversity. Although there have been attempts to understand past relationship with students, current satisfaction with life, feelings of life multicultural aspects of well-being, some ethnic minority groups still have not contribution and contentment. Participants ranged from 53-96 years of age and gotten much attention in the literature. This presentation will focus on had been retired an average of 7.5 years. Structural equation models (SEM) examining well-being in the context of the Korean American experience. were used to determine whether retrospective reports of past mentoring Collectivism, immigration, acculturation issues, subgroup cultures within predicted current life outlooks. Results revealed that past mentoring predicted Korean-American immigrants, the multidimensional nature of identity, and how retired academics felt about their life contribution and satisfaction with intergenerational conflict will be among the issues explored that impact well- being in this population. The manner in which well-being is expressed in the context of cultural norms and values will also be discussed.

103 www.ippanetwork.org Symposium Abstracts (cont’d) life, after controlling for age, gender, and number of offspring. However, past strengthening the foundational values and ethics in journalism? And the mentoring behaviors did not directly predict how retired academics felt about answers we find indicate that it should, that indeed the news media can benefit the meaning and contentment with their lives. The results provide a glimpse from using positive psychology. of the enduring developmental implications of mentoring in academia. Evidence from two sources is presented. First, an empirical study conducted in collaboration with the University Of Pennsylvania: Participants read a SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring negatively valenced classic style news story and one of five experimentally B. Branand, J. Nakamura manipulated variants, which drew on positive psychology principles to slightly Claremont Graduate University, Positive Developmental Psychology, Claremont, alter the language and emotional valence. Across participants, affect CA, United States significantly declined after reading the classic story. Some positive versions proved more effectual for inducing positive emotion, whilst still being viewed Studies have shown that mentored graduate students reap benefits including as fair and balanced reporting. greater satisfaction with their programs and enhanced networking and career success (Brown, Daly & Leong, 2009). While there is a plethora of literature Secondly, a strategic high-level approach by the national broadcaster: Danish on how mentors help protégés develop, there is a paucity of information on Broadcasting Corporation, “constructive journalism”, is presented with a how mentors themselves develop. The current study investigates summary of the effects analyzed through theories of negativity (Baumeister et developmental aspects of academic mentoring using Erikson’s (1950) theory al., 2001), complexity (Csikszentmihalyi, 1993; Knoop, 2011), and Good Work of personality development. Specifically, this study explored whether resolving (Gardner, Csikszentmihalyi & Damon, 2002). Erikson’s intimacy and generativity stages, along with achieving intimacy in SY 48.1 Positive News Journalism mentoring relationships, was associated with effective mentoring. Mentoring H.H. Knoop1, L. Kern2, C. Gyldensted2, M.B. Keener2 effectiveness was assessed by measuring productive mentoring attributes as 1Aarhus University, Aarhus, Denmark, 2University of Pennsylvania, described by Kram (1985). Participants were 237 graduate school science Philadelphia, PA, United States professors selected from a random sample of 40 universities across the US. Structural equation modeling analyses were conducted and significant positive Both media and positive psychology seek to improve the human experience. associations were found between intimacy in life, generativity, and effective Media in its many forms has become an increasingly large part of our lives, mentoring. Intimacy within the mentoring relationship was also found to be and as such, can play a crucial role in our well-being. This symposia presents positively related to effective mentoring and mediated the relationship between the latest theory, research findings and applications related to the constructs intimacy in life and effective mentoring. This study contributed to the of positive media generally, and positive news journalism more specifically. understanding of the vital role of mentoring, by demonstrating that mentors Mr. Knoop is the President of the European Network for Positive Psychology, who have developed an aptitude for intimacy and generativity are likely to be and Miss Keener and Miss Gyldensted are both MAPP graduates with more effective mentors. 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 SY 47.3 Situational Optimism and Coping Behaviors as Factors in journalism techniques are being applied in the Danish market. This symposia Satisfaction with Mentorship is focused on how the media, and specifically news/current affairs coverage J. Koch, J. Nakamura can be innovated to carry a more constructive message, and how media Claremont Graduate University, Positive Developmental Psychology, Claremont, creators and consumers can be educated, thus fostering more positive action CA, United States and flourishing in global populations. Aspects of personality such as dispositional optimism and coping style have been linked with satisfaction in intimate relationships (Assad, Donnelan, & SY 48.2 Positive Media: An Introductory Exploration Conger, 2007). This study explored similar constructs within mentoring M.B. Keener relationships. Analyses tested whether optimism regarding a student's future, University of Pennsylvania, Philadelphia, PA, United States or use of coping behaviors previously associated with dispositional optimism were related to relationship satisfaction. Participants were graduate students Media has become an increasingly large part of our lives, and therefore plays a (n = 113) and professors (n = 121), including 50 complete mentoring dyads. crucial role in our well-being. Positive psychology, the science of well-being, Participants completed measures of situational optimism regarding the can both enrich and be complemented by the new potentialities of media, student's academic and professional future dispositional optimism, and coping which in many ways also seeks to improve the human experience. I create the behaviors. Results revealed that dyadic relationship satisfaction were positively context for a new dialogue about what "positive media" might be. By adopting associated with both groups' situational optimism, but neither group's a positive lens and discussing exemplars in different formats such as film, dispositional optimism. Furthermore, dyadic satisfaction was positively games, social media, apps, television, etc., this paper explores the ways media associated with both groups' reports of their partners' coping behaviors. Both effectively incorporates elements of well-being. Through this positive approach, students and mentors were more satisfied when they reported that their partner we gain an appreciation for what media does well. The paper also recommends used more optimism-associated behaviors. Interestingly, partners' accounts of ways that people can consume media in support of their well-being, and ways each others' coping behaviors were unrelated to either group's self-reported media creators can design content that optimizes human flourishing. Lastly, behavior. Individuals involved in mentoring may benefit from conscious use the paper encourages a dialogue between the important fields of positive of optimistic coping strategies, and an increased attention to how their psychology and media. With a partnership between these fields, it posits the behaviors are perceived. opportunity for dramatically increasing global well-being.

SY 48 Constructive, Critical Journalism Informed by Positive Psychology SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding H.H. Knoop1, C. Gyldensted2 Obese Families toward Wellness and Well-Being 1Aarhus University, Department of Education, Aarhus, Denmark, 2Media P. Tandon Professional, Copenhagen, Denmark University of Pennsylvania, Psychology, Philadelphia, PA, United States Consuming news reports often have a substantial negative emotional impact I left the news media world (I was formerly an anchor and producer for CNBC on users, while also having a desensitizing effect. This is a concern for both in Delhi, India) to come back to Penn for the Masters of Applied Positive the journalism profession and for society. Psychology. I inherently felt that news media (so also myriad other forms of media) was making viewers, including my own, psychologically ill, as However, now journalists have begun to ask whether positive reporting and sensationalized and cherry-picked as it is. I pursued positive psychology as a positivity should have a stronger standing in news reporting, thus 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

104 www.ippanetwork.org to cultivate exactly that, and am currently shooting a pilot episode for SY 49.2 Authentic Culture television, where I would, as host of the series, guide families struggling with P. Teagarden obesity (and all of the illnesses that accompany it, including diabetes, The Teagarden Group, New York City, NY, United States hypertension, depression, heart disease, addictions to medication, etc) not just Business M.O.dels often overlook the M.O. of the individuals, which has been toward weight loss, but toward wellness, thriving, flourishing. This is the proven to hinder productivity as it undermines the engagement of employees. perfect amalgamation of positive psychology and the media, and I would be This has resulted in a wave of 'culture change initiatives', in the corporate thrilled to share this exciting project with my colleagues at IPPA-to collaborate, world, expected to meet this challenge. Certified in over 35 psychometric tools, to perpetuate, and to inspire. including those used to measure personality, behaviors, skills and culture, Pamela's presentation will focus on the ways in which we define culture inside SY 49 The Trials and Triumphs of Applying Positive Psychology in the an organization, what we miss in the typical measurement of culture and how Real World we might better position culture to reframe engagement - so that productivity V. King is increased and people stay engaged. Using metrics around authenticity, she The Change Space, London, United Kingdom will show seemingly subtle changes to the people practices inside organizations that can produce dramatically different results to business drivers. Using her This symposium will draw on experience from across three continents of grounded research on engagement and productivity along with other studies applying evidence based positive psychology interventions in organisations to that show the cost to business due to disengaged employees, she will improve employee engagement and performance and build resilience. summarize what positive impact measuring and maintaining an authentic Contributors are all University of Pennsylvania MAPP graduates who have gone culture can have on the bottom line of a company's financials. on to apply the research in a range of different workplace settings - from large global corporates, to organisations recovering from earthquakes to schools. SY 49.3 Corporate Training - How Do We Teach Positive Psychology They’ll share what they’ve found works and what doesn’t. Experientially in Organizations? L. Sansom SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the LVS Consulting, Kingston, ON, Canada Real-World Lisa Sansom has over 20 years of professional experience using positive L.C. Hone psychology in organizations. Her background includes education, financial Aut University, Human Potential Centre, Auckland, New Zealand organizations, health care and entrepreneurial start-ups. She is a leadership Lucy’s presentation will cover the challenges to implementing positive coach with her MBA from the Rotman School of Management and her MAPP psychology in organisations at both the individual and setting level. 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 Drawing upon her communication skills from her background in journalism, create positive organizational cultures with greater interpersonal impact. she will focus on how to effectively communicate the academic findings of positive psychology to lay audiences making them palatable and meaningful, Lisa will share her experiences providing corporate training to a variety of without sacrificing academic rigor. In keeping with the “warts and all” tone of audiences, including public and private sectors, students and experienced this Symposia, Lucy will share the techniques that have resonated with professionals, job-seekers and career-changers. She will talk about what employees, and those that have left them cold. 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 At the setting level, she will also detail her efforts to promote the health side Responding), growth mindset and optimistic . As Lisa delivers of New Zealand's Health & Safety industry, which to date has a stated goal of highly-customized and interactive workshops to corporate audiences, she has achieving “Zero Harm Workplaces”. “I hope to do for New Zealand Health & been playing with several different pedagogies and methodologies to increase Safety what Seligman did for psychology, introducing employers to the notion participant learning and enthusiasm. As such, she is also creating a "positive that there is so much more to H&S than the absence of accidents” says Lucy. pedagogical model" for instructors to use in similar contexts.

Special Sessions Positive Psychology in Film – Taking Positive Psychology to Hollywood Positive Health Lecture Award – Finding Benefit in the Experience of Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA Chronic Disease Annette Stanton, University of California – Los Angeles, Los Angeles, CA In my career as a Hollywood executive and film producer, I have spent a lot of time and effort analyzing what makes films work. What helps people Objectives: connect to a story and to the characters within the story? What do 1. Describe the most frequently cited benefits of adults living with audiences value, what strengths and virtues do they admire, and what, in chronic disease their minds, constitutes a hero? Not surprisingly, I have found positive psychology perspectives and research to be especially helpful in answering 2. Describe the conceptual and methodological issues in the research on these questions. I have developed a talk on “The Psychology of finding benefit Storytelling,” analyzing America’s most popular movies from the perspective 3. Describe the predictors and consequences of finding benefit in chronic of positive psychology, and in particular through the lens of PERMA. In the disease last two years, I have given this talk more than 25 times—to major studios, animation companies, talent agencies, production companies, and marketing 4. Consider interventions for promoting finding benefit in chronic disease 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.

105 www.ippanetwork.org Workshop Abstracts WK 1 Mindfulness Interventions: Experiential and Scientific Perspectives the emphasis on pathology that has characterized many psychological I. Ivtzan interventions and the effects that these have on people. Narrative practices UEL, Psychology - MAPP (Masters in Applied Positive Psychology), London, coincide with positive psychology in their focus on what works well, people’s United Kingdom personal agency, creativity, values and strengths. In this experiential workshop, participants will explore some of the 5 dimensions of the PERMA model of Mindfulness meditation has become more and more popular as a positive wellbeing in their own lives, through narrative exercises that are respectful, psychology intervention and it is important for us to examine some of the curious and fun. 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 WK 4 Words and Well-being: Health and Growing through Stories such studies? D. Tomasulo1, T. Rashid2 This session incorporates three dimensions: A theoretical discussion over 1University of Pennsylvania, Master of Applied Positive Psychology, mindfulness, its meaning and role in positive psychology, and its relationship Philadelphia, PA, United States, 2University of Toronto, Health & Wellness with wellbeing; a research dimension where we discuss methodological and Centre, Toronto, QC, Canada other practical questions regarding the usage of mindfulness within the Therapy mostly begins with a story of a client troubled by heavy psychological scientific framework; and a third experiential dimension, where we experience burden. The therapist carefully unpacks the story by uncovering traumas, a number of mindfulness meditation techniques that could be used as an examining faulty thinking or drawing attention to dysfunctional relationships. intervention. Rarely, the therapist inquires about stories of resilience, growth, and meaning, As part of the second dimension (research) data from a number of studies I and even less often looks for patterns in these positive personal narratives. conducted during the last year will be shared and discussed. These studies include: Without dismissing or minimizing the negative accounts, this workshop presents strategies and processes that can help clients to explore and express a) A 2-month mindfulness intervention investigating the influence of their positive experiences that can be integrated into their accounts of distress mindfulness on levels of authenticity, towards healing and growth. b) a mindfulness intervention weekend retreat and its impact on the self- Based on empirically validated Positive Psychology interventions, this discrepancy gap and workshop is aimed for a variety of clinicians who want to help their clients to c) a qualitative study examining the influence of a 2-month mindfulness craft and re-craft life narratives towards well-being, not just amelioration of intervention on the participants' experience of self-acceptance. their symptoms. It will draw from theory and practices used in Positive Psychotherapy, Narrative Psychology, and Psychodrama.

WK 2 Cultivating Emotional Balance (CEB), the New Kid on the Block in Through a mix of didactics and experiential exercises, clinicians will learn skills Evidence-based Mindfulness Programs to uncover places where their clients get struck and facilitate narrative processes V.L. Kettering1, J.S. Fajans1, M. Lamartina2 which can help them to reinterpret their inertia and move towards growth. 1Claremont Graduate University, Claremont, CA, United States, 2University of Wisconsin-Madison, Madison, WI, United States WK 5 Beyond Sex: What is the Role of Sexuality in Human Flourishing? The following submission proposes an interactive workshop intended to impart B. Booth practical techniques designed to enhance emotional balance and self- Widener University, Chester, PA, United States regulation. The intention for this workshop is to offer a facilitated discussion What is the role of sexuality in human flourishing? Sexuality is a dynamic of the efficacy of evidence-based mindfulness programs for heterogeneous dimension of our humanity and a rich area for investigation in a field dedicated populations. Further, the session will serve as an introduction to the to human flourishing and well-being. Positive psychology provides a Cultivating Emotional Balance (CEB) program. conceptual space—a metaphysical orientation toward the positive—to focus CEB is 42-hour psycho-educational program, designed by PhD on that which makes sexuality valued and fulfilling. Cultural barriers have and B. Alan Wallace PhD, which emerged from the 2000 Mind & Life made it difficult to address, including ignorance about what sexuality conference-a conversation between scientists and the Dalai Lama on the encompasses, ambivalence about its nature as an essentially negative or question of how to address destructive emotions in society. The program draws superficial force, and dominant social discourses that frame our understanding upon empirical, psychological research on emotion as well as age-old of sexuality in particular ways. Psychological measures of sexual satisfaction contemplative practices rooted in Buddhist philosophy. or sexual function are inadequate representations of how sexuality is The aim of CEB, and the proposed workshop, is to help participants develop experienced and made meaningful, thereby limiting our understanding. In this their skills of emotional regulation and focused attention using didactic and workshop, I will take participants on an interactive journey exploring sexuality experiential methods. Participants will be introduced to techniques to develop through the lens of well-being. I will draw on existing research and present the greater flexibility and choice in cognitive and emotional processing, train most recent findings from my own basic research, as well as offer application attention, and create meaningful aspirations. At the time of this submission, models derived from insights at the crossover between positive psychology and there are more than 140 teachers from over 25 countries trained to teach the human sexuality. After the workshop, participants will be able to describe what CEB program. sexuality is and how it can be incorporated into a holistic picture of well-being, and use models for enhancing sexual well-being.

WK 3 Positive Identities: Exploring our Stories through Positive Psychology and Narrative Practice WK 6 Using Positive Psychology to Build Lawyer Resilience M. Tarragona L.R. Richard1,2, P. Davis-Laack2,3, D. Shearon2,4 Universidad Iberoamericana, Psychology, México, Mexico 1LawyerBrain LLC, Wayne, PA, United States, 2LawyerStrong LLC, Wayne, PA, United States, 3pauladavislaack.com, Wauwatosa, WI, United States, 4Thriving Narrative practices are ways of engaging in conversations in coaching and Lawyers, Nashville, TN, United States 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: The legal profession is the largest single profession in the world, and its we create meaning from events by organizing them as stories, and the ways in members are uniquely unhappy, stressed and thin-skinned. This workshop will which we narrate our experiences have an impact on our thoughts and feelings, introduce original research on the lawyer personality and then build on these our relationships and our identity. How we construct our stories can either data to explain several strategies that the presenters have used to help lawyers make problems bigger or help us come up with new possibilities. With certain fortify their resilience. The presenters will use case studies from their work kinds of conversations we can find solutions and develop new stories that can with lawyers to show how positive psychology interventions can best be strengthen our efforts to be how we want to be. Like positive psychologists, delivered to lawyers and their organizations. narrative theorists and practitioners, for over three decades, have questioned

106 www.ippanetwork.org WK 7 PROPEL: An Evidence-based Positive Psychology Coaching System WK 10 Positive Re-Entry: Using Positive Psychology in Prison Settings Which Has Been Shown to Generate Quantum Improvements in Personal M.A. Hurst and Organizational Performance The Evergreen State College, Olympia, WA, United States T. Muha Positive qualities of character and virtue are thought to be universally valued, PROPELperformance, Annapolis, MD, United States and observable in individuals, institutions, and across cultures (Peterson, Aim: Provide an overview of a structured implementation of a positive 2005). These excellences have been found, and fostered, within widely diverse psychology coaching methodology shown to produce personal and environments. There has been growing support for strengths-based prison organizational transformation. rehabilitation programs, as compared to the history of mixed results in fixing deficits (Clements, Althouse, Magaletta, Fagan, & Wormith, 2007; Seligman Methods: Six years of positive organizational development research conducted & Csikszentmihalyi, 2000). This workshop is based on the Positive Reentry in partnership with Johns Hopkins Hospital have resulted in a systematic Program (PRP), designed to discover and develop such qualities in inmates, to coaching methodology based on 6 positive psychology principles known as assist them in making an effective return to their communities. PROPEL: Passion, Relationships, Optimism, Proactivity, Energy, and Legacy. In the course of a year-long group coaching program the PROPEL principles This 8-session intervention was developed to a) nurture positive emotion and are defined for staff in operational terms that facilitate cognitive and behavioral build character, b) reduce recidivism, c) increase family well-being, and d) changes. Specific tools and techniques have been developed to help staff introduce the correlates of flourishing while offenders are still incarcerated. incorporate the 6 positive psychology principles into their work life. Deliberate practice of skills related to optimism, savoring, and flow, is used as homework between sessions. A repeated outcome evaluation shows significant Results: Hundreds of staff who have participated in the coaching program changes pre- and post-test on hope, gratitude, and life satisfaction, (Hurst, describe powerful stories of personal transformation and demonstrate Huynh, Hall, Ta, & Bikos, 2011). Workshop participants will experience a significant improvement in their ability to create and sustain a positive culture mock PRP session using actual materials, lessons, and activities, aimed at on their units. Units which have participated in the PROPEL program have increasing resilience (Reivich, 2011), strengthening self-regulation (Baumeister, achieved quantum increases on many measures, e.g. Gallup Q12 Staff 2011), and developing goal-directed plans for positive change (Snyder, 2005). 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 WK 11 Mindfulness and Sport Psychology Strategies to Help organization. Athletes/Performers Achieve in the Face of Fear Conclusion: A systematic Positive Psychology group coaching application has A.L. Baltzell produced remarkable results. Boston University, Counseling and Human Development, Boston, MA, United States This workshop will focus on helping consultants empower athletes, and other WK 8 To See Ourselves as Other See Us: Reciprocal Strengths performers, whose achievement is adversely affected by performance anxiety. Recognition Practices and Outcomes in Schools Case study examples of athletes who have experienced, and overcome, such M. Linkins1,2, J. Gillham3, M. Judd1,2 experiences with the strategies offered will be provided. This workshop will 1VIA Institute on Character, Cincinnati, OH, United States, 2Mayerson Academy, offer five strategies to help athlete/performers cope with pre-performance fear. Cincinnati, OH, United States, 3Swarthmore College, Psychology, Swarthmore, PA, United States 1. Creating Empowering Self-Talk Cues: Participants will learn about the basics of self-talk and practice using this mental skill specifically to help During the past two years, a number of public and private schools in the United athlete/performers shift to empowering appraisals of high-pressure States, Canada, Brazil, and South Africa have initiated systemic efforts to infuse performance demands. VIA character strengths-based practices and curricula. A core component of each of these programs involves reciprocal strengths endorsement practices - 2. Normalizing fear: Participants will explore nuanced approaches to helping students recognizing strengths in other students, teachers recognizing students’ athletes accept fear-based emotions. strengths, and students recognizing teachers’ strengths. Seeing one’s own 3. Commitment to a specific, discrete task-at-hand: Participants will consider strengths through the eyes of others seems to be a uniquely transformative how to help athlete/performers prepare in advance what to focus on moment- process that effects positive change at both the individual and group level. This to-moment before performance fear hits. workshop presents a range of strengths-spotting "lenses" and strategies that have been developed and implemented across a wide range of school settings. 4. Seeing and Feeling successful execution of key performance moments: The session features video footage from classrooms and interviews with Participants will learn how to help clients create empowering images. students and educators. Quantitative and qualitative data related to both 5. Noticing One's strengths: Participants will consider helping teacher and students outcomes will be presented. athletes/performers focus on their strengths in the face of performance demand. The presenter will explain this series of strategies, offer case examples and WK 9 Positive Team Coaching: Flourishing People, Teams and provide time for participants to practice each strategy in dyads and in small Organizations group work. D. Brennan1,2, K. Hellbom2 1Brennan Associates, Tucson, AZ, United States, 2Business Coaching Center, Ltd., Helsinki, Finland WK 12 Positive Supervision & Intervision F. Bannink As coaches we are passionate for working with leaders and teams in Owner Therapy, Training, Coaching and Mediation Practice, Amsterdam, organizations. We see individuals and organizations fail to achieve their goals Netherlands as a result of challenges, uncertainty, isolated thinking, and untapped potential. Often we see underutilization, overwork, and overwhelm occur within one Until recently most of us thought that learning from our mistakes is more team. People are an organization's primary resource and their potential is the powerful than learning from our successes, but new research shows that this currency of importance for success. Our world needs passionate, committed, is not true (Histed et al. 2009). We do probably learn more from our successes and engaged individuals to support organizations to achieve positive results than from our failures, due to the plasticity of our brains. and a sustainable future. Traditional supervision & intervision tend to be preoccupied with problems, Our work with leaders and teams is a fascinating and enlightening journey. We limitations and deficiencies. In Positive supervision & intervision the focus help groups develop into synergistic teams. As the team develops, the shifts from reducing what is wrong to building what is right. Empowering individuals also grow. The emerging positive culture supports interdependence, supervisees and colleagues indicates the intention to, and the process of, collaboration, learning, synergy, and results. As team coaches, we learn with assisting them to discover and expend the resources and tools within and our teams, experiment with theory, and apply theory to practice. around them. This session presents participants with information gained through literature This workshop is aimed at all professionals who would like to adopt a (more) review and applied research. We will share our work with Positive Team positive approach to supervison & intervision, or would simply like to increase Coaching drawing from Positive Deviance, Positive Beliefs, and Appreciative the range of techniques available to them. 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.

107 www.ippanetwork.org Workshop Abstracts (cont’d) Bannink, F.P. (2010). 1001 Solution-Focused Questions. Handbook for session is an introduction to applying environmental psychology’s core Solution- Focused Interviewing (NY: Norton). concepts, with a focus on environmental modifications that are quick to Bannink, F.P. (2012). Practicing Positive CBT (Oxford: Wiley). execute and budget friendly. These include, for example, changes to wall colors, light temperatures, tactile contrasts, and furniture arrangements. The influence Bannink, F.P. (2012). Positieve supervisie en intervisie [Positive Supervision & of aesthetic aspects of the physical environment on the immune system will be Intervision] (Amsterdam: Pearson). 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 WK 13 Demonstration of the Virtual Gratitude Visit need to begin to use environmental psychology in their work. D.J. Tomasulo1,2 1New Jersey City University, Psychology, Asbury Park, NJ, United States, 2University of Pennsylvania, Master of Applied Positive Psychology, WK 16 Creating Happiness: A Step-by-Step Program for Clients and their Philadelphia, PA, United States Coaches The gratitude visit (Seligman, Steen and Peterson, 2005) is one of the best L. Delizonna known and most quoted of the positive psychology interventions. People ChoosingHappiness.com, San Francisco, CA, United States deliver a letter of gratitude to a person who had been particularly kind to them, How can we coach individuals to enhance sustainable happiness? 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 This “how to” coaching program guides individuals through a step-by-step virtual gratitude visit (VGV) extends the gratitude visit paradigm. Psychodrama process for enhancing sustainable happiness. This skill-building program (Moreno & Fox, 1987) is an experiential form of therapy and theory originally provides practical tools and research-based techniques including assessments; developed by Jacob Moreno. It is a widely employed therapeutic model, which perspective changing, analytical exercises; and guided meditation practices. has a variety of therapeutic uses from educational role-playing through trauma The goal of the program is defined as increasing one's positivity ratio to hit the work (Tomasulo, 1998, Razza and Tomasulo, 2005). The gratitude visit lends positivity tipping point. itself to psychodrama when the person you wish to extend your gratitude to The program has been developed into a systematic, manualized happiness may be unavailable, or deceased, and may even be used on a fictional or intervention entitled "Self-Coaching for Happiness." This program is designed historical character. It is a technique centrally employed in Interactive- to be used by Behavioral Therapy, evidence-based therapy for people with intellectual and (1) individuals working on their own to advance personal development (i.e., psychiatric disabilities (Tomasulo & Razza, 2011;Razza and Tomasulo, 2011a; a “self-help” tool), Razza and Tomasulo, 2011), which has shown positive changes on such measures as Global Assessment of Functioning (GAF) and Quality of Life (2) coaches and therapists to employ with clients or workshop participants, Scale (QLS). or (3) consultants to increase positivity in the workplace. WK 14 The Automatic Positive Thinking Program™: Assessment and Developed at Stanford University, “Self-Coaching for HappinessÔ” has been Basic Mechanism for Improved Well-Being used as a handbook in university positive psychology courses, workshops, and D.R. Baldwin1, W. Conklin2, V. Tucker3, S. Phillips1 individual therapy and coaching with a total of over five hundred students and 1University of Tennessee, Department of Psychology, Knoxville, TN, United clients. Groups have ranged from 10 to 120 participants. Currently, our States, 2Crossroads Integrated Health Systems, Morristown, TN, United States, happiness course is the most popular course in the Continuing Studies 3Stepping Out Incorporated, Morristown, TN, United States Department at Stanford University. The Automatic Positive Thinking™ program is a positive psychological Preliminary research suggests that participants benefit significantly. Pre- intervention that seeks to stimulate healthy thinking and productive behaviors. workshop to post-workshop self-report measures show an increase in We examined the effectiveness of this intervention on several self-report (e.g., happiness and cognitive flexibility. satisfaction with life, happiness, optimism, hope, & self-esteem) and physiological measures (e.g., salivary cortisol & heart rate variability) of well- being in 3 non-clinical studies. Participants were recruited from undergraduate WK 17 HOW to Find the “WHY” of Life: A Research-Based Process to psychology classes. All intervention groups were exposed to eight 75-minute Uncover One's Purpose and Find Meaning in Life sessions of A.P.T. training per semester. The control groups were not exposed C. Rockind1,2, E. Lahti2 to the intervention. In Study 1, participants were exposed to either the A.P.T. 1CLeaR Coaching, New York, NY, United States, 2University of Pennsylvania, group (n = 14) or control group (n =47). Only self-report measures were taken Philadelphia, PA, United States in this study. In Study 2 (N=71), salivary cortisol was sampled and a placebo Have you ever wondered what is the meaning & purpose of life? Do your group (expression of gratitude) was added. Study 3 (N= 23) examined the clients complain of depression because they don’t know who they are or what effectiveness of this intervention on cardiovascular functioning and attempted they want in life? Do the questions “What am I doing here on earth?” or “What to identify possible mechanisms (e.g., need to belong, enhanced self-efficacy, can I do to contribute to this world?” keep your clients up at night? Though lower stress). Significant between and within-group differences were found Frankl popularized this topic decades ago, the study and application of with respect to the dependent measures. In general, the A.P.T. participants meaning and purpose is gaining interest in popular media and positive reported enhanced well-being after the intervention. The intervention also psychology. Purpose has been found to correlate with increased life satisfaction, yielded lower salivary cortisol and heart rate levels. Discussion centers on improved physical and mental health, higher self-esteem, and greater resilience treatment efficacy and underlying mechanism(s). 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 WK 15 Positive Space - Creating Places Where People Can Thrive of a life of purpose is having an ‘action-mindset’. As such, we will also be S. Augustin discussing the Finnish concept of sisu as a psychological key competence and Design With Science, La Grange Park, IL, United States power resource which enables individuals to overcome obstacles on the path Through research and practice, environmental psychologists have learned to to achieving their purpose. Sisu is a new term in the field of positive psychology, create places where people thrive. For decades, environmental psychologists and we propose that it may contribute to our understanding of the have been gathering information about how elements of the physical determinants of the ‘good life’. Come join MAPP Alums Carin Rockind and environment, such as color, scent, texture, and spatial composition influence Emilia Lahti in an experiential and scientifically-grounded process that shows human wellbeing and emotional state. However, their insights generally remain you how to uncover your life purpose - and how to help clients do the same! scattered through academic journals published by groups such as the American Be prepared to take an active approach as we spend a meaningful 60 minutes Psychological Association and the Association for Psychological Science. This peeling away the layers towards true purpose.

108 www.ippanetwork.org WK 18 Utilizing the Seven-Axis System of Positive Psychological using the results from those that participated but will also include inter-active, Assessment in Conceptualization of Clients and Treatment Outcomes experiential elements so that participants can feel as well as understand the J.L. Magyar-Moe1,2 possibility of intervening in a systemic way. 1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United States, 2Riverwood Counseling Associates, Stevens Point, WI, United States WK 21 Romance and Research: Can Positive Psychology Help Couples There are many applications of positive psychology within the practice of Improve their Relationships? counseling and psychotherapy. These applications include not only specific S. Pileggi Pawelski1, J. Pawelski2 client activities and exercises informed by research in positive psychology, but 1Self-Employed, Philadelphia, PA, United States, 2University of Pennsylvania, also client conceptualizations, definitions of successful therapeutic outcomes, Positive Psychology Center, Philadelphia, PA, United States and the process of psychological assessment. In this presentation, the applications of positive psychology to each of these components of counseling Martin Seligman and Mihaly Csikszentmihalyi (2000) defined positive and psychotherapy will be addressed. More specifically, the Seven-Axis System psychology as the science of positive subjective experience, positive individual of Positive Psychological Assessment (Magyar-Moe, 2009) will be explained traits, and positive institutions. Significant research results in each of these and connections will be made between this model and balanced areas has enabled practitioners to apply positive psychology to enhance positive conceptualizations of clients and treatment outcomes based upon the Complete emotions, cultivate human strengths, and transform schools, businesses, State Model of Mental Health (Keyes & Lopez, 2002). Finally, information will hospitals, and law practices. Christopher Peterson is well known for his claim be shared regarding the importance of attending to all aspects of the client's that the most important finding in positive psychology is that “other people environment and cultural identities in the process of conducting positive matter,” telling his students that good relationships may be the “single most psychological assessment via utilization of the Four Front Approach (Wright important source of life satisfaction and emotional well-being across different and Lopez, 2002) and ADDRESSING models of assessment (Hays 1996, 2001). 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 WK 19 A Canadian School Division’s Journey with Positive Psychology: question in the field, there are a number of research results that are important The Application of Positive Psychology and Appreciative Inquiry to for such relationships. This interactive workshop will focus on a few of them, Respond to a Communities’ Changing Context including the importance of maintaining a proper positivity ratio (Fredrickson, R.C. Kerr1, D.J. Tomasulo2,3 1998), of promoting a healthy passion (Vallerand, 2010), of celebrating good 1Greater Saskatoon Catholic Schools, Coordinator Student Services, Saskatoon, times (Gable et al., 2006), of expressing appreciation in optimal ways (Algoe SK, Canada, 2New Jersey City University, Psychology, Jersey City, NJ, United et al., 2010), and of creating strengths dates (Seligman & Peterson, 2004). States, 3University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States WK 22 The 13th Step: Thriving in Recovery This workshop will share how Greater Saskatoon Catholic Schools (GSCS), a B. Reese1,2 publicly funded school division in Saskatoon, Saskatchewan has translated 1Jefferson College of Health Sciences, Health Psychology, Roanoke, VA, United Positive Psychology and Appreciative Inquiry (AI) literature into practical States, 2Virginia Tech-Carilion Research Institute, Roanoke, VA, United States applications to increase positivity and inspire action for change in their The area of addiction, especially the process of recovery, has received little organization. attention from the science of positive psychology. This workshop is aimed at Professional development opportunities made available to staff and community anyone interested in better understanding the neuroscience regarding the partners to learn about positive psychology and its application have provided process of recovery, the subjective happiness of those in recovery, and positive personal and professional benefits for participants. These professional psychology interventions to promote thriving in recovery. Specifically, current development opportunities led by Dr. Daniel Tomasulo, have had a far-reaching neuroscientific research showing that addiction is a disease of the brain; that impact on educational and mental-health institutions in Saskatchewan. relapse is part of the recovery process; and how a brain in recovery can heal Following these professional development opportunities, increased positivity, and grow positively due to neuroplasticity will be described. The workshop collegial cooperation, creativity, and productivity were some of the benefits also includes findings - and their implications - from research using the observed in GSCS and in partner institutions. This has created greater openness Subjective Happiness Scale (SHS) (Lyubomirsky & Lepper, 1999) embedded to future opportunities for innovation and expanded community partnerships. in a larger survey conducted by the International Quit & Recovery Registry (IQRR) and using the Amazon Mechanical Turk (AMT) crowd-sourcing service In order to respond to the challenges created from unprecedented immigration to poll hundreds of participants in recovery for more than one year (Bickel, et to Saskatoon, the implementation of AI has allowed GSCS to build on their al, in press). Finally the two topics - neuroscience and subjective happiness - organization's strengths. It has been discovered that AI provides a process, will be brought together by exploring what positive psychology interventions platform and language for how to apply positive psychology research within enhance the neuroplasticity necessary to thrive in recovery. 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 23 Applied Positive Psychology in Coaching E. Lavendt University of Copenhagen, Nutrition, Exercise and Sports, Copenhagen WK 20 Happiness Works! How to Create Happy High Performing Teams N, Denmark with an Innovative Tool N. Marks1,2, V. King3,4 Background: Positive psychology is applied in coaching through the use of 1Happiness Works, London, United Kingdom, 2New Economics Foundation, research results, theories, models, interventions and assessments. However, Centre for Wellbeing, London, United Kingdom, 3Action for Happiness, London, most research products come without a “user's guide” and practitioners United Kingdom, 4The Change Space, London, United Kingdom 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, Objective: In this workshop the participants will learn how some of the best positive psychology applications need to be designed for teams and whole educated and most experienced coaches from around the world integrate organisations as well as for individuals. research from positive psychology into their practices. This workshop will give participants an experience of the potential for using Research content: Forty two coaches - from the US, Canada, Mexico, UK, insights from PP at an individual, team and organisational level simultaneously, Denmark, Finland, Israel, China, New Zealand, and Australia - have been facilitated by the unique, evidence-based and user-friendly Happiness Works interviewed about how they work. The interviews have been video recorded survey - that over 150 organisations have used within the last year. and will be made freely available on the internet. The results from the study consist of recommendations for how research, theories, models, assessments Going beyond traditional employee engagement surveys, the results of the and interventions from positive psychology can be used in coaching practice. survey create robust measures of organisational happiness and well-being, reveal the drivers of happiness and well-being at work and help identify positive Process: The workshop will consist of short presentations, discussions, and negative issues and trends within teams and organisations. Importantly Q&A, and hands-on involvement from participants. 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. Participants will be given the opportunity to try the survey for themselves before the workshop. The workshop itself will not only introduce the survey

109 www.ippanetwork.org Workshop Abstracts (cont’d) WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons efforts to improve their well-being. We will also detail the methods and results of from CorStone's Girls First Program in India collaborative research with UPenn: a randomized controlled trial investigating if S. Leventhal1, J.E. Gillham2,3, K. Sachs1 SuperBetter can shine not only as a novel and engaging tech toy, but also as a tool 1CorStone, Mill Valley, CA, United States, 2Swarthmore College, Psychology for overcoming depression. You will learn how we adapted classic CBT and Department, Swarthmore, PA, United States, 3University of Pennsylvania, positive psychotherapy, and turned them into playful and engaging activities to Psychology Department, Philadelphia, PA, United States support participants' recovery from depression. Finally, we will help you level up your own design skills with our recommendations for adapting other validated Many of India's 115 million adolescent girls are highly at-risk: for instance, 57% interventions with a more gameful approach. 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 WK 27 Happiness 101 - Designing an Innovative and Skill Based Program can improve social-emotional skills and academic achievement. However, few Leading to Positivity, Healthy Body and Healthy Mind such programs have been implemented or empirically examined in low-resource S. Kearney, R. Joslin communities, despite great potential for impact. Red Deer Primary Care Network, Red Deer, AB, Canada This workshop presents 'Girls First-India', a positive psychology intervention for One in five Canadians will experience mental illness in their lifetime (CAMH). The adolescent girls, as a model for working with marginalized populations in the US mental illness burden increasingly affects life expectancy, quality of life and health and/or overseas. The program, developed by CorStone, has achieved promising care (Mathers & Loncar, 2006). 40% of mental health patient referrals to the Red results in India's slums. A quasi-randomized controlled trial among 884 slum- Deer Primary Care Network (RDPCN) present with depression or depression-like dwelling girls in Surat revealed that greater program attendance predicted greater symptoms. RDPCN designed and implemented an innovative seven week group increases in optimism, p< .05, and prosocial behavior, p< .001, and decreases in program grounded in positive psychology. The program, Happiness 101, focuses conduct problems, p< .001, and peer problems, p=.001, through 8-month follow- on increasing levels of happiness in the languishing, depressed and flourishing. It up. In 2013, Girls First will reach 4,260 high-poverty girls in 120 Indian schools. is based on empirical research and skill-oriented incorporating thirteen strategic This workshop aims to reduce the research and intervention gap among low- interventions targeted to happiness pathways (Seligman, 2005). Interventions resource populations worldwide. Workshop participants will have opportunities involve simple and mindful activities such as engaging in good deeds, writing to discuss ways to apply their expertise, with attention to possible opportunities gratitude letters, and planning social activities. To date, RDPCN has conducted over and challenges. 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 WK 25 Mental Imagery Applied to Enhanced Well-Being significant improved and sustained scores in physical and mental health over time. L. Ievleva1,2 This engaging interactive workshop will focus on practical considerations in 1RMIT University, Health Sciences, Melbourne, VIC, Australia, 2Soul in Motion, program development, experiential objectives, key messaging, meaningful Avalon Beach, NSW, Australia presentation of empirical evidence, utility of interventions, and program adaptation Mental imagery is central to generating neuroplasticity and optimising client to a variety of settings and audiences. outcomes. It is a widely utilised evidence-based tool in health and performance, and is an effective intervention to enhance personal effectiveness in the WK 28 The High Performance Mindset at Work attainment of a broad range of goals. The approach provides individuals with a M.E. Bernard1, P. Robinson2 strategy for creating better self-images, sustaining positive change and 1University of Melbourne, Melbourne Graduate School of Education, Parkville, breakthroughs, and increasing capacity to pursue their potential. VIC, Australia, 2Positive Psychology Institute, Sydney, NSW, Australia Neuroscience has demonstrated that mental imagery is a far more powerful This workshop is based on research findings that psychological capital (mindset) technique than standard CBT (e.g., self-talk and affirmations). That is, the reach contributes to positive workplace performance and satisfaction as well as positive of mental imagery extends far beyond language, and is the major portal of the organizational outcomes. The positive organizational development literature also brain for creating and accelerating change. identifies practices for supporting transfer of training to the workplace and an Technically, applying mental imagery is virtually applied neuroplasticity. organizational process for learning and development throughout all levels of an organization. The workshop material draws upon insights from applied research; highlights how mental imagery is the key mechanism in many Positive Psychology This workshop has three parts: interventions; and demonstrates specific applications for enhanced wellbeing. Part 1. High Performing Mindsets Drive High Performing Organizations. The Upon completion of this workshop participants will understand: characteristics of high performing organizations will be described (engagement, innovation, quality of life, productivity) followed by a research-driven analysis 1. The neuroscience of mental imagery. of the mindset of work high performance (commitments, behavioral strengths). 2. The role of mental images in emotional processes and behaviour change. Part 2. Learning and Development Program The High Performance Mindset at 3. How mental imagery can be applied to reprogram emotional reactivity into a Work. Participants will view excerpts from e-learning course and participate in more optimal range. 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 *The material covered in the mental imagery workshop has been endorsed by positively responding to tough situations at work including overcoming the ICF. performance blockers. Part 3. A Strategic Model for Organizational-Wide Implementation and WK 26 Getting SuperBetter: Using Gameful Technology to Improve Sustainability. Here, different organizational processes will be reviewed that Well-Being support transfer of training of the high performance mindset and sustainability A.M. Roepke1, J. McGonigal2, R. Broome2 including: executive, management, human resource, recruitment, data-driven 1University of Pennsylvania, Psychology, Philadelphia, PA, United States, decisions, learning and development, coaching and culture. 2SuperBetter Labs, LLC, San Francisco, CA, United States Can gameful technology make us happier and healthier while bridging the gap WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of between academia, industry, and people striving for well-being? In this workshop the Christchurch (NZ) Earthquakes you will hear the story of SuperBetter -- a web-based/iPhone-based self-help tool L. Hone -- from its origin as an invention by world-renowned game designer Dr. Jane AUT, Human Potential Centre, Auckland, New Zealand 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 In 2011, a 6.3 magnitude earthquake rocked New Zealand's second largest city, through the eyes of a data scientist -- drawing on data from 170,000 registered my home town of Christchurch, killing 185 people and causing severe damage players -- revealing new methods and measures that help us understand people's 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 110 www.ippanetwork.org quakes. This Workshop relays my personal role in the psychosocial response to will give participants a taste for how Applied Improvisation can create deep-seated the Christchurch quakes, as I endeavored to distill the knowledge from Karen learning, improve psychological functioning, and increase authentic social Reivich's Resilience course at Penn in a way that would be helpful to my connectedness (Mauss, et al., 2011). fellow citizens. Reading academic papers by Reivich and Tedeschi for my masters was one thing, WK 33 A Positive New Approach for the Environmental Movement but working out how to deliver this knowledge to people who didn't even feel S. Sherman comfortable gathering in a big building as after-shocks continued to shake our Transformative Action Institute, Los Angeles, CA, United States battered city was quite another. I spent days writing presentations targeting different audiences, from fire fighters and businessmen, to teachers and the In 1992, more than 1700 of the world's leading scientists -- including a majority of elderly. It has been a very humbling experience and our journey is far from over. 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.” WK 30 Positive Psychology and High Performance Work Teams Unfortunately, these dire warnings have not led to significant positive change. S.A. Asalone, J. Sparrow More than two decades later, most serious environmental problems have only ASGMC, Inc., Asbury Park, NJ, United States gotten worse. Are there solutions? Can research from positive psychology assist increased performance of work This workshop examines the most effective strategies for solving environmental teams in organizations? Are the factors contributing to high performance teams problems. Scott Sherman has studied examples of “positive deviance” among amenable to influence from the application of positive psychology? The answer organizations working on issues of sustainability, conservation, and is affirmative as evidenced from both current research and practice. environmental justice. There are successful strategies for social and environmental Organizations globally are embracing work teams as a solution to improve transformation, which are quite distinct from the approaches that have failed in productivity, increase employee engagement and encourage creative and critical the past. thinking. Though teams are not the panacea, when formed and fostered properly These new ideas offer insights for how positive psychology can apply to social they offer a suitable option to organizations striving to maximize engagement and environmental change. 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 WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural, continuation. Positive psychology research and application will be explored and Socioeconomic Considerations regarding how they affect organizations, teams and individuals toward the success J.M. Yeager1, D. Shearon2, C. Saylor3 of high performance teams. 1The Culver Academies, Center for Character Excellence, Culver, IN, United States, Each of the characteristics of high performance teams will be examined. Research 2SMART Strengths, Nashville, TN, United States, 3The Citadel, Krause Center for and applications of positive psychology will be offered regarding how they Leadership, Charleston, SC, United States enhance each characteristic. Specific best practice ideas will be offered on which Strengths-based programs in schools are most effective when teachers and research and applications enhance the development and sustainability of the support staff who deliver the curriculum have already done “strengths work” in characteristics of high performance teams. 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 WK 31 Positive Education Research & Best Practice Applications for Spotting, Managing, Advocating, Relating, and Training strengths. The P. Robinson workshop will provide illustrations of the delivery of the S-M-A-R-T strengths University of Wollongong, Sydney, NSW, Australia model at schools with underserved student populations, an independent Positive Education is currently a hot topic with a growing body of research, boarding school, and a rural high school that has embraced the “School of strategic interventions and context specific evidence-based practical activities. Inquiry” teaching methodology. Pilot programs from Charleston, SC illustrate Positive Education (PE), has recently been defined as “the development of the adaptability and potential applications of SMART Strengths (SS) with Title I educational environments that enable the learner to engage in established middle and high school (primarily African American) student populations. curricula in addition to knowledge and skills to develop their own and others' Preliminary impact data will be presented for college volunteers and youth wellbeing” (Oades, Robinson, Green & Spence, 2011). Positive Education served in five public school groups and one summer program. Qualitative data Practices (known here as PEPs) are mostly drawn from Positive Psychology will be shared from a pilot program in Plymouth, IN, a rural school district, and Interventions (PPIs) extracted from Positive Psychology studies conducted Culver, IN, an independent boarding school. Similar aspects of delivery, as well primarily on adult samples. Therefore, whilst there are a growing number of as nuanced differences in approach based on culture and socio-economic status schools adopting PEPs, there is a distinct shortfall of scientific evaluation within will be examined. 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 WK 35 Engaging Coaching Students in Positive Psychology: Experiences designed to inform the participants of the current research and best practice with Combining the Magic and Empirical Research in a Well-Established activities in Positive Education being utilised by psychologists, leaders, teachers, Coach Training Program students and parents. Participants also have the opportunity to complete a specific J.E. Auerbach, S. Foster, J. Aronoff action plan to apply to their own work setting. 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, WK 32 Applied Improvisation Workshops for Positive inspiring other programs across the globe. This paper's presenters describe how Organizational Development they have engaged coach trainees in the benefits of positive psychology for J. Fort themselves and their clients via a 12-week PP telecourse (taught since 2004), an Re: Solutions, Claremont, CA, United States elective in an International Coach Federation Accredited program. The course This workshop will offer practitioners a taste of Applied Improvisation, a promotes empirical methods, generates excitement about the contributions of technique that helps groups improve their communication, collaboration, and researchers in PP, and teaches strategies for deploying PP coaching applications. creativity. Born from a synthesis of improvisational theater training and group The first author will present five years of student satisfaction survey data of PP process facilitation, Applied Improvisation is grounded in experiential learning course content highlighting which topics were most valued. The second author theory (Kolb & Kolb, 2009; Kayes, Kayes, & Kolb, 2005). This workshop will articulate how PP research findings can be successfully integrated into a approach helps participants overcome blocks in their mental models by accessing revenue/performance-driven culture in corporate settings, drawing upon her their embodied intelligence and using facilitated reflection and dialogue to consulting experiences in the US and Europe. The presenters will also share produce social learning (Duffy, 2003). 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 Using participant input, the facilitator will select two Applied Improvisation strengths are those found to be empirically correlated with success at a particular exercises to show participants how the Action-Reflection-Synthesis-Application level in an organization and aligning the strengths of coach and coachee to cycle helps organizations confront and overcome interpersonal challenges. This accelerate the coaching process. 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 111 www.ippanetwork.org Conversation Hour Abstracts CH 1 Applying Positive Psychology in Lifestyle Medicine to Promote CH 3 Conversation Hour on Positive Psychology in China Health and Well-Being Y. Zhao L.S. Lianov1,2, V.L. Kettering3 Tsinghua University, Psychology, Beijing, China 1American College of Lifestyle Medicine, Woodburn, OR, United States, It will be moderated by Dr. Kaiping Peng. Prospective topics include: 2University of California, Davis, CA, United States, 3Claremont Graduate · What is Happiness to Chinese people University, Claremont, CA, United States · Collectivism and Happiness This conversation hour will address the integration of positive psychology into · How to study and apply positive psychology in China the healthcare system. Dr. Liana Lianov, current president of the American · The future of Positive Psychology in a Chinese Cultural Context 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 conversation hour will cover topics in both research and application. Dr. “the use of lifestyle interventions in the treatment and management of disease.” Peng will open the conversation hour by a short speech, followed by few other The primary aim of the LM movement is to achieve health behavior change invited speakers' short speeches. It will mainly be free discussions between through empirically-based strategies. Many prevalent health issues are Chinese and international scholars, students, practitioners, educators, amenable to improvement with patient nutrition, exercise, sleep, meditation entrepreneurs and professionals. 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 CH 4 Whole School Approaches to Psychological Well-Being: Evidence- working in different settings to contribute to the ongoing dialogue about how Based Strategies for Building Communities of Well-Being patients can best be served and empowered. The conversation will be focused Z. Alford1, F. Huppert2, D. Kolpak1, M. White1,3 on the integration of principles of positive psychology with LM efforts to create 1St Peter's College, Adelaide, SA, Australia, 2Well-Being Institute, University of a new paradigm in healthcare. Cambridge, Cambridge, United Kingdom, 3University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Moderated by Professor Felicia Huppert, Director of the Well-Being Institute CH 2 Combining Neuroplasticity & Positive Psychology in Clinical from the University of Cambridge this conversation hour focuses on the Practice to Increase Positive Development across the Lifespan development of whole-school psychological services from a positive psychology J. Shaffer1,2 lens that includes staff and students. There has been shift in mental health 1University of Washington, Department of Psychiatry & Behavioral Sciences, discourse from a welfare model to Well-Being models for schools (DEEWR Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Bellevue, WA, 2009). What impact should this have on psychological services provided in United States schools? Whole school community change will be explored with specific focus We need a science-based discussion by informed presenters to increase on shifting the school view of psychological services from pathology to awareness of benefits of integrating brain-plasticity based strategies into promotion and prevention, bringing positive psychology into the 1:1 positive psychology to add dignity to aging, emphasize science-based ways to counselling setting and the classroom, and providing a strategic framework for maximize human potential, and enhance evolving with the implementation of Well-Being strategic approach. This conversation hour vigorous longevity. 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 We can afford clients unprecedented hope for Positive Development across the old, St Peter’s College in Adelaide, Australia (n = 1338). St Peter’s College has Lifespan when including neuroplastic-based interventions. Neuroplastic gains developed one of the world’s largest evidence-based whole school strategies to with 50% increased lifespan were demonstrated when rats were held and Well-Being. 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. CH 5 Positive Environment, Sustainability, and Conservation Increasingly studies in humans find improvements in brain chemistry, O.E. Myers1, D. McMillan2, R. Gupta3, M. Monroe4, C. Bruni5, E. Markowitz6, architecture and performance associated with lifestyle choices. Using touch, N. Davis7 talk, education and other positive psychology techniques clinicians can 1Western Washington University, Huxley College of the Environment, enhance this trend toward better functioning, greater Well-Being and Bellingham, WA, United States, 2St. Olaf College, Northfield, MN, United States, heightened motivation to make healthy lifestyle choices that can drive brain 3New Knowledge Organization, New York, NY, United States, 4University of plasticity in a positive direction. Florida, Gainesville, FL, United States, 5Claremont Graduate University, Claremont, CA, United States, 6Princeton University, Princeton, NJ, United The gains of this integrative approach can exceed the sum of the component States, 7University of California Irvine, Irvine, CA, United States parts when interventions target brain sites considered most vulnerable to the so-called “normal decline of aging”. Thomas Insel's call to facilitate the Open discussion for any conference attendees who have wanted to have profound shift in how we promote mental health is urgent with the global trend more opportunity to follow up on ideas generated by the pre-conference of humans living longer. workshop, keynote, symposia, and/or paper sessions dedicated to the “Positive Environments, Sustainability, and Conservation” Highlighted Conference Theme.

112 www.ippanetwork.org CH 6 Neuroscience and Positive Psychology: Opportunities, Challenges CH 7 Creating a Common Language in Positive Psychology and Implications H.E. Krebs J. Thayer Claremont Graduate University, School of Behavioral and Organizational Ohio State University, Columbus, OH, United States Sciences, Claremont, CA, United States Positive psychology is interested in finding out more about the antecedents The field of positive psychology currently struggles with perceived legitimacy and consequences of Well-Being. Researchers and practitioners in the field are in the eyes researchers, professionals and lay-people due to preconceptions that increasingly turning to tools from neuroscience for help in finding answers. are associated with the term “positive.” Students and researchers alike often Supported by a grant from the John Templeton Foundation, The Positive have difficulty explaining the concepts of positive psychology to others in a Psychology Center at the University of Pennsylvania has established the way that clearly conveys its aims, processes and impacts. Since positive Templeton Research Awards to support the exploration psychology is currently in its formative stages, a consistent vocabulary is crucial of novel questions at the intersection of Positive Psychology and Neuroscience. to allow professionals to convey its importance, generate new ideas and inspire Studies by its first cohort of grantees has explored a range of topics, from the further confidence in the field. Many researchers have used terminology to biological bases of altruism to the neurogenetics of positivity and resilience. In explain positive psychology concepts effectively. The field would greatly benefit this conversation hour, Dr. Julian Thayer will lead members of the positive from an integration of their ideas to create a standardized form of language that neuroscience community, including Professor Martin Seligman, in a discussion may be used to teach the current and upcoming generations of scientists and about findings and lessons learned so far. We will also explore important, practitioners. interesting and hopefully, provocative questions that warrant consideration as This conference presents a prime opportunity for a discussion on the topic of positive neuroscience moves forward. standardized language in the field among researchers from various sub- • What are the hopes and opportunities for positive neuroscience? disciplines. Their diverse perspectives will allow for the most impactful • What challenges do we face as we proceed to develop a field of positive terminology to be included in the dialogue. The goal is to promote and inspire neuroscience? the publication of definitive literature, which may provide a common language for positive psychologist to use in the description, implementation and • What implications does positive neuroscience have for practice? explanation of the concepts.

Individual Paper Abstracts IPS 1 - Individual Paper Session 1: Positive Emotions and the Environment 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 IPS 1.1 Existential Concerns and Psychological Needs: A Basis for in a survey of 242 volunteers from 34 events in the Seattle-Tacoma metro area Positive Motivation toward the Natural World in Washington State. The open-ended questions asked volunteers why they D.K. McMillan volunteer and what they perceive as benefits of volunteerism. We conducted a St. Olaf College, Psychology, Northfield, MN, United States thematic and frequency analysis of volunteers' expressed motivations and Materialistic value orientation is associated with a host of negative perceived benefits. We found that eco-restoration and conservation psychological outcomes as well as low interest in environmental issues, volunteerism is mostly motivated by both hedonic and eudaimonic elements negative attitudes toward the environment, and overconsumption (Kasser, of wellbeing, more so than environmental reasons. We discuss the implications 2002). Motivation for sustainable lifestyles thus requires a very different basis. of these results for pro-environmental behavior and sustainability. Materialistic pursuits may aim - unsuccessfully - to address basic psychological needs such as safety, security, and other existential concerns. This presentation IPS 1.3 Social Identity Framing Promotes Positive Emotions about discusses research from self-determination theory, existential psychology, and Environmental Sustainaility terror management theory suggesting positive, non-materialistic motivations V. Seyranian1, W. Crano2 for connection to nature and sustainable lifestyles. 1University of Southern California, Los Angeles, CA, United States, 2Claremont For example, existential writers have long emphasized the psychological Graduate University, School of Behavioral and Organizational Sciences, centrality of existential concerns such as death, isolation, responsibility/ Claremont, CA, United States freedom, and meaninglessness (e.g., Pyszczynski, Greenberg, & Solomon, Social identity framing (Seyranian, 2012) suggests that implicating social 1999; Yalom, 1980). This presentation proposes that each of these existential identity may be important in promoting environmental sustainability. Inclusive issues can be reconceptualized as one side of a dialectic: i.e., life is as true as language (“we”, “us”) is a central communication tactic in this process that death; connection is as real as isolation; createdness balances individual communicates normative information about who the group is and what it responsibility/freedom; and a sense of meaning can be just as real as stands for. It also encourages individuals to experience group-based emotions meaninglessness. These more life-affirming aspects of existential concerns can (Smith, Seger, & Mackie, 2007). This research examined whether inclusion be important sources of motivation, and this presentation examines research helps both high and low social identifiers to experience positive emotions about regarding how connection with the natural world can support these aspects. environmental sustainability after experiencing a group victory. 430 students watched a video of their university football team either win or IPS 1.2 Motivations for Eco-restoration Volunteerism: lose a game to a rival team. Then, they completed a survey after reading either Qualitative Approach to Uncovering Positive Psychology's Role on an inclusive or non-inclusive speech promoting renewable energy. Pro-environmental Behavior Results showed a significant interaction between inclusion, victory/loss, and S.T. Asah1, M. Lenentine2, D. Blahna3 identification on positive emotions, F(1,430) = 4.55, p< .05. Follow-up simple 1University of Washington, School of Environmental & Forest Sciences, Seattle, effects showed that low identifiers exposed to inclusion (M=4.47, SD=1.15) WA, United States, 2University of Washington, Seattle, WA, United States, versus non-inclusion (M=3.67, SD=1.22) were more likely to experience 3USFS, PNW, Seattle, WA, United States positive emotions about sustainability after a group-based victory, Efforts to restore and ensure the sustainability of the urban environment are F(1,109)=12.40, p< .05. No significant effects emerged for high identifiers. increasingly dependent on volunteers—people who devote their time and These findings suggest that inclusion promotes positive emotions about energy, apparently without pay, to help restore and conserve urban ecologies. environmental sustainability among low identifiers after a positive group event. Understanding why people volunteer can help practitioners enhance Implications for positive conservation psychology are discussed. 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

113 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 1.4 How Priming Memories of Transcendent Experiences Influence experiencing significantly more flow during trainings that those peers who Pro-Environmental and Pro-Social Values and Behaviors could not reach this qualification. N. Davis In the third study 40 men (18-25 years old) played a computer game while Univ. of California, Irvine, Social Ecology, Santa Monica, CA, United States they were monitored by EEG. The analysis showed that the prefrontal activity Post-materialist and self-transcendent values are identified as some of the in flow decreased significantly compared to antiflow, indicating that the brain strongest predictors of pro-environmental behavior. However, little research doing the same work in flow gets less burden than in antiflow. 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 IPS 2.3 Using the Goal Disruption Paradigm: The Differential Response orientations and self-reported pro-environmental and pro-social behavioral of Autotelics intentions. A within-subject experimental design had undergraduate students E. Warren from two countries (United States, N=620 and Dutch, N=80) respond to two Claremont Graduate University, Psychology, Claremont, CA, United States matched online surveys, where the second survey primed respondents to The current study examines the differential response of autotelics to a goal describe a transcendent experience. Additional questions on experience disruption experience using the paradigm of Goal Disruption Theory (GDT). characteristics (physical location, companions, length of time) and GDT examines outcomes common to individuals who have experienced a failed demographics were also included. Analysis suggests that the salience of pro- or threatened, personally relevant goal. Autotelism is defined as the ability to environmental values, concern and self-reported environmental and social create and sustain flow experiences and is operationalized in the present study behavior increased after priming the experience. Results highlight the critical as the frequency of flow experience, consistent with research on autotelism. importance of exploring in more depth the ‘behind the scenes’ characteristics Autotelics have been described as responding to thwarted performance goals and impacts of these experiences for both pro-environmental research and differently than non-autotelics, therefore the GDT paradigm is highly interventions in the real world. 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 IPS 2 - Individual Paper Session 2: Flow: Attitudes and Values 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 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 IPS 3 - Individual Paper Session 3: New Direction in the Measurement of K. Asakawa Emotions 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 IPS 3.1 Emotion: The Self-Regulatory Sense the 2009 through 2011 academic years. In the middle of each academic year, K.T. Peil students' subjective experiences while attending classes were evaluated using Northeastern University, Harvard Divinity, EFS International, Cambridge, MA, Class Experience Forms (CEFs). In addition, students' attitude toward United States learning, appreciation of working with others, and resilience were measured A dynamic systems model broadly redefines and recasts emotion as a primary several times during the period of the study. The results showed that the sensory system - perhaps the first sense to have emerged, serving the biological classes, evaluated as in the flow condition (high challenge/high skill) by the function of “self-regulation”. Drawing upon the physical sciences and the field students, created an optimal state of experience for them. In addition, 2009— of epigenetics, the model suggests that human emotional perceptions provide 2011 correlational analyses showed that students' increase in the flow an ongoing stream of “self-relevant” sensory information concerning optimally experience while attending classes was positively associated with their adaptive states between the organism and its immediate environment, along increases in the levels of attitude toward learning, appreciation of working with coupled behavioral corrections that honor a universal self-regulatory logic. with others, and resilience. Moreover, not only the flow experience in the 2011 With its ancient substrates exemplified by the molecular circuitry in the E. coli academic year, but also the average flow experience in the 2009 and 2010 bacterium, the model suggests that the hedonic (affective) categories emerge academic years predicted the levels of resilience and some aspects of attitudes directly from fundamental positive and negative feedback processes, and that toward learning at the end of the 2011 academic year. These results appear to their good/bad binary appraisals relate to dual self-regulatory behavioral indicate long-term effects of the flow experience on students' academic and regimes - evolutionary purposes, through which organisms actively participate psychological development. 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 IPS 2.2 Empirical Verification of Some Principles of the Flow Theory perspectives and isolated bodies of literature, and challenges some time- A. Olah, H. Nagy honored assumptions; suggesting that emotions are better understood as Eotvos Lorand University Budapest, Personality and Health Psychology, regulating us, providing a service crucial to all semantic language, learning Budapest, Hungary systems, evaluative decision-making, and optimal physical, mental, and The paper reviews empirical studies to verify the following statements of the spiritual health. Implications for moral psychology are discussed. 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. IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for Mental Health and Well-Being Research 2172 pupils (12-14 years old) gave data during different classes (by ESM) about T. Chin1, N.S. Rickard2, D.A. Vella-Brodrick1,2 flow experience. The analysis of the relation of flow experience and the test 1The University of Melbourne, Melbourne Graduate School of Education, checking the knowledge of the material of the class reinforced that the Parkville, VIC, Australia, 2Monash University, School of Psychology and contribution of flow to the test results is higher than that of IQ or GPA. Psychiatry, Clayton, VIC, Australia The second longitudinal study followed the sport career of 4251 talented The experience sampling method (ESM) offers researchers the opportunity to sportsmen from 12-14 during 10 years. The results showed that those study and understand the dynamic interactions of affect, experiences, and adolescents, who could reach later the Olympic qualification as adults, were behavior in daily social and situational contexts. Wuzzup, a mobile ESM application for use with iPod Touch devices was developed to evaluate a youth- led mental health program. This presentation features the use and findings of the mobile application by 80 participants aged 14 to 16 years. Data were

114 www.ippanetwork.org collected across three time-points, over a period of three to six months. IPS 4.2 Using Comics and Board Games to Assist Counselors and Participants responded twice daily, on an iPod, to random time-based prompts Educators to Interactively Teach Pro-Social Behavior to Youth over the course of one week, yielding 3360 data points. The use of ESM E.P. Copeland1, T. Devine2, S. Solway3, S. Mcmanus3 through mobile devices, such as iPods, offer a unique insight into an 1Chicago School of Professional Psychology, Academic Affairs, Los Angeles, CA, individual's real-life responses to naturally occurring positive and negative United States, 2Arizona State University, New College of Interdisciplinary Arts events. Strategies used by participants in response to these experiences enable and Sciences, Phoenix, AZ, United States, 3Chicago School of Professional us to assess the level of implementation of skills taught in the mental health Psychology, Clinical Psychology, Chicago, IL, United States program. Wuzzup also provides researchers with an engaging and intuitive tool The paper will: describe the initial research undertaken to establish validity for collecting large volumes of ecologically valid data. This methodology also and reliability of an assessment instrument that presently serves as one measure offers the flexibility to investigate both between- and within-individual of childhood psychological health, the Child and Adolescent Wellness Scale variations in measures of mental health and well-being and is an ideal (CAWS); illustrate how the concepts from the CAWS evolved into a board game complement to survey data. 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 IPS 3.3 Can an App Boost Well-Being at Work? Results of a Randomised focuses on principles of wellness. Results demonstrated that emotional wellness Controlled Workplace Trial to Test a Mindfulness Meditation can be fostered through engagement with a fantasy game that used Smartphone App identification to garner interest from the players. We argue that the CAWS S. Bostock, A. Steptoe represents a step forward in translating positive psychological concepts into University College London, Epidemiology and Public Health, London, United practice and that the teaching of emotional competencies in youth can be Kingdom enhanced by playing board games focused on the principles of wellness. 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 IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for programme, delivered via a smartphone app, could improve well-being at work. Children and Adolescents We recruited 238 healthy employees from two large UK-based companies. At S. Cowen baseline, well-being and job strain were assessed using validated Brigham Young University, MFHD, Heber City, UT, United States questionnaires. Blood pressure and mood were measured 5 times over a work Preliminary research on well-being programs for children and adolescents was day. Participants were randomised to a wait-list control group or to download reviewed and synthesized with meta-analytic procedures. Twenty preliminary, the Headspace app, a 45-day programme of 10-20 minute guided audio qualifying studies were included in this study and were examined for social- meditation exercises (www.getsomeheadspace.com). After 8 weeks, 96% emotional learning, coping skills, self-esteem, and academic improvement participants completed follow-up measures. Progress of the intervention group outcomes. The overall effect size for self-esteem was significant (d = .32, p < through the programme ranged from 0-45 days (0-725 minutes), mean 16.6 .05), however, the overall effect size for the combined outcomes was not (SD 12.9). The intervention was associated with significant increases in well- significant (d = .07, p = .13). Suggestions for future research include using being, positive affect and mindfulness and decreased systolic blood pressure, larger samples, more follow-up procedures, utilizing external factors to job strain and negative affect relative to the wait-list group (repeated measures strengthen well-being, and standardizing well-being measures. These effect ANCOVAs, group*time interaction p>.05). Longer meditation practice, based sizes and suggestions might change as we finish coding and analyzing on downloads from the app, predicted greater changes in well-being and affect. approximately 30 more studies to add to the current data for a more Psychological outcomes remained stable 10 weeks later. This trial suggests that comprehensive meta-analytic study to present at the IPPA conference. self-administered mindfulness training using an app can improve psychological well-being and reduce stress at work. IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia: A Grounded Theory Method IPS 4 - Individual Paper Session 4: Youth and Well-Being F. Bullare-Bahari1, M. Halik1, R. Ismail2 1University Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu, Malaysia, 2University Malaysia Perlis, Counselling Centre, Kuala IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative Perlis, Malaysia Analysis in Ten Developing Countries J.C. Oyanedel The main objective of my research is to explore the 'Subjective Happiness' Universidad Andrés Bello, Mathematics, Santiago, Chile among disabled people in Malaysia employing the Grounded Theory. A total of 43 disabled Malaysians, both men and women, participated in this study. Satisfaction with life is a highly researched topic. Nevertheless, the literature Data were collected from 18 respondents in an in-depth interview and detail that links this construct to school violence in the global South is either scarce information was gathered from 25 respondents in the focus group interview. or non-existent. This work will present the results of an international large The interview and observational data were analyzed using the constant scale project on school violence funded by Plan International carried out comparative method. This method was chosen to minimize the influence of between 2009- 2011. The countries included in this work are Benin, Rwanda, preconceptions. Constantly comparing and memoing eventually leads to a core Peru, Guinea Bissau, India, North Sudan, Cameroon, Paraguay, Philippines category. The core category in my research is 'Subjective Happiness'. From the and Ghana. results of the interviews, observation and memos, I discovered that the aspects This work will present how violence (psychological, physical and against of the disabled towards 'Subjective Happiness' are: property) and related risk factors (at individual, household and school levels) (1) satisfaction, have an effect on children's life satisfaction, measured by Diener's Satisfaction (2) self, with Life Scale. (3) meaning, and Results show significant differences across regions (Asia-Africa- Latin America), (4) positive thought and emotion. but also similarities, meaning that could be factors, such as trust in people and institutions, that shape satisfaction with life in childhood with independence In this study I have also found that there are four major factors of 'Subjective of cultural frameworks. 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.

115 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 5 - Individual Paper Session 5: Post-Traumatic Well-Being 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. IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among Methods: Students were recruited from alternative high schools (n=564; mean Israeli Youth Exposed to Ongoing Missile Attacks: The Significance |of age=16.8), where they participated in a drug abuse intervention. Surveys were Gender administered in-person, by phone or mail-back. Multi-level regression models Y. Israel-Cohen1, F. Uzefovsky2, O. Kaplan3 were constructed to examine predictors of PTG, controlled for socio- 1College of Management Academic Studies, Research Unit of the School of demographic variables, propensity-to-attrition, and treatment group. Business, Rishon Lezion, Israel, 2Hebrew University of Jerusalem, Psychology Department, Jerusalem, Israel, 3College of Management Academic Studies, Dean Results: On average, participants reported experiencing 3 or more SLEs in the of the School of Business Administration, Rishon Lezion, Israel 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 Recent studies have suggested that gratitude may serve as a protective factor curvilinear variable for severity of the SLE, less general stress, motivation-to- against the effects of extreme stress, working through positive emotions to improve, being in Emerging Adulthood, and an interaction between Hispanic build resilience. Yet, the literature on the relationship between gratitude and ethnicity and future time perspective. PTSD is scant. In a sample of 913 Israeli middle and high school students exposed to ongoing missile attacks, this study examines the association Conclusions: High risk, older youth report SLEs that reflect their unique life between gratitude and PTSD symptoms. Particular attention is paid to what stage and set of circumstances. Because certain variables predict PTG over time, components of subjective well-being (conceptualized as a combination of life findings suggest potential intervention targets to promote positive psychosocial satisfaction, positive affect and negative affect) may mediate this relationship. adjustment to SLEs. 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 IPS 5.4 Being a Thriver: Unifying the Concepts of Post-traumatic and this association exists for adolescent boys only. This association is fully Post-Ecstatic Growth mediated by life satisfaction, not positive affect as suggested by previous J. Mangelsdorf1,2 literature. While positive affect was correlated with gratitude, it was not 1Free University of Berlin, Psychology, Berlin, Germany, 2Max Planck Institute correlated with PTSD. Conversely, negative affect was correlated with PTSD, for Human Development, Berlin, Germany but not with gratitude. This is the first study to offer empirical evidence A person who endures through hardship is called a survivor. A “thriver” is regarding the association between gratitude, SWB, and PTSD in a youth something more - an individual who not only passively experiences a traumatic sample under threat of missile attacks. or ecstatic life situation, but also thrives as a result. Why are some people more likely to grow than others? IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric Comprehensive Growth Ability (CGA) is a new framework, unifying post- Brain Tumor Survivors traumatic and post-ecstatic growth theories. According the model, people who C. Lanoue1,2, S. Jutras1,2 experience growth after traumatic events are also more likely to experience 1Université du Québec à Montréal, Psychology, Montréal, QC, Canada, 2Centre growth after highly positive events. It suggests that it is not the quality of an for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, experience, but the way it is processed that is crucial for human flourishing. QC, Canada Research proposes that a positive counter-factual mindset mediates the direct Survivors of a pediatric life-threatening illness often face serious difficulties effect on growth, while the prevalence of positive emotions and supportive and suffer long-term sequelae that can hinder their development (Bleyer, 2005; relationships are the crucial moderators. Ris et al. 2011; Servitzoglou et al., 2008). Yet, they can experience well-being 504 participants in 37 countries completed questionnaires regarding their life and positive outcomes (Barakat et al., 2006; Parry & Chesler, 2005). We asked experiences, perceived growth, emotions, relationships, and counter-factual 49 survivors of a pediatric brain tumor (8-35 years old), what they consider mindset. Structural equation modeling showed that post-traumatic and post- important for their well-being, what they do to feel well, and whether they find ecstatic growth are highly interrelated. Positive affect and supportive any benefits from the cancer experience. Responses were content analyzed. relationships moderate, while counter-factual thinking mediates the effect of Correlations between themes mentioned and age of participants show that major life events on growth. younger and older survivors have distinct perceptions on positive development. For older participants, going to school, having a job, and being self-sufficient CGA proposes a new understanding of positive human development that can were salient to their well-being. A larger number of older participants also enable more people to thrive, whatever their life path will be. reported taking care of their relationships and acting accordingly to their goals and values. Most participants identified some benefits associated with the IPS 6 - Individual Paper Session 6: Measurement of Youth Resilience and experience of cancer; new values and courage were most often mentioned by Well-Being 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 IPS 6.1 The Antecedents of Felt-Responsibility for Constructive Change younger and older survivors. Y.-T. Kao I-Shou University, Dept. of Healthcare Administration, Kaohsiung, Taiwan, Republic of China IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth among High-Risk Youth Felt responsibility for constructive change is considered as a proactive T.E. Arpawong1, J.E. Milam1, P. Sun1, H. Land2, J.B. Unger1, S. Sussman1,3 psychological mechanism linking job characteristics and proactive 1University of Southern California, Preventive Medicine, Los Angeles, CA, performance. This study is designed to explore the antecedents of this United States, 2University of Southern California, Social Work, Los Angeles, CA, particular mechanism. Both transformational and transactional leadership are United States, 3University of Southern California, Department of Psychology, tested. In addition, procedural justice climate is examined to test the substitute Los Angeles, CA, United States of leadership. Totally, 454 staff nurses from three hospitals participated in the survey. After controlling the demographic information, proactive personality, Background: Experiencing stressful life events (SLEs) may elicit positive role-breadth self-efficacy and LMX, the results indicated transformational psychosocial change in some individuals, referred to as Post-traumatic leadership predicates the magnitude of feel responsibility for constructive Growth (PTG). In this novel study, we evaluate longitudinal predictors of change. Moreover, procedural justice climate moderates the relationship between transactional leadership and felt responsibility for constructive change revealing the substituting effect.

116 www.ippanetwork.org IPS 6.2 The Relationship between Gunas & Well-Being contribute to wellbeing was also confirmed. However, both findings were P. Khanna1, K. Singh1, S. Singla2, V. Verma2 apparent only when appropriate advanced statistical tests (e.g., multilevel 1Indian Institute of Technology - Delhi, Humanities & Social Sciences, New regression) were performed, as opposed to popularly used traditional analyses Delhi, India, 2Indian Institute of Technology - Delhi, New Delhi, India (e.g., using simple composite scores). The Indian perspective of personality deals with the tri-dimensional Implications include that the method of sampling drastically impacts and classificatory scheme of Gunas - Sattva, Rajas and Tamas , entailing physical, differentiates the nature of experiences captured, which then has to be analyzed mental and spiritual elements of personality. Sattva Guna has been with statistical sensitivity. 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 IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel aims to explore the relationship between three Gunas and well-being. Two about Myself different samples were taken in this research. The first sample included 80 X.D. Yue, F. Jiang Indian professionals, 51 males and 29 females (Mean age=28.8 years & SD= City University of Hong Kong, Dept. of Applied Social Studies, Hong Kong, China 7.19). The second sample comprised of 110 students, 82 males and 28 females Previous research shows social identity and happiness contributes to one's (Mean age=21years & SD=2.72). Vedic Personality Inventory (VPI - Wolf, willingness to forgive, but little is known about what their joint impact is on 1998) and Mental Health Continuum - Short Form (MHC-SF - Keyes, 2009) forgiving behaviors. In this paper, the authors tested whether making an in- were administered to both samples. Across both samples, Sattva was found to group identity salient and increasing happiness lead to greater forgiveness of a be significantly positively correlated with Subjective Well-Being (SWB) and perpetrator, and what the interaction effect is. Study 1 indicated that people in Psychological Well-Being (PWB). Rajas showed significant negative correlation Philippines who felt happier than people in Hong Kong, were found more with SWB and PWB while Tamas showed significant negative correlation with willing to forgive than their counterparts in Hong Kong. Filipinos tended to Social Well-Being (SWB) and PWB. Further, the study focuses on the be more forgiving when in-group members and out-group members were relationship within these three Gunas, to understand the Indian model killed; conversely, Hong Kong people, tended to forgive less when their in- of Personality. group 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 IPS 6.3 Assessing Subjective, Behavioural and Psychobiological did sad emotion and in-group member got hurt leaded to less forgiveness than Indicators of Adolescent Well-Being in Response to Youth-Led Mental did out-group member got hurt. More importantly, Consistent with Study 1, Health and Well-Being Programs happy participants tended to forgive the perpetrator more no matter their in- D.A. Vella-Brodrick1,2, T. Chin1, N.S. Rickard2 group or out-group members were hurt; Sad participants tended to forgive less 1University of Melbourne, Melbourne Graduate School of Education, Melbourne, when their in-group members were hurt than when their out-group were hurt. VIC, Australia, 2Monash University, School of Psychology and Psychiatry, Melbourne, VIC, Australia Youth-led mental health programs which adopt Positive Psychology and IPS 7 - Individual Paper Session 7: Cross-Cultural Studies of Hope and Positive Youth Development approaches have the potential to foster Well-Being psychological well-being in young people. Subsequently a number of youth- led programs are currently being delivered in both school and community settings. However, most of these programs have not been empirically evaluated IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across and depend on anecdotal or formative feedback about program success. In this the Lifespan in Germany and Switzerland: An Internet Study among presentation a comprehensive assessment method including subjective (on- 11400 Participants line surveys), behavioural/contextual (Experience Sampling Method) and A.M. Krafft1, A.M. Walker2 psychobiological (hormone assays) indicators of well-being will be outlined 1University of St. Gallen, St. Gallen, Switzerland, 2Swissfuture, and illustrated with the evaluation of three youth led programs run by a not- Zug, Switzerland for-profit organisation in Melbourne, Australia. The sample included over 250 In November 2012 Swissfuture and the University of St. Gallen conducted an male and female students aged 14 to 16 years. Mixed design ANOVAs indicated internet survey among 11400 participants in Germany and Switzerland asking that these youth-led programs were effective in improving some areas of mental them how optimistic they are for 2013 regarding their personal lifes, the health such as positive emotions, life satisfaction, meaning and engagement, economic and political environment as well as social issues. compared to control participants. This presentation will focus on discussing We also wanted to know about their concrete personal and societal hopes, their real world issues related to undertaking research with young people including main hope spending “personalities” or “role models” and current practices to gaining consent, collecting data through iPod Touch devices, participant make their individual hopes happen. Furthermore we assessed the self-reported retention, working with complex systems and facilitator characteristics and levels of hope, optimism, positive relations, meaning in life, positive emotions, skills. Well planned and evaluated youth-led well-being programs can provide religiosity/spirituality and satisfaction in life with singular multi-item-scales. effective and accessible mental health services for young people. With SPSS we explored dependencies between variables and identified relevant demographic sub-groups. IPS 6.4 A Methodological Exploration on Experience Sampling Methods We can report about significant differences in personal and societal hopes as A. Kukita well as in levels of optimism, hope, positive emotions, meaning, etc. across the Claremont Graduate University, School of Behavioral and Organizational lifespan. While younger people have basically a more optimistic approach to Science, Claremont, CA, United States life (in the short and in the long term), the levels of hope, positive emotions, Experience Sampling Method (ESM) has demonstrated a wide range of utilities satisfaction in life etc. develop positively with the age. Furthermore, a shift in social sciences, resulting in its increasing popularity (Hektner, Schmidt, & from hedonic to more eudaimonic hopes becomes evident across the Lifespan. 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. 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 end- of-day evaluations of meaningfulness was confirmed. Another hypothesis that people generally differ both in their baseline wellbeing and how experiences 117 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 7.2 Further Evidence on the Potential of Strengths-Based supports that might facilitate a sense of hope for people experiencing tragedy. Online Interventions A varied set of events providing hope emerged. These included various types F. Gander, R.T. Proyer, W. Ruch of social support events (emotional, tangible, informational, and exhortational University of Zurich, Zurich, Switzerland 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 Various strategies on how well-being can be enhanced have been presented so provoked hope more often than did merely taking steps toward one's goals. far, but only few studies examined long-term effects. Replications and The findings suggest the relevance of expectancy theory and hope theory when extensions of earlier findings are rare. We aimed at replicating and extending considering strategies for helping people experiencing tragic situations. 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 IPS 8 - Individual Paper Session 8: Positive Schooling Across Cultures using signature strengths in a new way-interventions but without informing participants on a potential impact of the interventions on their well-being; IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students (2) testing variants of existing interventions (three good things for two weeks; and Staff combining the gratitude visit and three good things, and noting three funny M. White1,2, M. Kern3, A. Adler3, L. Waters2 things); and 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, (3) testing further interventions (counting kindness, gift of time, and another Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3The door opens) in an online setting. University of Pennsylvania, Philadelphia, PA, United States 622 adults participated in the study and were randomly assigned to one of nine Drawing on recent advances in the field of positive psychology, we present a intervention groups, or the placebo control condition (early memories). multi-dimensional, whole school framework for measuring wellbeing within Happiness and depressive symptoms were assessed on five time periods the school environment, organized around Seligman's (2011) PERMA model (pretest, posttest, 1-, 3-, and 6 months follow-up). In comparison with the of flourishing. We apply this framework to assess student and staff wellbeing placebo-group, well-being increased in eight out of the nine intervention at an entire school - St. Peter’s College, Adelaide, Australia. We report the groups and five groups decreased in level of depression. The study provides student and staff baseline measurement strategy, present a snapshot of student support for a positive effect of online interventions. 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. IPS 7.3 Positive Developmental Markers in Adolescents: Content of Students with higher levels of optimism and happiness reported greater Personal Strivings and Well-Being physical vitality. Staff with higher levels of meaning reported better physical N. Fernandez, R. Thomas, S. Schnitker health, and staff with higher levels of engagement and accomplishment Fuller Graduate School of Psychology, Pasadena, CA, United States reported greater job satisfaction and organizational commitment. By directly Personal strivings are defined as those things that a person “typically tries to assessing subjective perspectives of wellbeing across multiple domains, and by do” on a daily basis (Emmons, 1999). Numerous studies have shown that the incorporating both student and staff perspectives, there is potential to change contents of adults' strivings have unique effects on well-being, even after the focus and conversation toward wellness promotion at all levels in the controlling for demographic and other personality variables. However, few education system. 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 IPS 8.2 Psychological Strengths in early Adolescence and a Reduced Risk and Liberia) attending religious summer camps will be presented to address of Developing Mental Health Problems and Educational Difficulties in this deficiency. A short, nomothetic scale measuring internal, external, and early Adulthood spiritual content of adolescent strivings was developed and validated. Scores S.C. Marques1, S. Lopez2, A.M. Fontaine3, S. Coimbra3, J. Mitchell4 on the three strivings factor predicted both eudaimonic (e.g., character 1Porto University, Faculty of Psychology and Educational Sciences, Porto, strengths from the VIA, meaning in life, attachment) and hedonic (e.g., life Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, satisfaction) well-being variables even after controlling for the Big Five. In 3Porto University, Porto, Portugal, 4Swinburne University, Melbourne, addition, intrinsic striving mediated the relation between Big Five traits and VIC, Australia 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 The aim of this study was to investigate whether high levels of hope and life implications for character development and positive development in satisfaction during early adolescence are associated with a reduced risk of adolescents will be discussed. developing mental health problems and educational difficulties during early adulthood. Measures of hope, life satisfaction, stressful life events, mental Conference Themes Addressed: Positive Development across Lifespan health and student engagement were administered to 367 students on two occasions, separated by 5 years. Results showed that students with high levels IPS 7.4 Sources of Hope among People Experiencing Homelessness of hope and life satisfaction at the mean age of 12 years were at a reduced risk R.G. Tweed of developing mental health problems and school engagement difficulties at Kwantlen Polytechnic University, Department of Psychology, Surrey, the mean age of 17. These associations remained significant after controlling BC, Canada 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 Interviews were conducted with over 100 residents of a variety of ages at a and life satisfaction who experienced several stressful events had a superior homeless shelter. They were asked whether they had hope that their lives risk of developing mental health problems and difficulties of engagement at would change in a positive way. They were also asked to describe any recent school during early adulthood, while those with higher levels of hope and life events that provided a sense of hope that their lives could change in a positive satisfaction were not exposed to this vulnerability. Findings support that hope way. Also, levels of hope were assessed with a rating scale questionnaire. The and life satisfaction operate as psychological strengths during early- purpose of the study was to learn more about both the nature of hope for adolescence, and are associated with a reduced risk of developing adverse people in this difficult life situation and also to gain practical knowledge of psychological and educational outcomes.

118 www.ippanetwork.org IPS 8.3 Character Strengths as Helpful Resources in School Children of and colleagues (2012) for more rigorous empirical studies M. Weber1,2, W. Ruch1 to understand how to foster socio-emotional dispositions in educational 1University of Zurich, Zurich, Switzerland, 2University of South Carolina, settings. Its findings suggest that such an experiential, bottom-up mindfulness Columbia, SC, United States program may not only be successful in raising achievement but also cost- effective, and hence particularly relevant for theory and practice in inspiring In the present study we investigated character strengths to be helpful resources significant improvements in academic performance in resource-constrained K- in the school context. We examined the relationships between character 12 classrooms both effectively and pragmatically. 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 IPS 9 - Individual Paper Session 9: Youth Development and Connectedness Youth (VIA-Youth) and measures on school-related satisfaction and academic with Nature 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 school- IPS 9.1 Children and Adolescents' Application of Character Strengths to related satisfaction. Hope, love of learning, perseverance, prudence, and others Environmental and Conservation Activities were positively correlated with academic self-efficacy. Character strengths of A. Metzger1, B. Oosterhoff1, A. Syvertsen2, L. Wray.Lake3 the mind (e.g., self-regulation, perseverance) were predictive of school success. 1West Virginia University, Psychology, Morgantown, WV, United States, 2Search Character strengths explained about one fourth of the variance in positive Institute, Minneapolis, MN, United States, 3Claremont Graduate University, classroom behavior, with perseverance, love of learning, and prudence showing Claremont, WV, United States the most substantial positive correlations. A mediation model that postulated the predictive power of classroom-relevant character strengths on school The development of character strengths in childhood and adolescence may be success, mediated through positive classroom behavior showed a significant an important precursor to civic engagement. However, little is known about indirect effect. Character strengths seem to matter in different contexts at how youth align specific character strengths and civic action. The current study school, and seem to be relevant for subjective (e.g., satisfaction) and objective utilized Q-sort methodology to explore the types of character strengths 87 (e.g., grades) outcomes, and for positive behavior in classrooms. 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, future- IPS 8.4 The Role of Values in Supporting Student Well-Being and minded, responsible, humble, creative, forgiving, purposeful, generous, joyful, Positive Education thrifty, grateful, amazed) into five categories ranging from “most like” to “least C.M. Broadbent, M. Boyle like” based on how well the strengths described “someone who engages in Australian Catholic University, Faculty of Education, Canberra, ACT, Australia environmental or conservation activities.” Youth were most likely to identify future-mindedness, generosity, and responsibility as being central to A Values Education and Student Wellbeing Schools Project has been environmental action. Boys and girls did not statistically differ in their ranking implemented through curriculum and staff professional development across of individual character strengths. Additional analyses indicated that with age, primary and secondary schools in Canberra, Australia. The Project comprised youth increasingly rated people who engage in environmental activities as two stages: purposeful and future-minded, suggesting a more nuanced understanding of 1. School-based project implementation and reporting related to key objectives; environmental activities in relation to character among older youth. Discussion will focus on the application of these findings to character and civic 2. Research conducted by two universities on the impact of the first stage to development research and include additional person-centered findings utilizing enable development of a whole school approach to values education, student Q-factor analysis. wellbeing and positive education. The paper discusses the research design, collaborative processes, and outcomes of the project. Qualitative and quantitative methodologies were utilised to IPS 9.2 Experiential Purchasing as a Function of Approach versus collect data across eight schools. An analysis of the data identified a number Avoidance Motivation of themes and patterns that highlighted the positive impact of the project on R. Iyer1, R.T. Howell2 the school culture affecting students and staff as well as their behaviour. 1University of Southern California, Los Angeles, CA, United States, 2San Attitudes and practices changed and improved to a significant extent especially Francisco State University, Department of Psychology, San Francisco, CA, with respect to student leadership and participation in values education. There United States was also evidence of the integration of values education as a component of the Psychologists recommend that individuals purchase experiences, as opposed core curriculum rather than as an additional program. An increase in parent to material goods, as a way to improve their subjective well being, yet little is involvement in the school was also noted along with a more positive perception known about why individuals tend to make experiential purchases. The current of the school in the community. 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 IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness greater subjective well-being, to be more sensitive to potential rewards, to be Intervention Improves Elementary Students' Academic Achievement more prone to approach related emotions, to be more social, and to endorse Positively and Pragmatically approach oriented values, while being less sensitive to negative emotions, all L. Bakosh1, R. Snow2, J. Tobias3, J. Houlihan4 of which is indicative of a general approach motivation. By increasing approach 1Sofia University, Oswego, IL, United States, 2Sofia University, Santa Cruz, CA, motivation, psychologists may be able to promote experiential purchasing, but United States, 3Cranfield University, School of Management, Bedford, United results testing one potential manipulation, power priming, demonstrated a Kingdom, 4Inner Explorer, Franklin, MA, United States potential pitfall in developing broadly targeted interventions, as across three This paper discusses results from one of the first studies linking mindfulness studies, power priming had differential effects on individuals with different training to improved academic achievement in traditional United States public educational backgrounds. The discussion focuses on how future research can elementary schools, as demonstrated by grade outcomes, particularly in target approach motivation in order to promote experiential purchasing, mathematics, science and reading. Social and Emotional Learning programs providing a positively framed avenue toward creating a post-materialist world. 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

119 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 9.3 A Longitudinal Study of the Development of Happiness and The central role of subjectivity and individual responsibility in health Connectedness with Nature management represents one of the basic pillars of Ayurveda, the traditional C.M. Bruni1,2, J.M. Schroeder2, P.W. Schultz2 Indian system of medicine, formally systematized during the 1st millennium 1Claremont Graduate University, Psychology, Claremont, CA, United States, BC and presently undergoing remarkable expansion in the West, thanks to the 2California State University, San Marcos, CA, United States increasing number of clinical trials and studies in genetics, biology and pharmacology providing solid scientific support to its diagnostic classifications Why do some children grow up to be more connected with nature than others? and intervention practices. To answers this question, we conducted a longitudinal study to examine the development of connectedness with nature during childhood. Preliminary In this presentation the conceptualization of health and disease in Ayurveda will growth curve analyses using hierarchical linear modeling (HLM) found that at be illustrated, highlighting its integrated approach to the individual as a bio- the explicit level, connectedness with nature decreases over time; however, psycho-social entity, and the key role played by subjective evaluation and implicitly, it increases over time. Recent work in positive psychology has shown personal agency in health promotion and disease management. Convergences that connectedness with nature is related to measures of well-being. The between the diagnostic and treatment procedures characterizing Ayurveda and current study examined the effects of a measure of well-being on connectedness constructs and interventions developed within positive psychology will be with nature over time. highlighted. Preliminary findings showing correlations between well-being and personality dimensions and Ayurvedic constitutional typologies among 202 One hundred eighty-eight participants completed measures of connectedness adult participants will be discussed. Future research directions will be envisaged. 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 IPS 10.2 Clinical Applications of Positive Psychology to Addiction ages 9, 10, or 11, and then subsequently across 7 waves of data collection. Treatment among French Speaking Clients F. Crespo1, N. Park2 Analyses using HLM examined the predictive nature of happiness on the 1Centre Phenix Plainpalais, Geneva, Switzerland, 2University of Michigan, explicit and implicit growth in connectedness with nature over time. Implicitly, Psychology, Ann Arbor, MI, United States 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 Practices based on positive psychology have been continuously expanding in findings and future research will be discussed. 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 IPS 9.4 Positive Youth Development through Engagement in an of treatment for patients with heroin addiction in a clinical setting- the Phenix Immersive Conservation Experience Center of Plainpalais in Geneva, Switzerland. Baseline status and progress in R. Gupta, J. Fraser patient's mental health throughout the treatment were measured using New Knowledge Organization, New York, NY, United States questionnaires and interviews including character strengths survey (Peterson A summer internship program for urban youth aiming to develop and Park). Results showed significant abstinence and increases in various environmental stewardship, life skills, and interest in environmental careers is character strengths, including moderation, persistence, openness to the world, anticipated to have noticeable impacts beyond the program. A close and gratitude among patients. The current study demonstrates the promise of understanding of these impacts is possible by examining ways in which youth applying approaches based on positive psychology to addiction treatment connect their participation to self-perceived positive changes. Across the among French-speaking patients. different locations where the internships occurred, 10 focus groups were conducted to learn about youth's experiences. A discussion format was used IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous to gather interns' feedback in a collaborative, interactive setting. Analysis of G. Vaillant the conversations was conducted using a pre-determined coding scheme with Harvard Medical School/Brigham and Women's Hospital, Boston, MA, United concepts relevant to the program's outcome. New emergent codes were States identified and added to the existing coding scheme. Results indicated that the internship had positively increased youth's self-efficacy, communication skills, In a 70 year prospective follow-up of disadvantaged Inner City men and of and spurred interest in environmental issues. As a result, youth saw themselves Harvard Graduates, the 64 men who achieved stable abstinence (mean duration in a new light, creating new identities. Youth's self observations in the medium 19 years) attended 20 times more Alcoholics Anonymous (AA) meetings than term highlighted the multiple ways that an immersive conservation experience the 76 men who remained chronic alcoholics all their lives. Over the decades can lead to positive impacts. The findings indicate that opportunities for youth of follow-up both the abstinent and the chronic alcoholics had each received to critically reflect on their experiences while in the program can actively help multiple experiences with conventional medical treatment. develop new identities, for their growth as socially responsible citizens. 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 IPS 10 - Individual Paper Session 10: Health and Treatment: East and West 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 IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to system: first, its emphasis on admitting dependence on and attachment to Health Promotion others, leading to the positive emotion of love and second, the recognition that A. Delle Fave1, L. Soosai-Nathan2, L. Negri1, A. Morandi3, N. Nambi4 to keep it you have to give it away leading to the positive emotion of joy. Both 1University of Milano, Dept. of Pathophysiology and Transplantation, Milano, principles are counterintuitive and militate against the world of cognitive Italy, 2Madurai Kamaraj University, Anugraha Institute of Social Sciences, enlightenment that since the 18nth Century has taken over modern medicine. Dindigul, TN, India, 3Ayurvedic Point, Milano, Italy, 4Unnimooss Foundation, Both emotions provide effective antidotes for addiction, Thrissur, Kerala, India The first three Steps of AA are: we that our lives had become unmanageable; The growing empirical evidence of the protective role of optimism, resilience, and we came to believe that a Power greater than ourselves could restore us to meaning, autonomous regulation, self-efficacy and psychological well-being in sanity; and we made a decision to turn our will and our lives over to the care health management has highlighted the astonishing potential of psychological of God as we understood Him. To turn oneself over to a trusted other as long resources in supporting healthy behaviors, risk prevention and successful as if is not “me” (AA has always been clear that the definition of “God” was adaptation to chronic illness. 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”

120 www.ippanetwork.org (another positive emotion) and that we “should fake it until we make it.” Like the identity styles proposed by Berzonsky (informational, normative, diffuse- much of Positive Psychology, such positive precepts are anathema to many avoidant) in a sample of 500 Pakistani adolescents aged 15 to 21 years. Data psychotherapists. However, in my own 70-year longitudinal study of alcoholics, obtained through the questionnaires were analyzed through SEM and findings 2500 hours of psycho/chemotherapy to 50 alcoholics produced a single case revealed that the autonomous orientation positively predict the information of sustained abstinence. In contrast, sticking with AA for 30+ meetings with identity style which results in high psychological well-being (β = .13, p = .05) its “attitude of gratitude” eventually produced sustained abstinence in more and positive development among adolescents. Whereas the impersonal than 80%. orientation positively predict the diffuse avoidant style which leads to low psychological well-being (β = -.12, p = .01). Individuals who develop The second component of AA is guiding new members toward joy via the last internalized system of needs and motive as well as strengthening the believe two Steps of AA. Positive emotions, like joy, were not discussed academically in oneself that one can regulate his / her own behavior leads to active work out until the 21st century. The PANAS, academia's most used measure of positive for developing their identity and an integrated sense of self worth which in emotions, still does not mention love or joy but focuses on more cognitive turn leads to high psychological well being. Previous researches also help us states of mind. But since 1950 limbic emotions have been emphasized in AA's to understand these findings (Seonens et al., 2005; Smith et al., 2010); the 11 Step : implications are discussed in cultural context. Lord, make me an instrument of your peace Where there is hatred, let me sow love. IPS 11.3 "Do We Have to Wait Till We’re Old?": The Cultivation of Where there is injury, let me sow forgiveness; . . . Relational Wisdom across the Lifespan Where there is sadness, let me give joy; . . . K. Skerrett Northwestern University, Counseling Psychology & The Family Institute, The twelfth step, of course, is: “As the result of these Steps: we tried to carry Evanston, IL, United States 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 Wisdom has played a key role in attempts to understand the positive nature of give to a charity by choice and what recovering alcoholics feel when they share human behavior since the time of Aristotle. More recently, neuroscientists, their strength, hope and experience with “a still suffering alcoholic”. cognitive and lifespan developmental psychologists have made empirical contributions designed to broaden our conceptualization of the wisdom Unlike “happiness” joy is not drive reduction or all about me. Joy is connection. domain. The relational dimension has received less attention despite Joy is all about the other; yet joy, love and addiction share similar terminal burgeoning evidence of the mental and physical health benefits associated with neural pathways. Secure attachment (A.K.A. Love) as extrapolated from brain positive relationship functioning. imaging studies of mother-child attachment is, like addiction, associated with reduction in amygdala firing and increases in nucleus accumbens activity. This paper integrates the author's work on resilience and positive functioning Imaging researchers have found that the joy of giving to your favorite charity, in committed partnerships and proposes that the development of a “We” like cocaine, stimulates the nucleus accumbens. In short, like methadone in perspective is the epitome of relational wisdom. Relational wisdom is defined opiate addiction the positive emotions provide a safe, nonpharmacological as the capacity to develop and maintain a mindset of mutuality, or 'we- substitute for alcohol. consciousness'. 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 IPS 11 - Individual Paper Session 11: Adolescent Development: From Social development, related to virtues of knowledge, curiosity, generosity, gratitude, Media to Relational Wisdom 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. IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response The paper concludes with implications for future research, relationship to Positive Experiences education and psychotherapy. M. Pluess King's College London, London, United Kingdom The notion that some people are more vulnerable to adversity as a function of IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional inherent risk characteristics is widely embraced in most fields of psychology. Differences in the Nature and Nurture of Adolescent Well-Being This is reflected in the popularity of the diathesis-stress framework which has O.S. Davis1, C.M. Haworth2 received a vast amount of empirical support over the years. Much less effort 1University College London, UCL Genetics Institute, London, United Kingdom, has been directed towards the investigation of endogenous factors associated 2King's College London, MRC Social, Genetic & Developmental Psychiatry with variability in response to positive influences. One reason for the failure Centre, London, United Kingdom to investigate individual differences in response to positive experiences as a Nature and nurture, our genetic background and the environment we grow up function of endogenous factors may be the absence of adequate theoretical in, affect all complex human characteristics. Twins, identical and fraternal, frameworks. According to the differential-susceptibility hypothesis individuals provide a natural experiment that allows us to tease the two apart, and the generally vary in their developmental plasticity regardless of whether they are Twins Early Development Study (TEDS) of 10,000 pairs of UK twins has been exposed to negative or positive influences. Based on this well-supported instrumental in showing that both genes and environments are important for proposition, I will introduce the new concept of Vantage Sensitivity reflecting a wide range of child and adolescent behaviors. Recently we developed a new variation in response to exclusively positive experiences as a function of approach to twin data that shows that the balance of nature and nurture is individual endogenous characteristics. After presenting empirical evidence for affected by where we grow up: in some regions our environment is more vantage sensitivity featuring behavioral, physiological, and important, whereas other regions draw out the genetic differences between us. genetic factors as moderators of a wide range of positive experiences ranging We have used this information to produce interactive maps of genetic and from family environment and psychotherapy to educational intervention, I will environmental hotspots across the UK for positive traits such as subjective point out important conceptual differences between vantage sensitivity and happiness, life satisfaction, gratitude and grit, as well as outcome measures theoretically related concepts before discussing practical implications. 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 IPS 11.2 Psychological Well-Being as an Outcome of Motivational and these maps freely available to promote further discussion and collaboration Identity Styles among Pakistani Adolescents across disciplines in exploring the origins of child and adolescent wellbeing. S. Tariq, R. Hanif, J.A. Malik Quaid-i-Azam University, National Institute of Psychology, Islamabad, Pakistan 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

121 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 11.5 What's it Like to be 17? Using Supercomputers and Social IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in Media to Study Positive Human Development Patients with Heart Failure J.C. Eichstaedt1, M.L. Kern1, H.A. Schwartz2, L. Dziurzynski1, M.E.P. K.S. Whittaker, C.L. Rush, D.S. Krantz Seligman1, L.H. Ungar2 Uniformed Services University of the Health Sciences, Medical and Clinical 1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United Psychology, Bethesda, MD, United States States, 2University of Pennsylvania, Computer & Information Science, Background: Optimism has positive effects on health. We prospectively and Philadelphia, PA, United States cross-sectionally examined relationships of dispositional optimism to heart Language in social media is an exceptionally rich dataset for tracking the failure (HF) outcomes including symptoms, functional status, and HF psychological states of large populations as they discuss the activities and hospitalizations. relationships that constitute their everyday lives. Schwartz et al. (2013) Methods: 125 HF patients (95 males; age 56.7 ± 11.6) were studied at baseline introduced an open language approach that identifies the dominant naturally and 3 months. Measures included dispositional optimism (Life Orientation occurring words and phrases that most distinguish people as a function of Test; LOT), HF symptoms (Kansas City Cardiomyopathy Questionnaire; characteristics such as age or gender. We apply this method to positive human KCCQ), functional status (6 Minute Walk Test; 6MWT)), and follow-up develop by combining big data available through Facebook, computational hospitalizations (28-month mean). It was hypothesized that higher optimism linguistic techniques, and psychological theory. Using a dataset of over 70,000 would predict fewer symptoms, better functional status, and fewer HF Facebook users and 20 million Facebook status updates, we examine the hospitalizations. Multivariate linear regressions evaluated these relationships. dominant concerns, affective states, and psychological processes of people across the life span, and present them in visual summaries that are intuitive Results: Controlling for demographic and medical covariates, optimism and easily accessible. We highlight and discuss revealing language features, predicted fewer HF symptoms at baseline and 3 months (KCCQ: Model including words and automatically generated categories and concerns that R2=0.25,p< 0.001,β = 0.45,p< 0.001;3 months: Model R2=0.14,p= 0.02,β = distinguish age groups, as well as patterns of theoretically-interesting word 0.26,p= 0.005), and better baseline Functional status (6MWT) (Model use across the full age range. We use the tool to test the developmental R2=0.20,p< 0.001,β = 0.20,p= 0.03), but marginally predicted 3-month 6MWT hypothesis of the aging positivity effect, and are able to robustly replicate the (Model R2=0.23,p< 0.001,β = 0.15,p= 0.09). Optimism predicted fewer follow- findings based on other samples and methods. Our study suggests that novel up HF hospitalizations (Model R2=0.22,p= 0.001,β = -0.20,p= 0.02). methods of computational psychology are an invaluable complement to Conclusions: Optimism predicts a range of positive outcomes in HF patients existing methodologies. 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 - Individual Paper Session 12: Clinical Applications: From Well-Being to Chronic Illness IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and Chronic Illness Perception (ChIP) IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and M.M. Kossakowska Field Experiments of Moral Elevation: Beneficial Effects on Cortisol and University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland Positive Psychological States T.M. Erickson1, J.L. Abelson2, G. Scarsella3, A. McGuire3, A. Maddox1, J. This presentation contains the empirical verification of the Kossakowska's Crocker4 Model of Personal Growth in Chronic Illness among patients depending on 1Seattle Pacific University, Psychology, Seattle, WA, United States, 2University chronic illness perception (ChIP). Personal growth is defined as the benefit- of Michigan, Psychiatry, Ann Arbor, MI, United States, 3Seattle Pacific finding and benefit-reminding (Tennen, Affleck, 2005). According to the University, Clinical Psychology, Seattle, WA, United States, 4Ohio State Common-Sense Model of Self-Regulation of Health and Illness (Leventhal, University, Psychology, Columbus, OH, United States Brissette, Leventhal, 2003) illness perceptions are related to coping with chronic illness. Compassionate goals (Crocker & Canevello, 2008) are characterized by striving to help others and avoid selfish pursuits during social interactions. The aim of this study is to find the predictors for personal growth among Recent longitudinal research in student and clinical samples suggests that daily people with chronic diseases (eg. multiple sclerosis, cancer, dermatoses...). A compassionate goals predict subsequent increases in positive relationship cluster analysis (n=722) revealed four types of ChIP. The study shows outcomes and decreased stress. However, little experimental research has differences in personal growth determinants between patients with each type manipulated compassionate goals and associated effects. Here we report on of ChIP. (a) field studies experimentally manipulating goals via videos inducing “moral Patients suffering from chronic diseases completed: elevation” (i.e., feeling uplifted) and 1/ the Illness Perception Questionnaire-Brief (Broadbent, Petrie, Weinman, (b) manipulation of compassionate goals during a lab-based stressor task to Main, 2006) to assess the perception of their chronic illness; blunt cortisol responses. 2/ the Coping Orientations to Problems Experienced and In the field studies, watching brief daily “morally elevating” video clips over 6 3/ the Silver Lining Questionnaire (Sodergren, Hyland, 2004) to assess their or 10 days led to higher compassionate goals compared to comparison ability to see benefits in their experience of illness. conditions of emotionally neutral videos or amusing (positive, but non- elevating) videos. Additionally, whereas self-reported physical symptoms of Multiple regression analyses was carried out for each type of ChIP. The results elevation (e.g., lump in throat, chills) decreased across days, affective and indicated differences in coping strategies and determinants of personal growth. motivational effects persisted over time. In the mock job-interview stress task, Relationships between illness perception, coping strategies and personal growth participants talking about using a job to help others demonstrated lower are discussed further in this presentation. cortisol secretion than participants who were asked to adopt standard self- promotion goals during the job interview. Thus, this research suggests ways to elicit compassionate goals and causal evidence of beneficial emotional and physiological effects.

122 www.ippanetwork.org IPS 12.4 Well-Being of Rural Women in India leisure or work interest) should include their playful moments and their K. Singh1, J. Kaur1, D. Singh2 inspiring, fulfilling ramifications. Herein lies the complementarity of these two 1IIT Delhi, Dept. of HUSS, Delhi, India, 2Pt N R S Government College, Rohtak, fields of positive social science. India Relationship between subjective well-being (hedonic) and psychological well- IPS 13.3 The Real Creativity Crisis being (eudemonic) along with another Indian module of happiness which is M.A. Runco, G. Jaeger satchitanand (inner source of happiness) has been explored through mixed University of Georgia, Torrance Creativity Center, Athens, GA, United States methodology. The present research has three objectives: The present research explores the possibility that the US is experiencing a a) to study the SWB and PWB of the Indian rural women and to seek the “creativity crisis.” Initial evidence for such a crisis was covered by Newsweek correlation between the two modules; (2010) and several other similar publications, and data showing declines were b) to compare the results with the other socio- cultural groups from existing reported in 2012. Those data were not convincing, however, and probably only literature and 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 c) to explore their own definitions and perceived factors affecting their well- technology, and in particular social networks. Networks are prevalent, so the being. problem is widespread enough to view it as a crisis. (Facebook has 605 million A total of 221 women (Age range = 15-60 years) from villages of Haryana were users.) The hypothesis examined here is that network usage is negatively voluntarily participated. Standardized tools were used to assess SWB and PWB. related to creative thinking. The reason: Networks are extrinsically-oriented, For the third objective, focused group discussions were recorded. Correlational while creativity depends on intrinsic processes. Indeed, many of the analysis revealed a positive association between SWB and PWB, a finding in requirements of creativity (autonomy, nonconformity, intrinsic motivation) are line with previous studies. Surprisingly, not much difference was seen between undermined by networking. Correlations between several reliable estimates of the SWB and PWB of rural women in comparison to studies conducted in other creativity and various indices of network usage will be examined. If creative socio- cultural groups . Taking the support of our findings through focused potentials tend to go unfulfilled, many aspects of social and technological group discussions, present paper also focused on culture specific definitions evolution will slow or stop. It would be a real crisis. of well -being and its perceived effective factors like cultural association, the availability of support networks, altruistic activities etc. IPS 13.4 Sensitivity to Beauty and Goodness - Structure and Life Outcomes IPS 13 - Individual Paper Session 13: Insight, Play, and Creativity A. Güsewell, W. Ruch University of Zurich, Zurich, Switzerland

IPS 13.1 Seeing the Good in the Bothersome: The Mental Itch The present study examines the two models of the sensitivity to beauty and behind Insight goodness that were proposed within the context of positive psychology: M. Jarman appreciation of beauty and excellence (Haidt & Keltner, 2004), and Florida Atlantic University, Psychology, Boca Raton, FL, United States engagement with beauty (Diessner, Solom, Frost, Parsons, & Davidson, 2008). To investigate this issue, the Appreciation with Beauty and Excellence Test Intrinsic motivation and creative skills (e.g., ideation) are often thought to be (ABET; Güsewell & Ruch, 2012) was developed, and included into a structural some of the best predictors of “Aha!” moments of insight. The present equation modeling analysis (N = 439) together with the Appreciation of Beauty dissertation research, however, drew from a complexity perspective to suggest and Excellence (ABE) subscale of the Values in Action Inventory of Strengths that a “mental itch” (i.e., an experience of psychological unease coupled with (VIA-IS; Peterson, Park, & Seligman, 2005), and the Engagement with Beauty a felt urgency to do away with the unease) was more important in the insight Scale (EBS; Diessner et al., 2008). The resulting model comprised a second- process. A mental itch was theorized to have a destabilizing effect on an order factor of responsiveness, and three distinct, but related dimensions (i.e. individual's cognitive structures that would lead to a state of heightened nature, artistic beauty, and non-aesthetic goodness), and was labeled interdependence between cognitive elements from which insights high in responsiveness to the good and beautiful (RGB). The interrelation between the magnitude and frequency are more likely to occur. Given this theoretical RBG-model and the strengths proposed by Peterson and Seligman (2004) was account, the mental itch was predicted to explain variability in insight studied. Finally, the predictive quality of the RGB model with respect to positive experience (e.g., radicality) above and beyond motivational and ideational emotion dispositions, and involvement into musical practice was considered. predictors. New mental itch and insight experience scales were created to test Results were discussed with regard to the question of how RGB contributes to the research hypotheses across four separate online studies (total N = 1264) in the good life. 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 IPS 14 - Individual Paper Session 14: Relationships and Work importance of such a cognitive state in maximizing a person's potential to have radical and intense insight experiences. IPS 14.1 Getting Better at Being Together: Assessing Validity of a Developmental Differentiation Scale IPS 13.2 Leisure Studies and the Study of Play: Differences R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2 and Similarities 1Center for Leadership Research & Development, Seattle, WA, United States, R.A. Stebbins 2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, University of Calgary, Sociology, Calgary, AB, Canada United States Leisure studies and the study of play --- two disciplines centered on Few would deny that pressure and anxiety impact our ability to function well positiveness in life --- share an interest in play as an activity. Nonetheless, the in relationships. Leadership differentiation assumes that leading well in two approach this activity from different angles, such that both largely ignore relationships is a function of both the individual and the system of relationships the theoretical and empirical work done in the other. This paper, based on around them (Bowen, 1978). The focus of the study was to test the structural Norbeck's definition of play and those of some other scholars studying play validity of the Developmental Differentiation Scale. Over 400 leaders from a and leisure, establishes the common ground occupied by the two fields. Three range of organizational contexts and ages completed this scale as a part of a concentrations are identified: 1) play as disinterested activity (Huizinga); 2) developmental tool known as the Leading Under Pressure Inventory. This self- play as interested activity in games, both sport and non-sport; and 3) play as report measure is designed to assess a leader's behavior tendencies under interested activity in art. The latter two concentrations square with Caillois's pressure and strategies for dealing with that pressure. The aim of this study ideas on play. From the standpoint of leisure studies, Concentrations 2 and 3 was three-fold, to: draw attention to play activity that fosters fulfilling amateur and hobbyist (a) test the structural validity of the scale, 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

123 www.ippanetwork.org Individual Paper Abstracts (cont’d) (b) compare fit indices for constrained and unconstrained two factor structures, IPS 14.4 Work and Well-Being in Japan: The Divergence between the and Importance of and the Satisfaction with Work and its Impact on the Overall Happiness Level (c) given findings of inadequate fit, estimate, propose, and test an alternative T. Tiefenbach, F. Kohlbacher factor structure. German Institute for Japanese Studies (DIJ), Business & Economics Section, Through an alternating model approach that included all 18 items, the Tokyo, Japan unconstrained two-factor structure fit better than the constrained structure, In economics it is generally assumed that people are satisfied, when they get though neither maintained ideal fit. Using exploratory factor analysis (EFA), a what they want, and that they further usually exactly know what will satisfy final model consisting of 6 items was tested and showed a strong theoretical them. Recent research in happiness studies has shown however, that people and psychometric fit. tend to mispredict their utility systematically. Although a balanced work life and stable employment are considered important policy goals by labour unions IPS 14.2 Positive Excellence: An Exploration of the Potential Impact of around the globe, this is especially in Japan the case, a country known for its Positive Psychology on the Road to Excellence and Expertise long working hours and growing number of irregular workers. This raises the D.L. Lerner1,2 question whether satisfaction with those work related aspects really increases 1New York University, Child and Adolescent Studies, New York, NY, United the well-being of the workers. Based on the 2010 National Survey on Lifestyle States, 2University of Pennsylvania, Positive Psychology Center, Philadelphia, Preferences commissioned by the Japanese Cabinet Office, this paper aims to PA, United States unravel how and to what extent the importance of and the satisfaction with work related aspects affect the overall happiness level. Preliminary findings The search to understand the origins and development of human excellence suggest that the satisfaction with ones workplace only has an impact on and expertise reaches back to ancient times. The introduction of empirical happiness when considered as important, while a balanced work life increases research methods has created much new knowledge in these areas, but the happiness independent of being considered as important or not. Further, people majority of investigations and the resultant findings have focused on physical considering a stable employment as important turn out to be less happy mechanisms and structures associated with the acquisition of expertise rather independent of their actual level of satisfaction with employment security. 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 IPS 15 - Individual Paper Session 15: Leadership, Relationships, Citizenship, that positive psychology -- particularly positive relationships -- may have on and Competence at Work 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 15.1 Development of Authentic and Mindful Leaders: A Longitudinal Study on How Experiential Training Succeeds L. Baron IPS 14.3 Positive Reappraising or Faking Positive Emotions: What Works ESG UQAM, Organization and Human Resources, Montreal, QC, Canada Best for Work Performance? This empirical study examined the efficacy of a three-year training program O.A. David1,2, F.A. Sava2, D. David1,3 using planned trigger events and peer coaching to foster development of 1Babes-Bolyai University, Department of Clinical Psychology and authentic leadership and mindfulness. Data was collected over a three-year Psychotherapy, Cluj-Napoca, Romania, 2West University Timisoara, Department period from 99 mid-level managers from five different cohorts. Results from t- of Psychology, Timisoara, Romania, 3Icahn School of Medicine at Mount Sinai, tests analysis indicate that self-assessed perceptions of authentic leadership Department of Oncological Sciences, New York, NY, United States increased over time among participants. Specifically, the participants scored Background: Speaking in front of an audience during business meetings is a significantly higher after completing the second and third year than they did common but challenging task in many occupational fields, particularly for at the beginning of the first and second year, respectively. Latent growth those who suffer from social anxiety. Our aim was to investigate the modeling (LGM) analysis aiming to evaluate individual trajectories,showed comparative efficacy of the positive reappraisal versus suppression by faking systematic change and interindividual variability in this change. Also, our as emotion-regulation strategies used by socially anxious subjects in a stressful results indicate the participation in the program was associated with an increase work task. in mindfulness, which was also associated with authentic leadership, as some Method: 93 subjects were included in this study presenting threshold social components of eudemonic well-being. Given the characteristics of this type of anxiety symptoms, and were randomly allocated to the three conditions. The leadership, many authors had suggested that its development involves complex subjects received the task to give an impromptu speech - similar to a job processes that training programs would be unlikely to address (Avolio & interview - in front of a group of experts. The subjects reported their levels of Gardner, 2005). These results are thus important, as they demonstrate that anxiety before and after using the emotion-regulation strategy, and their participation in a professional development program can be associated with performance was rated by three independent experts. the development of authentic leadership and mindfulness. The features of the program used in this study will be discussed. Results: Results obtained show no differences between the two emotion- regulation strategies in terms of anxiety, distress or performance. Both positive and functional reappraisal had better results compared to the control group in IPS 15.2 Quality of Work Relationships and Work Well-Being: terms of the self-confidence reported by the subjects. Differences between Vertical and Horizontal Relationships Conclusion: Results have important implications for developing psychological L. Lin1, L. Lu2 interventions for social anxiety and improving performance and quality of life 1Claremont Graduate University, Department of Psychology, Claremont, CA, at work in this population. 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 under- examined. 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 high- quality relationships between coworkers, as well as those between supervisors 124 www.ippanetwork.org and subordinates, have positive impacts on employees' well-being. In addition, Positive Affect Facilitation measure, which contains two subscales, Self- we found that vertical relationships have great influences on job satisfaction in congruent Activity and Varying Activity. Higher scores on Positive Affect the work-related domain, but horizontal relationships also permeated into non- Facilitation were associated with more positive mood and with maintenance work-related domain of our lives, contributing to one's subjective well-being. of positive mood over a one month period. Higher scores on Positive Affect Facilitation were also associated with positive life outcomes outcomes one Overall, this study empirically demonstrated the importance of social and might expect to be associated with sustainable positive affect, such as fewer emotional aspects at work in terms of their positive impacts on employees' symptoms of depression and anxiety, and greater well-being as indicated by working attitude and happiness. The impacts deriving from two aspects of less negative affect and by more life satisfaction, relationship satisfaction and workplace relationships were further differentiated, showing managerial work satisfaction. Scores on Positive Affect Facilitation were associated with implication that organizations should build their informal structure to heighten scores on measures of theoretically related characteristics, including the characteristics of horizontal relationships, including mutual trust, mindfulness, personal expansion and growth, and emotional intelligence. reciprocity, and less hierarchical power distance. Individuals who reported meditating scored higher on Positive Affect Facilitation than other individuals. Finally, Positive Affect Facilitation was not IPS 15.3 The Influence of Integrative Happiness Model to Organizational redundant with the Big Five dimensions. The results suggest that facility for Citizenship Behaviour sustainable positive affect may be an important psychological characteristic. R. Dachlan Tarumanagara, Psychology, Jakarta, Indonesia IPS 16.2 Should We Learn First to Up-regulate our Positive Emotions This study aimed to test the hypothesized model of integrative happiness or to Down-Regulate our Negative Ones? Comparative Benefits of includes the dimensions of integrative nature hedonia, eudaimonia and Three Interventions spiritual. Furthermore, also tested whether integrative happiness would affect F. Weytens1,2, O. Luminet1,2, M. Mikolajczak1 organizational citizenship behaviour. Data were collected through 1Université Catholique de Louvain, Louvain-la-Neuve, Belgium, 2Belgian questionnaires to 750 employees who were selected by random cluster National Fund for Scientific Research (FNRS), Bruxelles, Belgium sampling technique from 14 companies (7 manufacturing companies and 7 Research has long demonstrated the importance of the ability to down-regulate service companies). The data were statistically processed through a Structural negative emotions to promote psychological and physical well-being, as well Equation Model approach which calculated using Lisrel program. These results as to maintain fulfilling social and marital relationships. More recently, research proved that happiness was an integrative concept that covers hedonia, has highlighted the importance of (not just low negative affect, but also) eudaimonia, spiritual. The three dimensions were related to each other. positive emotions to increase subjective happiness, somatic adjustment and to Integrative happiness model were created by 13 indicators in which 4 indicators sustain flourishing relationships. have dominant contribution, such as emotional balance, have a purpose in life, can receive the advantages and disadvantages of himself and act patiently in As these two types of emotion regulation strategies share common benefits, life. Furthermore, this also proved that integrative happiness model influenced the question of their relative efficacy can be risen. In order to increase organizational citizenship behaviour. It can be concluded that happiness is psychological, physical and social adjustment, is it preferable to decrease the multi dimensions construct and become a good predictor to organizational frequency/intensity/duration of negative emotions or to increase citizenship behaviour. 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 IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable four conditions (positive emotion up-regulation VS negative emotions down- Volunteers: A Randomized Controlled Trial regulation VS positive and negative emotion regulation VS control). Each M.J. van Wezep, A.M. Rijkaart, H. Kroon, H. Michon experimental group followed a 18-hours program in order to learn how to Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht, regulate their emotions. Netherlands As the study is still in progress, results will be discussed at the conference. 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 IPS 16.3 Global Health Psychology - A New Vision of Health vulnerabilities can determine their experience, skills and talents in a certificate. and Wellness Our aim is to study the effectiveness of this intervention: does it result in J. Ghannam1, K. Sood2 participants feeling more empowered? In addition we are interested in how the 1UCSF, Psychiatry and Global Health Sciences, San Francisco, CA, United participants of EVC experience the intervention and how this intervention States, 2Kellogg School of Management, Chicago, IL, United States works to their opinion. Both the control (1 year waitlist) and the experimental The UN predicts that by 2030, untreated mental health conditions will be the group (RAC) are assessed three times (T0, T6, T12 months) using standardised second leading cause of morbidity in the world. To date, very little in the way questionnaires. For answering the question how this intervention works we of research or intervention strategy using positive psychology principles has used semi-structured interviews with 21 participants and 12 workers supported been integrated into Global Mental Health treatment and prevention. Given RAC. In total 257 clients (126 EVC; 131 waitlisted) of 26 organisations were the many pressing Global Health crises, we see a tremendous opportunity to recruited. At T6, a significant, positive effect was found on empowerment and harness the potential of Positive Psychology to improve the lives and well-being insight in competences in RAC-participants. The qualitative part of the study of a large and growing, underserved population worldwide. Our recent work suggests that participating in EVC enhances awareness of one’s personal in the slums of Mumbai suggests that slum dwellers are at high risk for strengths, increases self-confidence, and strengthens faith in future activities. psychological disorders due to adverse living conditions and resource In our presentation we will discuss also the latest results regarding the 12 deprivation. We conducted a study in a slum of approximately 14,000 people, months follow-up outcomes (follow-up rate is 76%). to examine the frequency of mental health disorders and to develop new slum- specific instruments to be used in community-based screening. We developed a resiliency training model that educates, equips, and empowers individuals IPS 16 - Individual Paper Session 16: The Regulation of Positive Emotions and communities to believe in their talents and abilities, to live with full self- expression, and to make positive contributions, thereby creating better IPS 16.1 Sustainable Positive Affect conditions and more opportunities for the next generation, Global Health and N.S. Schutte Positive Psychology together, posits an opportunity to promote the well-being University of New England, Psychology, Armidale, NSW, Australia 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

125 www.ippanetwork.org Individual Paper Abstracts (cont’d) IPS 16.4 Emotional Contagion and its Relationship to Mood boredom, stress, alienation, and risk behaviors. Based on the concept of D.R. Arakawa Optimal Leisure and the Leisure Activity-Context-Experience (LACE) Model, University of Hawaii, Psychology, Honolulu, GU, United States we will take a prevention perspective and address the need for leisure education in promoting positive experiences and preventing negative experiences of Emotional contagion has been defined as “the tendency to automatically mimic adolescents. We will describe two leisure education programs and present and synchronize expressions, vocalizations, postures, and movements with results showing their impact in adolescents' lives in different cultural contexts those of another person's and, consequently, to converge emotionally” (USA, South Africa, and Portugal). We will focus in particular on the (Hatfield, Cacioppo, & Rapson, 1994, p. 5). Study 1 explores the influence of importance of teaching adolescents to develop intrinsic leisure interests and personality on emotional contagion. Specifically, I propose that people's avoid boredom, the importance of being self-regulated, self-determined and susceptibility to emotional contagion will be affected by their stable disposition positively engaged within daily life. Discussion and results highlight the towards happiness/sadness. Study 2 investigates the impact of a person's short- importance of teaching youth how to make the most of their leisure time in term (primed) mood on his or her susceptibility to emotional contagion. Two order to reap the positive benefits of leisure and avoid negative outcomes competing theoretical traditions will be compared to investigate just how through understanding the conceptual relation between optimal leisure and mood—both stable and short-term—affects contagion. In sum, these studies positive development. 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., IPS 17.3 Happy Feelings in the Outdoors that being in a happy mood makes a person more likely to catch the emotions H.S. Løvoll1, J. Vittersø2 of others. 1Volda University College, Sport and Outdoor Education, Volda, Norway, 2University of Tromsø, Psychology, Tromsø, Norway IPS 17 - Individual Paper Session 17: Outdoors, Leisure, and Sports 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. IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being At the end of each day participants reported on their best (or peak) experience S. You of the day and their overall experiences during the whole day (n= 130 peaks, Hankuk University of Foreign Studies, College of Education, Seoul, Korea, 130 whole). Life satisfaction and personal growth, obtained both before and Republic of after the trip, showed a significant increase from pre-measures to post- There is considerable evidence that leisure participation contributes to measures: The mean life satisfaction scores went from 5.66 to 6.01 (t[24] =3.13, adolescents' well-being. While a number of studies have revealed that leisure p=.005). The mean personal growth scores went from 3.69 to 3.98 (t[24]=4.07, participation contributes positively to adolescents' well-being, others have p=.000). To explain the increase in PG, the feeling state “interest” during the indicated that leisure participation has negative associations. One possible peak moments accounted for 24% of the variance in the PG post scores explanation for these discrepant findings is the different definitions and (F[1,22]=6.62, p=.018). None of the peak experiences were able to explain measurements of leisure participation applied in these studies. The relationship changes in SWLS. However, the feeling state “pleasure“ reported for the whole between leisure and adolescents' well-being may depend on the type of activity day accounted for 28% of the variance in the post SWLS scores (F[1,24]=8.90, (e.g., physical, social). In general, previous literature has focused on the effects p=.007). In addition of explaining emotional “highs”, experiences in nature of physical active leisure participation on physical health outcomes; few studies might have an emotion regulative effect. have been done on the role of other types of leisure and its effects on mental health outcomes. IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of This study examined the impact of leisure types on leisure satisfaction and its Seligman’s Full Life and PERMA Model of Well-Being subsequent effects on adolescents' psychological well-being on a sample of A.L. Baltzell 3,449 Korean adolescents. Results showed that Boston University, Counseling and Human Development, Boston, MA, United (1) active leisure (e.g., physical activity) had a positive impact on leisure States satisfaction, The purpose of this presentation is to consider theoretically based predictors (2) passive leisure (e.g., television viewing and video game playing) had a of happiness and well-being of high school coaches. Results are drawn from a negative impact on leisure satisfaction, 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 (3) social leisure (e.g., talking on the phone, meeting friends) had no significant his PERMA Well-being model (Seligman, 2011) emerged. Specifically, there effect on leisure satisfaction, and was support for the Full Life model using linear regression modeling, with the (4) leisure participation had significant effect on well-being via leisure overall regression model significant (p < .0001) and strong coefficient of satisfaction. 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 IPS 17.2 Leisure Education as a Means for Promoting Optimal well-being were explored with an open-ended prompt, “What is your greatest Functioning in Adolescents' Lives source of joy in coaching?” Respondents to this prompt included 486 of the T. Freire1, L. Caldwell2 coaches. Thematic analysis was implemented. The main sources of joy for 1University of Minho, Braga, Portugal, 2Penn State University, Pennsylvania, athletic coaches included, in order of most raw data codes per theme: PA, United States 1. Athlete Development, Much is written about positive psychology and healthy adolescent 2. Coaching Roles and Contributions, development. A topic often overlooked, however, is the role leisure can play in adolescent development from a positive psychology perspective. This topic 3. Program Development, is important because leisure is a prime context for adolescents to experience 4. Relationships, and flow, meaning, happiness, relatedness, and so on. But it is also a context for 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 1Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Northwestern University, Evanston, IL, United States, 3Afyon Kocatepe University, Afyon, Turkey, 4University of New South Wales, Sydney, NSW, Australia, 5University of Kansas, Cincinnati, OH, United States, 6Quality of Life Laboratory, New York, NY, United States In this event, 10 students (advanced undergraduate, masters, or doctoral) will present a quick overview of their research and receive feedback from an international panel of researchers (the discussant and 2-3 additional judges). The 10 students will be selected from a pool of students whose abstracts were nominated for this opportunity by IPPA review panels. Students will have 1 slide and 3 minutes in which to present their work. This may be a dissertation, master's thesis, honors thesis, or a “side” research project. Each student will be able to explain only one project. The goal is for students to explain research in an engaging, jargon-free fashion that could be understood even by a layperson, and to get feedback from outside researchers. Observers will have the opportunity to see how potential editors might view research projects, and get a taste of the peer review process. Although the event is meant to be advisory, friendly, and fun, there will be recognition for the top projects. Similar events have been put on in other psychology organizations, including the APA (and in divisions of which the discussant is a member), and have become a popular event attended by students and faculty alike.

127 www.ippanetwork.org Author Index A Asakawa K. IPS 2.1 Bernard M.E. F 081, WK 28 Bue A. S 159 Aarsland A. F 155 Asalone S.A. WK 30 Bernardo V. S 109 Buitendach J.H. F 196 Abbasi M. S 221 Ascenso S. F 001 Berry T. SY 12.4, SY 12 Buitendach J. F 197, S 211 Abdel-Hafiz M.M. F 075 Ashfield A. SY 15.3, SY 15 Betancourt Ocampo D. F 107, F 158 Bull A. F 233 Abedin A. S 130 Ashraf M. F 185 Bialosiewicz S. SY 12.2, SY 12 Bullare F. F 198, F 199 Abelson J.L. IPS 12.1 Asik-Dizdar O. S 001 Bikos L.H. Bullare-Bahari F. IPS 4.4 Abou-Ziab H. F 018 Atkins A.F. S 140 F 070, F 138, SY 27.3, SY 27 Bullock J.S. F 230, DB 1 Acosta H. SY 30.3 Auerbach J.E. WK 35 Bilbao M.A. F 028, F 029, S 170 Bullock R. F 070 Adeuja K. S 251 Augustin S. WK 15 Biswas-Diener R. F 230 Burkhart M. SY 45.3, SY 45 Adler A. IPS 8.1 Azizian A. F 156 Bitran M. F 116 Burnside R. SY 23.1, SY 23 Aguerre C. F 151 Blahna D. IPS 1.2 Buro K. S 177, S 201, S 202 Ahmadi M.R. F 050 B Blahovska I. S 191 Büssing A. S 249 Ahmadi P. F 050 Babouraj N. S 249 Blanco L.M. F 248 Butalov D. S 016 Ahmadi S. F 050 Bahari F. F 115 Blanco Baldo J. F 169 Butler J. F 022 Ahu K. F 148 Bahrami Ehsan Z. F 150 Blanco Donoso L.M. F 247 Butterfield C. F 097 Aitken N. S 155 Bai-Koh S. F 167 Blasco T. S 119 Albieri E. S 020, S 160, SY 4.2 Bakker A.B. SY 22.1, SY 22.4 Blatny M. S 162 C Alford Z. CH 4, F 051 Bakosh L. IPS 8.5 Bligh M. F 049 Caballero F.F. S 042 Al-Heeti K.N.M. F 004 Baldwin D.R. WK 14 Boerner M. F 054 Caldwell L. IPS 17.2 Ali M.E. S 033 Baltzell A.L. IPS 17.4, WK 11 Bohlmeijer E. S 144 Calhoun D. S 107 Allen A. F 076 Bandeira C.M. S 171 Bohlmeijer E.T. S 145 Calvanese N.G. F 203 Alloro L. SY 18.1 Bannink F. F 053, WK 12 Bolhasani F. S 127 Calzadilla V.M. S 254 Almeqren M. F 052 Banos R. F 055 Bonaiuto M. F 163 Cameron K. SY 20.1, SY 20 Almudena D. SY 4.5 Baños R. F 056, F 122 Bond D.K. SY 45.1, SY 45 Cameron K.S. SY 30.4 Altizer K.P. S 096, S 138 Baños R.M. Bonnes M. SY 10.1 Campos Resendiz M.A. F 175 Alvarez Gasca M.A. F 175 F 123, SY 39.4, SY 39.5, SY 39 Bono G. Canto-Vadillo J. F 015, F 017 F 194, F 227, S 225, SY 37.3 Amaral M.M. F 222 Baños Rivera R.M. F 168 Cao H. F 082 Boon S. S 182 Ambler V.M. F 077 Barbieri W. SY 32.4 Cappe E. F 200, F 229 Booth B. WK 5 Amin Ramadan M. S 031 Barclay G. F 064 Caprini F.R. S 106 Borelli J. Amiri S. F 188 Barclay K. F 064 Carcel M.M. F 159 SY 45.1, SY 45.2, SY 45.3, SY 45 An S. S 190, F 139 Barker-Collo S. S 064 Card N. F 194, S 225 Borg E. S 005 Andersen F.Ø. SY 41.2, SY 41 Baron L. IPS 15.1 Cardenal Hernáez V. S 026 Boselie J. SY 7.1 Anderson A.J. F 228 Barongan C. F 191 Carmona I. F 248 Bossen M. F 070 Anderson G.L. Barrajón E. F 123 Carpenter C.C. IPS 17.5 Bostock S. IPS 3.3 F 018, SY 46.2, SY 46 Barrio A.M. F 192 Carrillo A. F 168 Botella C. Andersson Arntén A.-C. F 034 Bartley K. F 072, SY 3 Carro N. S 139 F 055, F 056, F 122, F 123, Bassett S.M. F 108, F 109 Ando S. F 189 SY 39.4, SY 39.5, SY 39 Carter K. SY 37.4 Bastianello M.R. S 068, S 069, F 027 Andrade Palos P. Botha L. F 129 Cassingham C. F 170 F 107, F 158, F 208, S 184 Bastida J. SY 33.1 Boudreault P. F 136 Castañón R. SY 16.3, SY 16 Andreu-Mateu S. F 055 Bastida M. SY 33.1 Boujut E. F 229 Castellano E. SY 33.2 Anil S. F 078 Bates S.C. F 228 Bourchier S. F 127 Castonguay A. F 152 Ann S.J. S 060 Batthyany De La Lama L. Boyle M. IPS 8.4 Castro Solano A. F 007, SY 2.1 Anstedt T. F 172, F 173, S 215 F 005 , F 006, F 031 Branand B. SY 13.2, SY 47.2, SY 47 Catalá A.M. F 124 Antoni C.H. SY 41.3 Baumann N. SY 41.3 Brdar I. SY 2.3, SY 2 Ceballos A.R. S 118 Aquique M.E. F 124, SY 42 Bay M. SY 25.1, SY 25 Breda A.I. F 134 Cebolla A. F 168 Arakawa D.R. IPS 16.4 Beale J.T. F 182 Brennan D. WK 9 Ceja L. SY 44.1, SY 44 Aranda Corrales C.L. F 037 Bearden A.G. F 079, F 080 Brennan G.K. SY 32.3 Celniker J. F 097 Arantes V.A. F 026, F 190 Beatty B. SY 32.3 Brennan J.C. F 195 Cervera J.M. F 123 Araujo U. SY 2 Becerra A. S 140 Bretón-López J. F 122 Cesar M.C. S 209 Araujo U.F. F 026, F 190, SY 2.2 Belik I. S 209 Bridou M. F 151 Chae J.-H. F 125 Archer T. F 034 Bell R. F 143 Broadbent C.M. IPS 8.4 Chalmers R.P. F 008 Arcusa A. S 119 Bellete N.Z. F 018, SY 46.4, SY 46 Brohm M. F 003 Chamberland P.-É. F 152 Armstrong A. F 212, F 213 Belz E. F 101 Broome R. SY 28.4, WK 26 Chan T. SY 13.3, SY 47.1, SY 47 Aronoff J. WK 35 Benavides C.M. F 157 Brouwers S. F 073, S 018, S 019 Chancellor J. SY 37.2, SY 37 Arouty D. F 174 Benjamin B.A. SY 21.2 Brown R. SY 4.1 Chand O'Neal I. F 002 Arpawong T.E. IPS 5.3 Ben-Kiki T. SY 28.2 Brown T. F 024 Chang K.B.T. F 201 Arshava I. S 186 Bennett M.E.R. S 011 Brummett C.M. SY 40.3 Chang K.-J. F 063 Asah S.T. IPS 1.2 Benson L. SY 36.3 Bruni C. CH 5 Chang Y.-F. S 107 Benson L.E. F 110 Bruni C.M. IPS 9.3 Chapman B. S 107 Bensoussan A. F 127 Bryant F. SY 45 Charry E.T. SY 14.2

128 www.ippanetwork.org Chaves C. S 041 Cuijpers P. S 143 Dziurzynski L. IPS 11.5 Freire T. IPS 17.2, F 060, S 098, Chavez R.L. F 134 Cypers Kamen L.L. SY 29.3 S 099, SY 2.4, F 061 Chen H. F 231 Czar A.C. S 152 E Frey Johnson E. S 055 Chen Y.-T. F 063 Earl R. F 072, S 007, SY 3.2, SY 3 Friedman E. S 023 Cheng H.F. F 058 D Ebadi P. F 115 Froh J. F 174, S 225, SY 37.3, SY 37 Cheon K.A. F 141 Dachlan R. IPS 15.3 Ebstyne King P. SY 23.2 Froh J.J. F 227, F 194 Cheung F. S 246 D'Acuña S. F 116 Echeverría G. F 116 Fruiht V. F 087 Chiang C.-P. F 009 Dagenais Desmarais V. SY 22.5, F 246 Ecker D. F 024, S 251 Fuchs R. F 184 Chikoko G. F 197 Daltuva J.A. F 245 Ehsan Z.B. DB 1 Fulquez Castro S.C. S 175 Chin T. IPS 3.2, IPS 6.4 Damon W. SY 26.1 Eichstaedt J.C. IPS 11.5 Funes Moreno C.W. F 034 Chiviacowsky S. F 153 D'Aubeterre M.E. F 203, F 187 Eid M. S 024, S 025 Fung H.H.L. S 097 Chmiel A.K. F 178 David D. IPS 14.3 Eilertsen M.E. S 115 Furlong M.J. F 014 Chmiel L. F 018 David O.A. IPS 14.3 Eisenberg R.L. F 113 Cho H. F 111 Davis N. CH 5, IPS 1.4 Ell K. S 111 G Choi J.-W. F 125 Davis O.S. IPS 11.4 Elmore W. F 244 Gabora L. S 070 Chopik W.J. F 179 Davis O. Emmons R.A. F 194, SY 37.3 Gaggioli A. SY 39.2, SY 39.3, SY 39 Chou S.C. F 160, F 161, F 162 DB 1, SY 44.2, SY 44.3, Enumo S.R.F. S 106 Galen M. SY 1.2 Chow P. F 008 SY 41, SY 44 Erickson T.M. IPS 12.1 Gallegos Guajardo J. S 174, S 175 Chraczynski K.J. S 173 Davis S.W. S 096, S 138 Eriksson T. S 241 Gander F. IPS 7.2, F 032, S 050, S 051, SY 21.3 Chu H.C.A. F 059 Davis-Laack P. WK 6 Escobar Valero P. F 168 Garassini M.E. Chu T.-L. F 009 Davoodian A.A. F 172, F 173 Espinosa R. S 165, S 197 F 124, SY 42.3, F 033, S 049, SY 42 Chung S. SY 45.2, SY 45 Davoodian B.A. F 172, F 173 Espinoza M. F 123 Day A. SY 4.1 Garcia D. Chung Y. F 083 Esquerdo G. F 123 F 034, F 035, F 036, F 224, F 225 De Dominicis S. F 163 Ciavaglia A. S 017 Etchemendy E. F 122, SY 39.4 García - Álvarez D. F 186, F 187 De La Lama L.F 005 , F 006, F 031 Ciccocioppo A.L. F 132 Etesamipour King A. F 188 García-Palacios A. De Manincor M.J. F 127 Cilliers C. F 129 Everett B. F 097 F 056, F 123, SY 39.4, SY 39.5 De Raedt R. SY 7.3 Clark L.A. F 114 Everts F. S 197 Garman K.A. F 234, F 235 De Reuver R.S.M. SY 11.4 Coffey J. Garrosa E. F 247, F 248 De Wit D.J. S 146 DB 1, F 180, SY 36.2, SY 45.2, F Gaxiola Romero J.C. F 037 SY 36, SY 45 Dehne Baillon A. S 055 Fagley N.S. S 210, F 205 Gazzola N. S 248, SY 15.1 Coghlan A. F 144 Del Rio E. F 056 Fahey P. F 127 Geddes A.J. S 234 Cohn M.A. F 112 Delaney H. S 108 Fajans J.S. WK 2, F 130, F 131 Gentry R. F 201 Coimbra S. IPS 8.2, S 166, S 232 Delas Y. F 010 Fan F.M. S 141 Gerritsen D.L. S 145 Colatruglio P. S 048 Delichte K. F 084, F 095 Farfallini L. F 122 Gerson M.W. F 134, S 168 Colby A. SY 26.1 Delizonna L. Fatehi M. S 130 Geschwind N. SY 7.1 Coleman B. S 234 F 172, F 173, S 215, WK 16 Fathalipouri P. S 126, S 128, S 129 Gessert C. F 170, S 169 Colicino C. F 097 Delle Fave A.IPS 10.1, SY 2.1, SY 2 Felke T.J. SY 23.1, SY 23 Ghanbari Z. S 126, S 127, S 128 Condren M. SY 8.2 Detkong T. F 128 Fenouillet F. F 010 Ghannam J. IPS 16.3, F 164 Conklin W. WK 14 Devine T. IPS 4.2 Feravich A. F 154 Ghobari Bonab B. S 221 Connolly P.-S. F 171 Dib S.A. S 109 Fernandez N. IPS 7.3 Gibson K. S 064 Cooper J. F 228 Diki D. F 085 Fernandez T.A. F 086, F 095 Giebenhain J. F 170, S 169 Copeland E. S 147, IPS 4.2 Dinnel D.L. F 113, F 114 Ferrada C. F 029 Gilbert K. F 097 Corbett J. S 070 Dionigi A. SY 5.4 Ferrari S. S 022 Gillath O. SY 40.2 Corrales Dórame S.A. F 037 Diseth T.H. S 115 Ferreira M.J. F 061 Gillham J. WK 8, WK 24 Corral-Verdugo V. SY 10 Doll P.M. SY 24.3 Filo K. F 144 Giolito V.J. F 236 Costa A.M. S 209 Dollwet M. SY 1.1, SY 8.1 Fischer M. SY 33.3 Goesling J. SY 40.3 Costa B.C.G. F 065 Donaldson S. Fisler J. F 077 Goldstein A. F 088 Coulombe S. F 030 F 049, SY 1.1, SY 1.2, SY 1, SY 19.1 Flessati S.L. F 132 Gomes C.M.A. F 065 Covadonga C. SY 4.5 Dooley S. SY 6.2, SY 6 Flores-Lucas V. Gomes D. SY 44.1 Cowen S. IPS 4.3 Doran L. SY 14.3 SY 16.1, SY 16.2, Gomez Resendez J.L. F 175 Crabtree S. F 232 Dotson L.A. F 145, F 146, F 147 SY 16.3, SY 16, SY 16.4 Dowdy E. F 014 Góngora-Coronado E. Cranford J.A. S 158 Florsheim P. S 084 F 015, F 016 , F 017 Du Plessis A. F 129 Cranney J. F 150 Fontaine A.M. IPS 8.2, S 166, S 232 González Álvarez I. F 045, F 046 Duberstein P. S 107 Crano W. IPS 1.3 Fonte C. F 061 González Gallegos N.A. S 174 Dubin M. F 103 Crawford M.R. F 068, F 069 Ford B.M. F 134 González González A. F 158 Duckitt J. F 185 Crespo F. IPS 10.2 Forrett R. F 194 González-Fuentes M.B. F 208 Dulay J.P. DB 1, SY 13.1 Cridland C.L. F 233 Fort J. WK 32 Gottfried A. SY 36.2 Duncan S. S 151 Crocker J. IPS 12.1 Foster D.D. F 134 Goveas J. S 107 Dunn M.M. S 011 Crooke M. SY 34.1 Foster S. WK 35 Grabois B.C. S 229 Crouch A. S 229 Duoung B. F 148 Franco B. F 097 Cseh G.M. F 102 Duque A. S 197 Fraser J. IPS 9.4, F 011, F 012, Csikszentmihalyi M. F 104 Dursun P. DB 1 F 013, SY 34.2 Csillik A. SY 25.1, SY 25 Dutton J. SY 19.2 Fredrickson B.L. SY 7.2

129 www.ippanetwork.org Author Index (cont’d) Gradisek P. F 038 Haworth C.M. IPS 11.4 Huynh K. SY 27.3 Justeson R.L. F 094 Graham L. SY 31.5, SY 31 Hayman K.J. F 214 Huynh K.H. F 138 Jutras S. IPS 5.3, F 030 Grassi L. S 160 Hazel J. F 156 Hyland A. S 107 Greenberger S. F 089 Hyunh K. SY 27 K Grimm C.J. F 209 Hefferon K. Kadva F. F 095, F 100 Grol M. SY 7.3 F 182, F 225, SY 15.4, SY 15 I Kahler C.W. SY 4.1 Gross-Schulman S. S 111 Heffner T. F 239, F 240 Ibañez C. F 219, F 220, SY 42.1 Kaiser R.S. S 066 Grouden M.E. F 165, F 166 Heidrich C. F 153 Icekson T. F 241 Kamei H.H. F 222 Guan M. F 082 Heintz S. S 037 Ievleva L. WK 25 Kanavou A. SY 19.4 Guerra S. S 229 Heisey J. F 103 Im W.Y. F 141 Kao Y.-T. IPS 6.1 Guillén V. F 055 Hellbom K. WK 9 Ingersoll K. S 058, SY 25 Gulamani T. S 057 Hemsley A.M. SY 43.2, SY 43 Ingersoll K.S. SY 25.2, SY 25.3 Kaplan O. Gupta R. Henderson M. S 043 Irene L. SY 4.5 IPS 5.1, S 010, S 110, S 244 IPS 9.4, F 011, F 012, CH 5, F 013 Henderson S. S 193 Ironson G. F 118 Kaplan R. S 107 Gupta S. S 157 Hendrick C. F 149 Irvine K.N. F 143 Kappelmayer M. S 152 Gurtovoy J. F 210 Herian M.N. SY 38.4 Isabel C. F 247 Karlin B. F 148, S 159 Güsewell A. IPS 13.4 Hernandez B. F 029 Iskajyan M. S 159 Kasdorf J. F 156 Gute D. F 090 Hernandez Pozo M.D.R.SY 2.4, SY 2 Ismail R. IPS 5.1 Kauko-Valli S.A. F 223 Gute D.S. F 104 Hernandez-Pozo M.D.R. F 175 Israel-Cohen Y. IPS 5.2 Kaur J. IPS 12.4 Gute G. F 090, F 104 Hernández-Pozo R.R. S 121 Ito T. S 067, SY 29.1, SY 29 Kaur K. F 176 Guterman J.J. S 111 Herrera A. F 040 Ivtzan I. WK 1 Kavanagh S. F 140 Guthrie Yarwood M.F. F 149 Herrero R. F 056 Iwasaki S. S 149 Kearn M.L. F 093 Gutierrez V. F 159 Hertz E. F 117 Iyer R. IPS 9.2 Kearney S. S 217, WK 27 Gyldensted C. SY 48.1, SY 48 Hervas G. Keener J. F 076 S 041, S 042, SY 17.3, SY 4.5, SY 17 J Keener M.B. SY 48.1, SY 48.2 H Hewett J.A. F 091 Jacobs Bao K. SY 37.4 Keiser H.N. F 106, S 104 Hadi Sadeghi S. F 150 Hickory M. F 023 Jacobsmeyer A. F 097 Kelly G. F 072, SY 3.1, SY 3 Haga H. F 139 Hicks J.A. SY 9.3 Jaeger G. IPS 13.3, F 002 Kelmanowicz V.B. S 152 Halik M. IPS 5.1 Hill E. S 043 Jain A. F 067 Kelsch C.B. F 118 Hall B. F 138 Hills K.J. S 078 Jain R. SY 18.2 Kenttä P. F 243 Hamelin A. F 136 Hirao K. F 105 Jang H.A. S 060 Kern L. SY 48.1 Hamilton A. S 226, SY 40.1 Hjemdal O. S 115 Jang K.-I. F 125 Kern M. IPS 8.1 Han S. F 237 Hofmann J. S 038, S 039, SY 5.4 Jarden A. S 151, SY 17.2, SY 28 Kern M.L. IPS 11.5, F 110, F 195, SY 36.3, F 022, SY 36 Han Y. F 125 Hogh A. S 243 Jarden A.J. F 020 Kerr R.C. WK 19 Haney D.M. Hojjat M. S 182 Jarman M. IPS 13.1, F 021 Kersbergen L.A. F 113 IPS 14.1, F 024, F 070, F 071 Holder M.D.S 071, S 167, S 234, F Jaros L. S 023 068, F 069, F 178, F 226, SY 36.1 Kesari S. F 196 Hanif R. Withdrawn Jarvilehto L. F 242 Hone L. WK 29 Kettering V.L. CH 1, WK 2 Hansen D. F 238 Järvilehto L. SY 41.1, SY 41 Hone L.C. F 215, SY 49.1 Key-Roberts M. F 244 Hanssen M. SY 4.3, SY 7.1 Jassi A. F 226 Hong N. S 060 Keyserling W.M. F 245 Hanssen M.M. F 066 Jelinek M. S 162 Horike H. F 137 Khalilipour S. S 128 Hanssen N. F 155, SY 29.4, SY 29 Jenkins J. F 070 Horike K. F 216 Khanna P. IPS 6.2 Harder K.V. SY 12.1, SY 12 Jian X. F 221 Hornbeck R. SY 23.3 Khurana A. S 133 Harms P.D. SY 38.4 Jiang F. Hosie J. S 091 Kim E.S. F 119 Harn P.L. F 062 Jiménez P. F 116 Hossein pour M. S 126, S 129 Kim H.M. F 141 Harrell S.P. F 018, F 019, SY 46 Jin Y. F 139, S 190 Houlihan J. IPS 8.5 King K.R. F 245 Harris C. F 174, F 227 Johansen U. F 231 Howard F. S 064 King V. SY 49, WK 20 Harzer C. Johnson B.A. F 228 F 039, SY 11.1, SY 22.2, SY 11 Howell A.J. S 177, S 201, S 202 Kira M. SY 33.3 Johnson S. S 084 Hashim I.H. F 181 Howell R.T. IPS 9.2, S 173 Kirce R. F 024, F 070 Johnstone A. Hassett A. S 158, SY 40 Howells A. F 217 F 120, S 117, SY 32.1, SY 32 Kirce R.D. F 023 Hassett A.L. SY 40.3 Hsia S. F 070 Jon D.I. S 060 Kirkpatrick-Husk K. F 070 Hatier D.E. SY 22.5 Hsiao F.-H. F 063 Jones B. F 042 Kjell O.N.E. F 034, F 035, F 036, F 224, F 225 Hatier D.-E. F 246 Hu J. F 041 Jose P. S 142 Klein B. SY 28.3 Hawkins S.A. SY 38.3 Huang C.-S. F 063 Jose P.E. F 165, F 166 Kloppers P. F 129 Hawkinson C. F 024 Huber M.M. F 092, F 093 Joseph S. F 054 Knoop H.H. SY 48.1, SY 48 Hawley C.E. F 212, F 213 Huebner E.S. S 078 Joslin R. S 217, WK 27 Kobayashi R. F 105 Haworth C. SY 37.4, SY 37 Huppert F. CH 4 Jourdan-Ionescu C. F 136 Koch J. SY 47.3, SY 47 Hurst M.A. Jovell E. S 119 F 138, SY 27.2, SY 27, WK 10 Koetting K.K. S 004 Judd M. WK 8 Huta V. F 218, S 155, S 214 Koetting K.'. F 142 Jung M.H. S 060 Hutz C.S. S 069, S 171, F 027 Koetting L.D. S 004

130 www.ippanetwork.org Kohlbacher F. IPS 14.4 Lemke B.U. S 154 Maddox A. IPS 12.1 Meyers C. SY 22.3 Koller S.H. SY 42.2 Lemke M. S 084 Madero J. F 159 Meyers M.C. SY 11.2, SY 11.4 Kolpak D. CH 4 Lenders E. F 078 Madrazo V. S 054 Michon H. IPS 15.4 Koopmans R.T. S 145 Lenentine M. IPS 1.2 Maffei L. SY 33.2 Mikolajczak M. IPS 16.2 Kordmirza Nikoozadeh E. S 059 Leon Pizarro C. S 119 Magyar-Moe J.L. S 082, WK 18 Milam A. F 211 Kornprasi R. F 128 Leontjevas R. S 145 Magyaródi T. S 100 Milam J. S 226, SY 40.1, SY 40 Koss S. F 226 Lepeshkin G. S 230 Mahoney J. S 023 Milam J.E. IPS 5.4 Kossakowska M.M.IPS 12.3, F 043 Lepeshkina T. S 230 Maier M. SY 19.4 Milano N. S 229 Krafft A.M. IPS 7.1 Lerner D.L. IPS 14.2 Makin C. S 218 Milkovich L. S 217 Kraft T.L. F 108, F 109 Lester M.P.B. SY 38.1 Makvandi B. S 126, S 129 Millán A. F 187, F 203, S 049 Krakauer M. F 227 Leukel C. F 184 Malcomson N. S 163 Millanes Vargas R.M. F 037 Krantz D.S. IPS 12.2 Leventhal A.M. SY 4.1 Malik J.A. IPS 11.2 Miller J. F 132 Krebs H.E. CH 7, F 044 Leventhal S. S 123, WK 24 Mangelsdorf J. IPS 5.5 Miller L.M. IPS 17.5, F 183 Kremer H. F 118 Leyva G. S 200 Mannella K. S 158 Min J.-A. F 125 Krentzman A.R. S 158 Li H.G. S 203 Marco S. S 239 Miquelon P. F 152 Krieshok T. S 035 Li Q. S 224 Marion G.S. S 096, S 138 Mira A. SY 39.5 Kronik A.A. S 009 Li Y. F 177 Markowitz E. CH 5, SY 34.3 Miragall M. F 168 Kroon B. SY 11.2 Lianov L.S. CH 1 Marks N. SY 17.1, WK 20 Mirapeix R. S 119 Kroon H. IPS 15.4 Lim J. F 134 Marques S.C. Mitchell J. Kroska E.B. F 109 Lin L. IPS 15.2, S 216 IPS 8.2, S 166, S 232, S 231 SY 28.3, IPS 8.2, S 166, S 232 Krupa E.A. S 234 Lin P.-Y. SY 45.2, SY 45 Martín-Antón L.J. SY 16.2, SY 16 Moghadasi M. S 126 Krupa T. SY 36.1, SY 36, S 234 LIn W.-W. F 009 Martinez I.M. S 247 Mohammadalipoor Z. S 221 Kuchenbecker S.Y. Lindberg K. S 198 Martin-Krumm C. F 010 Mohd Zaharim N. F 181 F 096, F 097, SY 19.4, Linkins M. WK 8 Martins M. S 209 Molavi H. F 188 SY 19.5, SY 19 Lipman E.L. S 146 Martos T. SY 2.2 Molés M. F 055 Kukita A. IPS 6.4, F 098 Littman-Ovadia H. Marujo H.A. Molin F. S 237 Kuller L. S 107 S 255, SY 11.3, SY 21.2 SY 16.1, SY 16, S 189, F 047, F 048 Molinari G. F 056, SY 39.5 Kunkel J. S 151 Liu C.Y. S 012 Masoni L. S 022 Momeni Javid M. S 219, S 220 Kuo W.-H. F 063 Liu P.-J. SY 13.3 Massoud W. S 027 Monjas I. SY 16.2, SY 16 Kwiatek P. F 043, F 121 Liu Y.-F. F 063 Matias G. F 061 Monroe M. CH 5 Llorens S. SY 30.2, SY 30.3 Matias G.P. S 098, S 099 Mora C. SY 20.3, SY 20 L Lochner K. S 024, S 025 Matsuba, K SY 26.2 Moradoghli R. S 156 Lahti E. WK 17 Lomas T. F 227 Matthews K. S 107 Moragrega I. SY 39.5 Lai J.C. S 063 Longhurst M. F 074 Mayerson N.H. SY 21.1 Morales Sánchez A. S 174 Lai Y.-M. F 063 Lopes L. S 209 Mazza D. S 169 Moran G.S. S 010, S 110 Lamartina M. WK 2 Lopez I. S 042 McCafferty Y. SY 24.2 Morandi A. IPS 10.1 Lambert L.T. S 217 Lopez S. McCall T. S 094 Moreno-Jiménez B. F 247, F 248 Lampa E. S 237 IPS 8.2, F 010, S 166, S 231, S 232 McCann W.J. S 096, S 138 Moretti L. S 087 Land H. IPS 5.2 Lorencini G.R.F. S 106 McCormick K. S 064 Morgovsky J. SY 5.1 Langione K. F 205, S 210 Loss A.B.M. S 106 McGarrity S.L. F 114 Morita A. F 139, S 190 Langley S. S 072 Løvoll H.S. IPS 17.3 McGonigal J. WK 26 Moshfegh N. F 018, SY 46.1, SY 46 Lanoue C. IPS 5.4 Lozada M. S 139 McGuire A. IPS 12.1 Moskowitz J.T. F 112 Larose S. S 146 Lu C. S 245 McIllwain D. F 233 Mothes H. F 184 Larson E. F 110 Lu F.G. S 150 McKenna R. Motie H. S 130 Lau N. S 225 Lu L. IPS 15.2 IPS 14.1, F 023, F 024, F 071, S 251 Motl T.C. S 035 Lavendt E. WK 23 Luciano E.C. S 018, S 019 McMakin D. SY 45.2, SY 45 Mourão J. F 060 Law D. F 093 Luís P. F 047, F 048 Mcmanus S. IPS 4.2 Mouton A.R. S 153 Layous K. SY 37.1, SY 37.4, SY 37 Luminet O. IPS 16.2 McMillan D. CH 5, IPS 1.1 Mowbray O. S 158 Lazar-Butbul V. SY 21.2 Lunden L.M. S 173 McNeil T. S 081 Muha T. WK 7 Lazzaretti de Souza A.P. SY 42.2 Lupano Perugini M.L. F 007 McQuaid M. S 117 Mukherjee D. S 120 Le T.T. S 115 Lynds J.M. F 134 Meca A. S 054 Multon K. S 034 Le Blanc P. SY 30.3 Lyon A. F 040 Medrano L. S 087, SY 33.2 Mumm D. S 013, S 014, S 015 Leclerc J.-S. F 246, SY 22.5 Lyons M. S 078 Meeske K. S 226, SY 40.1 Murphy D. F 054 Lee E.J. S 008 Lyrintzis E. F 103 Meevissen Y. SY 7.1 Murray S. S 117, SY 3.3, SY 3 Lee J.M. S 161, S 208 Lyubomirsky S. Melguizo C. S 239 Myerchin Sklaroff L. S 111 Lee J.-E. F 125 SY 37.1, SY 37.4, SY 37 Mena-Nájera A. F 017 Myers G.E. CH 5 Lee N.-B. F 125 Lyvers M. S 218 Mendez A.J. F 118 Lee Y.-M. F 099 Meng X. F 082 N Leead T. S 233 M Mergler S. S 229 Naderi Nobandegani Z. Lehman J. F 095, F 100 Machicote L. F 095, S 086 Messina C. S 107 S 219, S 220 Leidner O. SY 28.2 Macías Mozqueda E.Y. S 175 Metzger A. IPS 9.1, S 040, S 046 Leighton F. F 116 Mackey C.B. S 043 Meulenbeek P. S 143, S 144 Leite J.R. S 209 MacNeela P. F 140 Meyer D. SY 28.3

131 www.ippanetwork.org Author Index (cont’d) Nafstad H.E. SY 2.1 P Porras S.E. S 118 Rivero C. F 047, F 048 Nagy D. SY 39.5 Pacholke D. SY 27.1, SY 27 Portovedo C. S 195 Roben zudeh S. S 127 Nagy H. IPS 2.3, S 100 Pacico J.C. S 068, S 069 Potok Y. S 255 Roben Zudeh S. S 130 Nakamura J. Palazzotto S. F 044 Pots W. S 144 Roberts S. S 227, S 228 F 021, F 104, SY 2.3, SY 31.4, Pande N. S 157 Pousa E. S 119 Robins T.G. F 245 SY 47.1, SY 47.2, SY 47.3, Parada A. F 116 Powley E.H. SY 20.5 Robinson E.A.R. S 158 SY 13, SY 31, SY 47 Paredes Gómez D. F 045, F 046 Prager Z. SY 18.3 Robinson P. S 114, SY 43.5, Nambi N. IPS 10.1 Park E. F 018, SY 46.3, SY 46 Pressman S. SY 40.2, SY 40 SY 43, WK 28, WK 31 Natividade J.C. S 171, S 172 Park E.H. S 060 Pressman S.D. F 108, F 109 Robitschek C. F 074, S 017, S 140 Nava H.D.H. S 121 Park H. S 161 Preuss A. S 024, S 025 Robles Aguirre F.A. S 174 Navarro J. SY 44.1 Park J. S 076, S 077, S 078 Prevett S.M. S 167 Robson P. SY 24.2 Navarro M. SY 31.3, SY 31 Park N. IPS 10.2, F 088, F 119, Prianka A. S 105 Roche H. F 070 Naylor M. S 151 F 179, S 112 Proctor C. SY 6.3, SY 6 Rockind C. WK 17 Negri L. IPS 10.1 Park S.-Y. F 083 Progovac A.M. S 107 Rodríguez-Sánchez A.M. SY 33.4 Nelson S.K.SY 37.2, SY 37.4, SY 37 Parks A. SY 28.2, SY 4.1 Provencio M. S 165, S 197 Roepke A.M. WK 26 Nemec P. S 110 Parmsund M. S 241 Proyer R.T. IPS 7.2, F 032, S 050, Romero P. S 195 Neto L.M. Parsons C.L. S 179, S 180 S 051, S 052, SY 21.3, SY 5.3 Rose S. S 085 SY 16.1, SY 16, F 047, F 048 Passmore H.-A. S 201, S 202 Pruzinsky T. F 234, F 235 Ross S.R. F 106, S 104 Neto L.M.V.A. S 189 Patel J. SY 40.2 Purkett T.A. F 113 Ruaro C.A. S 209 Newton R. F 079, F 080 Patston T. SY 32.2 Nicholson J. S 257 Pavese-Kaplan E. F 024 Q Ruch W. Nicolson N.A. S 098, S 099 IPS 7.2, IPS 8.3, , F 032, F 039, Pavez J. F 028, S 170 Quero S. F 055, SY 39.4, SY 39.5 Nielsen K. SY 33.4 F 073, S 018, S 019, S 050, S 051, Pawelski J. SY 14, SY 14.1, Quinlan D. SY 6.4, SY 6 Niemiec R.M. SY 21 S 052, SY 11.1, SY 21.3, SY 22.2, SY 14.4, WK 21 Quinn R. SY 20 Nierenberg B. S 229 SY 5.4 Pawelski J.O. SY 19.3 Quinn R.E. SY 20.2 Niino N. F 139 Ruch W.F. Paz A.J. F 169 S 037, S 038, S 039, SY 21.4, Niolon R. S 147 Pearce K. S 155 R SY 5.2, SY 5 Nir D. SY 11.3 Pearson D. S 091 Ramos P.J. S 223 Rudd C. F 023 Nosenko D. S 185, S 186 Pearson D.G. F 102 Ranjan A. S 070 Ruini C. Nosenko E. S 186 Pecoraro A. F 121 Rao M.R. SY 1.4 S 020, S 021, S 022, S 023, Nosenko G. S 185 S 160, SY 4.2 Pedrals N. F 116 Rashid T. Notter O.S. S 142 Ruiz M.A. S 042 Peifer C. SY 41.3, SY 41 S 057, SY 43.3, SY 43, WK 4 Ruiz S. SY 45.2, SY 45 Peil K.T. IPS 3.1 Rasmussen H. SY 45.3, SY 45 Runco M.A. IPS 13.3, F 002 O Pellegrino C.N. F 222 Redondo A. SY 16.4, SY 16 Oades L.G. SY 43.1, SY 43 Ruscio D. F 227 Pelletier L.G. S 155 Redondo Redondo A. F 045, F 046 O'Brien E. SY 18.4 Rush C.L. IPS 12.2 Pena C.V. F 018 Reese B. WK 22 O'Connor B. S 070 Russo-Netzer P. S 010 Pereno G. S 087 Reevy G. S 123 Odahowski M.M. S 090 Ruvalcaba Romero N.A.S 174, S 175 Perez A.L.U. SY 38.3, SY 38 Rego A.C. S 189 Oerlemans W. Ryff C.D. S 023 Perez R. S 225 Reichard B. F 049 SY 22.1, SY 22.4, SY 22 Pérez-Díaz M. F 016 Reichard R.J. SY 8 Offidani E. S 021 Perkins R. F 001 Reinfjell T. S 115 S Ognev A. S 135 Saby C. S 073 Perstling M. S 189 Repetti R.L. F 167 O'Grady P. S 092 Sachar R. S 133 Peskova K. S 192 Reppas P. S 053 Olah A. IPS 2.2 Sachs K. S 123, WK 24 Peters M. SY 4.3 Revanales H. S 048 Oláh A. S 100 Sadlo G. S 101 Peters M.L. SY 7.1, F 066 Reyes N.L. SY 38.3 Oliveira M.Z. S 172 Salama-Younes M. Peterson C. F 119, F 179, S 112 Rice E.L. SY 7.2 Oliveira M. F 047, F 048 F 075, S 027, S 028, S 029, S 030, Phillips L.H. F 102 Ricetti S. S 209 Oosterhoff B. IPS 9.1 S 031, S 032, S 033 Phillips S. WK 14 Richard L.R. WK 6 Ordenes L. F 029 Salanova M. Piazza G. S 160 Riches B.R. S 040 Orozco M. F 018 S 247, SY 30.1, SY 30.2, SY 30.3, Pileggi Pawelski S. WK 21 Rickard N.S. IPS 3.2, IPS 6.4 SY 33.4, SY 30, SY 33 Ortiz A. S 087 Pillay K. S 211 Riedel R. SY 43.4, SY 43 Salehieasl Y. S 127, S 128 Ottolini F. S 022, S 160 Pinheiro V.P. F 190 Riera A. SY 39.5 Saloum W. F 156 Ovejero Bruna M. S 026 Pitt D. S 188 Rigabert A. S 165 Sanchez A. SY 7.4 Owens R.L. S 034, S 035 Platt T. S 038, S 039, SY 5.4 Rigotti A. F 116 Sánchez Xicotencatl C.O. F 107 Owoc E. S 182 Plomin R. SY 37.4 Rijkaart A.M. IPS 15.4 Sanders L.S. S 181 Oyanedel J.C. IPS 4.1 Pluess M. IPS 11.1 Ring C.E. F 113 Sandgren M. S 005 Ozaki M. SY 29.2, SY 29 Poblete N. F 029 Ritt-Olsen A. S 226 Sansom L. SY 49.3 Poirier N. F 200 Ritt-Olson A. SY 40.1 Santos F.R.M. S 109 Poletto M. SY 42.2 Riva G. SY 39.2, SY 39.3, SY 39 Saquib N. S 107 Pöppelbaum J. SY 44.1 Rivera M. F 096 Saslow L.R. F 112

132 www.ippanetwork.org Sava F.A. IPS 14.3 Singchawala N. S 065 Stew G. S 101 Tondar S. Saylor C. WK 34 Singh D. IPS 12.4 Steward H. S 169 S 126, S 127, S 128, S 129, S 130 Saylor C.F. S 011 Singh K. IPS 12.4, IPS 6.3, Stivelman D. S 229 Topuz C. S 196 Saytakova R. S 135 F 067, S 133, SY 2.4 Stockton S.L. S 148 Torrente P. SY 30.2, SY 30, SY 33 Sbarra D. SY 45.2, SY 45 Singla S. IPS 6.3 Stoetzer U. S 241, S 253 Trivett J.R. SY 27.1 Scarsella G. IPS 12.1 Sinovas R.M. Stokes H. SY 15.2 Trousselard M. S 249 Schachinger H. SY 41.3 F 045, F 046, F 047, F 048, Stöllman Å. S 237, S 241 Trull L. F 194 SY 16.1, SY 16.2, SY 16.3, Schalock K.J. F 114 Strauss E. F 129 Tse C.K.D. S 097 SY 16.4, SY 16 Schaufeli W.B. SY 30.2 Strauss G.S. SY 24.4 Tsigina O. S 135 Sirles D.N. S 017 Scheier L.M. SY 38.2 Streit P. S 164 Tucker V. WK 14 Siu O. S 245, S 246 Scheier M. S 107 Strizzolo G. S 160 Tugade M. Withdrawn Skerrett K. IPS 11.3 Schlegel R.J. SY 9.3 Sud N. S 113 Tutu A. SY 16.1, SY 16 Skrzypińska K. F 121 Schmalenberger S. F 170, S 169 Sueyoshi E. S 067 Tweed R. SY 6.1, SY 6, IPS 7.4 Slaughter R. SY 40.1 Schneiderman N. F 118 Suh M. S 208 Slaughter R.I. S 226 Schnitker S. IPS 7.3 Sun J. S 112 U Slezackova A. S 191, S 192 Schnitker S.A.S 053, SY 23.1, SY 23 Sun P. IPS 5.4 Uliaszek A. S 057 Slight N.J. S 183 Schofield G. F 020, S 151 Sung Y.T. S 012 Ulitenko T.V. S 036 Sloan L.R. S 235 Scholes L.E. S 132 Sussman S. IPS 5.4 Underwood J.J. F 018 Sloper M.A. SY 12.3, SY 12 Scholes M.D. S 187, S 188 Svartengren M. S 241 Ungar L.H. IPS 11.5 Smalbrugge M. S 145 Schöndube A. F 184 Swim J. F 013 Unger J.B. IPS 5.4 Smeets E. SY 4.3 Schreurs K. S 144 Synard J. S 248, SY 15.1, SY 15 Urquiaga I. F 116 Smit F. S 143 Schroeder J.M. IPS 9.3 Syvertsen A. IPS 9.1, S 046 Uzefovsky F. IPS 5.2 Smith C. F 127 Schultz P.W. IPS 9.3 Syvertsen A.K. S 040 Smith J.C. S 107 Schulz A. SY 41.3 Szeto A. F 118 V Snavely J. SY 45.2, SY 45 Schulz Begle A. F 002 Szvarca D. S 112 Vaezi G.R. F 050 Snege S.L. S 209 Schutte N.S. IPS 16.1 Vaillant G. IPS 10.3 Snow J.A. F 228 Schwartz H.A. IPS 11.5 Valdivieso L. SY 16.1, SY 16 Snow R. IPS 8.5 T Schween R. F 184 Ta M. F 138, SY 27.3, SY 27 Valenzuela Hernández E.R. F 037 So H. F 111 Segui M.A. S 119 Taghizadeh M.A. S 221 Valerio Carbajal J.A. F 175 Södergren B. S 237 Seligman M. SY 3, SY 35.1, IPS 11.5 Talarico V.H. F 222 Valiente C. S 165, S 197 Solcova I. S 162 Sepehri Shamloo Z. F 050 Tandon P. SY 48.3, S 212, S 213 Vallerand R.J. SY 9.2 Soler M.J. S 047 Serrano B. F 122 Tariq S. IPS 11.2 Van Allen J. DB 1 Solway S. IPS 4.2, S 147 Serrano S.A. SY 8.3 Tarragona M. WK 3 Van den Hout J. SY 44.2, SY 44, S 102 Somech A. SY 24.4 Seymour F. S 064 Taslimy L. S 126 Van Kessel P. S 222 Song D.H. F 141 Seyranian V. IPS 1.3 Taupier K. F 030 Van Wezep M.J. IPS 15.4 Song H. S 165, S 197 Shaffer J. CH 2, S 061, S 062 Tavares H. F 222 Van Woerkom M. Song L.Z. S 074, S 203 SY 11.2, SY 11.4, SY 22.1, Shaheed J. F 201 Teagarden P. SY 49.2 Sood K. SY 22.3, SY 22 Shakenia F. F 188 Teerenstra S. S 145 IPS 16.3, F 164, S 212, S 213 Vancleef L.M.G. F 066 Shany H. S 244 Teixeira A. F 060 Soosai-Nathan L. IPS 10.1, SY 2.3 Vanderpol J. S 205 Sharma V. F 176, S 116 Teotia A. S 157 Sorna Kamatchi B. S 105 Vara L. F 168 Shaw C.J. S 136 Thakor A. SY 20.2 Sowden W. SY 20.4, SY 20 Vasquez-Pinto L.V. F 222 Shearon D. WK 6, WK 34 Thayer J. CH 6 Sparrow J. WK 30 Vásquez-Velázquez I. Sheehan K.P. S 085 Sperling J. F 167 Thoen M.A. S 140 F 015, F 016 , F 017 Sherman S. WK 33 Spezio M.L. F 237 Thomas R. IPS 7.3 Vazquez C. Sherman-Bien S. S 226, SY 40.1 Spillane N. SY 4.1 Thompson N.H. S 091 S 041, S 042, SY 17.3, SY 4.5, Shiota M.L. SY 10.2 Spontón C. S 087, SY 33.2 Thompson P.M. S 250 SY 7.4, SY 4, SY 7 Shiri S. F 213 Spurlin S. S 252 Thomson A. SY 31.2, F 157, SY 31 Vázquez S. SY 33.1 Shiryak M. S 006 Srijindarat U. S 095 Thorberg F.A. S 218 Vázquez García M.P. F 037 Shoemaker W. S 035 St. George D.P. S 045 Tian Y. S 124, S 125 Vella-Brodrick D. SY 2, SY 28.3 IPS 3.2, IPS 6.3 Shore W. S 055 Stanimirovicc R. SY 28.3 Tiefenbach T. IPS 14.4 Vendramini J.M.M. F 222 Shubert J. S 040, S 046 Stansberry Beard K. S 103 Tindle H. S 107 Venning A. S 007 Siddall J. S 078 Starman J.D. S 013, S 015 Tirro V. S 178 Verma V. IPS 6.3 Siegel J. SY 31, SY 31.1 Starr L. F 170, S 169 Tobenas M.M. S 229 Vernooij-Dassen M.J. S 145 Sigulem D. S 109 Stebbins R.A. IPS 13.2 Tobias J. IPS 8.5 Sikström S. Vescovelli F. S 020, S 021, SY 4.2 Stefaniak T. F 043 Tobo P.R. F 222 F 034, F 035, F 036, F 224, F 225 Vickers-Willis M.H. S 131 Steger M. SY 9.4, SY 10.3 Tokuyoshi Y. S 149 Silva E. F 060 Vicuña B. S 108 Steiler D. S 249 Tomasulo D. Silva F.J.P. S 209 SY 5.1, S 002, S 003, WK 4 Vie L.L. SY 38.2 Steinberg E.A. SY 36.3, SY 36 Silva H. F 097 WK 13, WK 19 Vingård E. S 237, S 241 Steinberg L. F 110, SY 36.3 Silva L.R. S 209 Toms E. S 218 Stephens D. S 054 Silveira K.A. S 106 Tondar M. Steptoe A. IPS 6.2 Silverman S. S 229 S 126, S 127, S 128, S 129, S 130 Stevanovski S. S 057

133 www.ippanetwork.org Author Index (cont’d) Visani D. S 160, SY 4.2 Waters L. Wills E. S 242 Yang P.-S. F 063 Vittersø J. IPS 17.3 IPS 8.1, F 078, S 094, S 132, Wilson C. F 143 Yeager J.M. WK 34 Voloaca M. S 155, S 214 S 188, SY 32.3, SY 32.4, SY 15 Wilson M. F 182 Yi R. F 049 Vrodos J. S 080, S 081 Waters L.E. Win A. S 215 Yoshida K. F 095, S 083 SY 15.2, SY 24.4, SY 32.2, SY 24 Wink B. S 193 You S. IPS 17.1, F 014 Weaver J. F 070 W Wissing M.P. SY 2.2 Youssef C. SY 30.1 Weaver K. S 107 Wackernagel M. SY 34 Wittgensetin A. F 031 Yu F. S 190, F 139 Weber M. IPS 8.3 Wagner C. S 058, SY 25 Wittgenstein A. F 005 , F 006 Yue X.D. IPS 6.5 Weldon C. S 225 SY 25.2, SY 25.3 Wittmann D. S 016 Yue X. S 063 Wellenzohn S. S 050, S 051, Waldenström M. S 237 Wolsko C. S 198 S 052, SY 21.3 Walker A. SY 3.4, SY 3, IPS 7.1 Womack V. S 235 Weller P.D. S 011 Z Walker C.N. S 137 Wong B. S 215 Zacarias Salinas X. S 184 Wenzel K.K. IPS 14.1, F 024, Wallace R. S 107 F 070, S 251 Woolgar S.R. S 177 Zaccoli R. S 085 Walls R.L. S 011 Weytens F. IPS 16.2 Wray.Lake L. IPS 9.1 Zadeh Mohammadi A. S 127 Wandeler C. F 095, S 238 Wheeler B. SY 13.1 Wray-Lake L. S 040, S 046, S 216 Zalles C.E. S 044 Wang A. SY 45.2, SY 45 White M. Wright J.J. S 101 Zand F. S 243 Wang B.A. S 194, F 180 CH 4, IPS 8.1, F 051, S 080, S 094 Wright S.F. S 101 Zavarce P. Wang H. S 245 SY 24.1, SY 3.3, SY 32.4, SY 35.2 Wu P.L. F 062 F 040, S 044, S 048, S 049, S 195 Wang L. S 124, S 125 Whiteman J.D. S 071 Wu S. S 111 Zenner J. S 122 Wang W. SY 8.3 Whittaker K.S. IPS 12.2 Zhang D. S 240, S 199 Wang Y. S 245, S 246 Wichers M. SY 4.4, SY 7.5 X Zhang N. S 141 Wang Y.C. S 256 Wiederhold B.K. SY 39.1, SY 39 Xiaohong S. S 176 Zhao Y. S 056, CH 3 Warber S. F 143 Wiederhold M.D. SY 39.1 Xu Z.F. S 236 Zhivotovskaya E. SY 28.1 Warren E. IPS 2.3, S 252 Wilder N. SY 1.3, SY 8.2 Zhu Z. F 082 Warren M. F 021, SY 36.2 Willemse G. S 143 Y Zikratov G. S 016 Warren M.T. SY 13.1, SY 13 Williamon A. F 001 Yabuwaki K. F 105 Zilberman M.L. F 222 Wasserman R. SY 40.3 Williams A.-L. F 234, F 235 Yacksirk C. S 254 Zobell C.J. F 228 Waterman A.S. F 218, SY 9.1, SY 9 Williams D.A. SY 40.3 Yacsirk C.I. S 239 Zolezzi S. SY 43.6, SY 43 Waters A.F. F 134, S 168 Williams M.M. F 172 Yacsirk C. SY 42 Zolezzi S.A. S 093 Williams P. S 132 Yakovlev S. S 230 Zusevics K.L. S 084

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134 www.ippanetwork.org Positive Psychology Graduate Programs at the Claremont Colleges

Earn Your M.A. or Ph.D. Claremont Graduate University offers M.A. and Ph.D. concentrations focused on the Science of Positive Psychology. Our programs aim to provide excellent graduate education and facilitate the production of new knowledge and evidence-based applications. Our faculty and students focus their research on life-long processes and outcomes of behavior as they affect the quality of life, as well as evaluating positive psychology informed practices, programs and policies.

Positive Developmental Psychology At Claremont Graduate University, positive development psychology is understood as individual growth through the lifespan. It includes positive developmental trajectories; contexts that contribute to positive outcomes both at the individual and sociocultural levels, and processes leading to these outcomes. We are grounded in the promotion of applied research and evaluation so that our work has direct implications for the decisions of individuals, families, schools, practitioners, and policymakers.

Positive Organizational Psychology At Claremont Graduate University, positive organizational psychology is aimed at improving organizational effectiveness and the quality of work life of all individuals. We seek to train future leaders, change agents, and scholars as we explore important organizational topics, such as flow in the workforce, optimal performance and employee well- being, creativity and innovation, and positive organizational development and change.

)RUPRUHLQIRUPDWLRQDERXW&*8¶VSURJUDPVYLVLW http://www.cgu.edu/sbos IPPA Third World Congress on Positive Psychology 19 Mantua Road Mt. Royal, NJ 08061 Tel: 856-423-2862 Fax: 856-423-3420 Email: [email protected]

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