What was one takeaway from watching Positive Psychology Part I? Objectives. Positive Psychology. Acknowledgements. Participant Response: Chat Box

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1 Objectives Positive Psychology Online Chat March 4, :00-4:00 EST 1 Part I (March 4: ü Participants will demonstrate an understanding of positive psychology and how the philosophy of positive psychology supports and aligns with PBS. ü Participants will demonstrate an awareness of positive psychology is and why it is important. Part II (today): Participants will demonstrate an awareness of tools used to measure positive psychology constructs in children Participants will demonstrate an awareness of positive psychology intervention strategies used to strengthen resiliency and positive outcomes in children Participants will be provided with links to access other 2 positive psychology related resources and information Acknowledgements Participant Response: Chat Box Content in this two-part series on positive psychology was developed by, or in collaboration with, Dr. Shannon Suldo and her students in the positive psychology research group in School Psychology Program at USF. 3 What was one takeaway from watching Positive Psychology Part I? 4 1

2 Happiness: SWB, LS, and PA Cultivating Happiness Happiness, also referred to as Subjective Well-Being (SWB), is an indicator of positive psychological well-being SWB is comprised of three related constructs: Life satisfaction, positive affect, and minimal levels of negative affect Other aspects of happiness include engagement and Relevant Intentional Activities and Practices 40% meaning in life % Genetics 50% Set Point (Genetics) Relevant Circumstantial Factors Relevant Intentional Activites and Practices (Lyubomirsky, et al., 2005) Important Positive Psychology Constructs Research support for adult happiness interventions: Past: Grateful thinking (Emmons & McCullough, 2003) Present: Practicing acts of kindness (Lyubomirsky, Tkach, & Sheldon, 2004); Character strengths (Seligman, Steen, Park, & Peterson, 2005) Future: 7 Goal attainment (Sheldon, Kasser, Smith, & Share, 2002) Resource Coming Soon! Suldo, S. M. (in progress). Promoting students happiness: Positive psychology prevention and intervention strategies in school-based practice. Manuscript in preparation for the Guilford Practical Intervention in the Schools Series (intended for release at NASP 2016 conference). 8 2

3 Subjective Well-Being Intervention Program (Suldo, Savage, et al., 2013, 2014) Subjective Well-Being Intervention Program (Suldo, Savage, et al., 2013, 2014) Comprehensive intervention approach including developmentally adaptions to adult interventions to target past, present and future happiness and wellbeing. Middle School students (Suldo, Savage, Mercer, 2013) Elementary students (Suldo, Savage, Hearon, McCullough, Bander, Garofano, Roth & Tan, 2014) Middle school students with parent and booster 9 component (Suldo, Savage, & Roth, 2014) 11 weekly sessions Classwide administration or small group (tier 2) Organized around past, present, future framework 10 Happiness: Assessment Increasing positive emotions about the past

4 Gratitude Gratitude: Assessment a sense of thankfulness and joy in response to receiving a gift, whether the gift be a tangible benefit from a specific other or a moment of peaceful bliss evoked by natural beauty (Peterson & Seligman, 2004, p. 554) In youth, gratitude has been linked to a number of positive psychological outcomes such as happiness, pride, hope, optimistic thoughts, prosocial relationships, positive mood (Bono & Froh, 2009; Froh et al, 2009) and increase feelings of school satisfaction (Froh et al., 2008) Gratitude CBT for Learning Gratitude (Miller, 1995) Practice Grateful Thinking (Emmons & McCullough, 2003) Counting one s blessings: Contemplate the things for which one is grateful on a daily basis Gratitude Journals (USF Wellness Promotion Program) Daily entries into gratitude journal Gratitude Visit (Seligman, Steen, Park, & Peterson, 2005) Gratitude Visit Planning Form (USF Wellness Promotion Program) Identify individuals who have been especially kind to them but not properly thanked or efforts went unnoticed. 1-page letter describing why they are thankful Planning and scheduling visit to read the letter

5 17 18 Increasing positive emotions about the present

6 Acts of Kindness Perform Acts of Kindness Behaviors that benefited other people or made others happy Happiness was increased through counting of the acts of kindess that a person typically performs over one week s time (Otake et al., 2006) Performing 5 acts in a day each week for 6 weeks positively impacts well-begin (Lyubomirksy et al., 2004) Performing Acts of Kindness Record Form (USF Wellness Promotion Program) Identify a day to perform 5 Acts of Kindness in a single day during the next week. Acts of Kindness Acts of Kindness Character Strengths Wisdom and Knowledge: cognitive strengths that entail the acquisition and use of knowledge Creativity, love of learning Humanity: interpersonal strengths that involve nurturing and looking after others Kindness, love, social intelligence Courage: emotional strengths exercising will to accomplish goals in face of adversity Bravery, zest, authenticity Justice: civic strengths that underlie healthy community life Teamwork, fairness, leadership Temperance: strengths that protect against excess Forgiveness, modesty, self-control Transcendence: forge connections between larger universe, provide meaning Hope, gratitude, spirituality

7 5/6/15 Character Strengths: Assessment Use of Signature Strengths The Values in Action Inventory of Strengths for Youth (VIA-Youth; Park & Peterson, 2006) Character Strengths (Park, Peterson, & Seligman, 2004) The Values in Action Inventory of Strengths for Youth (VIA-Youth; Park & Peterson, 2006) 189 items assessing 24 strengths Respond to items with a likert scale of agreement Identify individual adolescents personal ranking of the 24 character strengths with particular emphasis on their top 5 strengths, known as signature character strengths Available at Identify individual adolescents personal ranking of the 24 character strengths with particular emphasis on their top 5 strengths, known as signature character strengths New Uses of My First Signature Strength (USF Wellness Promotion Program) Use of signature strength in new ways each day during week and across life domains (friends, family, school)

8 Character Strengths in the Classroom https://www.youtube.com/watch?v=wzyverltxxy Flow & Hope Increasing positive emotions about future 31 Flow (student engagement) : Many researchers have focused on the concept of flow in relation to student engagement Shernoff and colleagues (2003) found that high school students experienced increased engagement when: 1. Perceived challenge of the task and their own skills were high and in balance 2. Instruction was relevant 3. Learning environment was under their control Snyder s (2000) theory of motivation- three major components of hope: Goals: Develop SMART goals Agency: Motivation to pursue one s goals Pathways: Self-perceptions that one can find ways to reach goals 32 under all circumstances 8

9 Hope Assessment Goal Attainment and Hope cont d Increasing Hope (Snyder, Rand, & Sigmon, 2005) Two components for achieving goals: Pathways Agency Preliminary intervention study (Marques, Lopez, & Pais Ribeiro, 2011) 62 early adolescents in Portugal 5-week intervention to assist students in: Conceptualizing clear goals for the future Producing pathways to attainment Reframing obstacles as challenges that can be overcome Goal Attainment and Hope Goal Attainment (Sheldon et al., 2002) 4 Strategies to attain personal goals (Own the goal, Make it fun, Keep a balance, Remember the big picture) Results: Only participants whose goals matched their interest and values actually achieved their goals and thus experienced increases in well-being. Best Possible Future Self (King, 2001; Sheldon & Lyubomirsky, 2006) A version of the future self having accomplished desired life goals

10 Optimistic Thinking Learned Optimism (Seligman, 1990) Change explanatory style in making attributions about events Good events are permanent, universal, and personal while bad events are temporary, specific, and external Examples of Optimistic Thinking Reference Sheet and My Optimistic Thoughts Form (USF Wellness Promotion Program) Learned Optimism Training for Helping Students Overcome Depression and Anxiety (Merrell, 2008)

11 5/6/15 Building Agency and Pathways: Growth Mindset Building Agency and Pathways: Growth Mindset

12 Building Agency and Pathways: Growth Mindset Integration and Alignment with MTSS 45 Universal screening measures Identify students at-risk for less than optimal LS Progress monitoring data Incorporate positive psych assessments to determine impact of intervention on adaptive outcomes Comprehensive individual assessment Inclusion of student strengths, assets, resources Improves intervention possibilities Happiness Interventions Potential for use at each tier with staff, students, and families 46 Tier 1 Approach to Promoting Happiness Promote Positive Affectivity** Achieve by doing not thinking Alignment with telling students what we want them to do, rather than what we don t want them to do Don t be sad vs. count your blessings and tell someone you re grateful for them Social behaviors Physical activity/exercise Strive toward a goal Match tasks to proficiency in order to taste success Promote Flow Encourage involvement in meaningful school-related extracurricular activities Challenging, intrinsically motivating, and voluntary 47 Encourage teachers to create a learning atmosphere with greater choice and applied activities Tier 1 Approach to Promoting Happiness Promote Positive Affectivity Achieve by doing not thinking Strive toward a goal Match tasks to proficiency in order to ensure success Promote Flow Encourage involvement in meaningful schoolrelated extracurricular activities Encourage teachers to create a learning atmosphere with greater choice and applied activities 48 12

13 Tier 1 Approach to Promoting Happiness Resources Promote Supportive Relationships Teaching friendship skills and promoting high-quality peerrelationships Facilitating teachers provision of social support Suldo, Friedrich, White, Farmer, Minch, & Michalowski, 2009, article in School Psychology Review Involving children in extracurricular interpersonal activities (i.e. sports, clubs) Teaching pro-social behaviors (i.e. kindness and expressions of gratitude) Promote Adaptive Thinking Increasing adaptive attributions for positive events Decreasing maladaptive attributions for negative events 49 Staff PLC? Individual PD plan goals? 50 Implications for overall morale of the building and further generalization of the focus on strengths and positive aspects of interactions with others Positive Psychology Resources AuthenticHappiness: Default.aspx Assessments for gratitude, life satisfaction, affect, character strengths, and hope Questions?

14 15-16 Online Chat Topics What is an area of need for you and your schools? Please type into the chat box topics that you would like to see for the online chat schedule

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