8th ECPP 2016 complete abstract book

ECPP 2016

Abstract Book

Complete Abstract Book – per theme – per type of Session Childhood and Youth – P2 Coaching and Intervention – P38Complete Abstract Book Cross)Cultural Approach – P61 Education – P83 Flourishing – P143 Health and Positive Aging – P144 Health and Wellness – P158 Mental Health and Therapies – P231 Mindfullness – P267 Organization and/or Leadership – P268 Other - P320 Passions – P325 Physical Health and Exercice – P326 Research Methods – P347 Social Change – P375 Social Work - P400 Strength – P403

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Childhood and youth CHILDHOOD AND YOUTH • WORKSHOP W01B - Strengths Based Parenting Marie A McLeod (1)Michelle L McQuaid (2)73 North Ave, Bentleigh, VIC 3204, Melbourne, Australia (1)P.O Box 230, Albert Park, VIC 3206 (2) Researchers have found that parents can have a positive impact on their children’s stress levels, and play an important role in helpingto cultivate wellbeing and buffer against ill-being for their children (Middlebrooks & Audage, 2008). Professor Lea Waters, Director of theCentre for Positive Psychology at the University of Melbourne, has found that one approach to help children experience stress morepositively is strength-based parenting. Strength based parenting utilizes relevant research from Postive Psychology and neuroscience tooffer parents ways that they can cultivate positive qualities, positive states and positive processes in their children.

Early researchfindings suggest strengths-based parenting connects children with their strengths so that they are more likely to cope with adversity bydrawing on their strengths, rather than engaging in avoidance or aggressive coping responses.This approach has being piloted in Australia in 2015 and will be implemented in some of the countries leading schools, in 2016. It is beingused to support the implementation of Positive Education and in other settings, to offer parents a different, more appreciative approachto parenting. In both settings, the program has been met with enthusiasm and early evaluation, shows success in parents using andapplying the strategies taught to build first their own, then their children’s wellbeing.Drawing on recent research from Professor Lea Waters, this workshop will share tested, practical ways you can support parents to:Cultivate Positive Qualities –• Discover how to bring out the best in themselves and their children by making the awareness and development of strengths anatural part of their family.• Identify and cultivate strengths using tools such as strengths spotting, creating a family strengths profile and becoming aware ofthe impact of under and over playing their strengths.

(Seligman, Ernst, Gillham, Reivich & Linkins, 2009).Cultivate Positive States –• Discover why heartfelt positivity enables our brains to see more possibilities, bounce back from setbacks, better connect withothers, and make it more likely that they will reach their potential (Fredrickson, 2009).• Learn how children’s brains develop and why this can make cultivating positive states more challenging at different ages andwhat they can do to help their child when they’re “flipping their lid” (Siegel & Bryson, 2011)• See how they can turn their biggest parenting challenges into “teachable moments” based on the latest brain science (Siegel &Bryson, 2014).Cultivate Positive Processes –• Challenge those stories and mindsets that hold them and their children back and how to seamlessly embed this skill intoeveryday parenting moments, so they can ignite hope and confidence for the future their family most wants (Dweck, 2006).The authorswill share what they have learnt about both the content and process of supporting parents to build flourishing families.

Keywords • Strengths Based Parenting, Parenting, Positive Education, Positive Psychology, Neuroscience,The authors are Michelle McQuaid and Marie McLeod. Michelle holds a Masters in Applied Positive Psychology, which shecompleted under the tutelage of Professor Martin Seligman. A best best-selling author, wellbeing teacher and playful changeactivator, she is an honorary fellow at Melbourne University’s Graduate School of Education. Marie McLeod holds a Bachelor ofSocial Work, and Certificates in both Adult Education and Positive Education. She is Director of PoPsy, providing practicalPositive Psychology solutions to schools, Early Years providers, Social Service Agencies and families and a Senior TrainingAssociate at Hawker Brownlow Professional Learning Solutions. Both are parents, doing their best to practice what they preachand passionate to share with others.

References: Biswas-Diener, R., Kashdan, T.B. and Minhas, G. (2011) 'A dynamicapproach to psychological strength development and intervention', The Journal of Positive Psychology, 6: 2, 106 — 118Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children's motivation. PsychologicalScience, 18(4), 314-316.Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.Dweck, C. S. (2007). The secret to raising smart kids. Scientific American Mind, 18(6), 36-43.Fredrickson, B.L. (2009).

Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcomenegativity, and thrive. New York, NY: Random House.Fredrickson, B. L. (2013b). Updated Thinking on Positivity Ratios. American Psychologist, 68, 814-822.Gunderson, L., Gripshover, S., Romero, C., Goldin-Meadow, S., Dweck, C.S., Levine, S. (2013). Parent praise to 1-3 year-olds predictschildren’s motivational frameworks 5 years later. Child Development.Linley, A., Willars, J., & Biswas-Diener, R. (2010). The strengths book: What you can do, love to do, and find it hard to do – and why itmatters. Coventry, UK: CAPP Press.McQuaid, M. and Lawn, E. (2014) Your Strengths Blueprint: How To Feel Engaged, Energized & Happy At Work. Melbourne, Victoria:Michelle

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McQuaid Pty Ltd.Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. New York,NY: Random House.Siegel, D.J., & Bryson, T.P. (2014). No-drama discipline: The whole-brain way to calm the chaos and nurture your child's developing mind.New York: Bantam.Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroominterventions. Oxford review of education, 35(3), 293-311.Waters, L. (2015). The Relationship between Strength-Based Parenting with Children’s Stress Levels and Strength-Based CopingApproaches. Psychology, 6(06), 689.Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can bedeveloped. Educational Psychologist, 47(4), 302-314.

W06A - Resilient Futures: an integrated approach to building wellbeing amongst disadvantaged young people D. Kelly (1), G. Kelly (1)(1) SAHMRI Wellbeing and Resilience Centre, Australia The Wellbeing and Resilience Centre (WRC) within the South Australian Health and Medical Research Institute has been establishedto implement the recommendations that emerged from Professor Martin Seligman’s 2012-14 residency in Adelaide, South Australia (SA).Professor Seligman has proposed that SA become the first political unit in the world to systematically measure and build wellbeing indifferent cohorts of society, across the life course, in order to “give every individual the skills to flourish in their daily lives” (Seligman,2013).Resilient Futures is a three year project that has received philanthropic funding to measure and build the resilience and wellbeing of 850disadvantaged young people in SA (aged 16-20). The project will systematically achieve this by providing wellbeing and resilience skillstraining that is consolidated and reinforced through mentoring/coaching and online tools and support. The WRC has formed apartnership with TechWerks LLC which will form the basis of our resilience skills training.Resilient Futures will also invest in the skills and knowledge of youth workers and educators in order to improve the professional practiceof building wellbeing and resilience in low socio-economic communities.This program brings a key focus to building educational engagement, aspirations and achievement. In its design, the program has soughtto respond to key barriers and moderators of resilience, wellbeing and educational engagement within its target cohort, namely: theimpact of trauma, the level of developmental maturity of the young person, motivation to change, socio-economic disadvantage and socialinclusion (Abello et al. 2014; Osofsky et al. 2015). The program will be adapted to the specific needs of the young people who aredisengaged from learning, including young people in the criminal justice system and young people with mental health challenges. Fidelityof the program across these various settings will be ensured using an Intentionality framework.Resilient Futures seeks to build the developmental resources of resilience through an explicit skill building approach that is reinforced andconsolidated through adult relationships and online resources. The implementation of the program has been built upon best-practiceprinciples, which includes the use of a validated training package, attention being paid to program fidelity, and seeking to capture thevoice and experiences of young people. This project adops a realist evaluation framework that doesn’t just ask “does this work” but rather“what works for whom, in what context and how”. The realist evaluation provides a mechanism to assess program implementation andimpact in a dynamic manner that supports the ongoing development of the program through future iterations.

Keywords • Positive Youth Development, TechWerks, Resilience Training, Measurement, Realist Evaluation, At-risk Youth,Disadvantage References: Abello A, Cassells R, Daly A, D’Souza G and Miranti R (2014). ‘Youth Social Exclusion in AustralianCommunities: A New Index, NATSEM Working Paper 2014/25, NATSEM: CanberraOsofsky, J. D., Osofsky, H. J., Weems, C. F., King, L. S., & Hansel, T. C. (2015). Trajectories of post traumatic stress disorder symptomsamong youth exposed to both natural and technological disasters. Journal of child psychology and psychiatry.

W06B - Life skills and Childrens’ Characterstrengths A. Linder (1,2), M.M. Ledertoug (2,2)(1) Strandgaardsvej 5, 4700 Naestved, DK, (2) Gammel Strandvej 71 A, 3050 Humlebaek, DK In the workshop ‘Life skills and Childrens’ Character Strengths’ we focus on improving life skills for children and adolescents bycombing a strengths-based approach with the PUSH method. Introducing 7 different strategies and corresponding exercises to get ahands-on experience of the program.The theoretical foundation of the workshop is based on the VIA strengths identifying persistent character traits, which human beingsuniversally express in all domains of their lives and a cross time. The VIA Character Strengths are defined as relatively stable, universalpersonality traits which are manifested through thinking, feeling and behavior and they are considered

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the basic building blocks forhuman development and growth. (Seligman & Peterson, 2004)The methodological foundation of the workshop is based on the PUSH method developed by Kirketerp (2012) which is theoretically basedon Self-Determination-Theory SDT (Deci & Ryan, 1985), the Theory of Self-Efficacy (Bandura, 1994) and Damasio’s theory of somaticmarkers (Damasio, 1999). The PUSH method creates entrepreneurship and selfefficacy to motivate change provoking actions which are afundamental experience of competence in order to act in relation to the many opportunities life offers.An education organized within the framework of this PUSH didactic stimulates the pupils’ active participation in their own learningprocess. This means that the pupil is able to transfer his knowledge and his experience to actions beneficial for himself and others. A pushis an activity or process initiated by the teacher to support pupil enterprise - a push is made up of a number of strategies or processesthat can be used in planning, implementation and evaluation of teaching. This enterprising pedagogy and the PUSH method makes apossible path to create optimal learning environments allowing space and structure to work with pupils' character strengths, and thuscreate and develop personal, social and professional skills in order to dare take actions on the many opportunities life offers.The 7 strategies in the PUSH-method:Change of habits – Means - Role models - Insight and reflection - Reward for action - Courage to fail - Mastery ExperiencesAnne Linder is a Psychologist, author and Head of the Danish Centre for relations professionalism.

Linder is a seasoned writer, and is theco-author of the book "Life skills and Children's character strengths" with Mette Marie LedertougMette Marie Ledertoug is a PhDstudent in ‘Strengthbased Learning’ at Aarhus University, Denmark. She has an education as a teacherand an Educational Psychologist with more than 17 years of experience from working in schools. She has a Master degree in PositivePsychology: She is also the author of ‘The Strength Compass’.

Keywords • Life skills, characterstrengths, PUSH method, hands-on exercises.

References: Bandura, A (1994) SelfEfficacy. Salt Lake City: Academic PressDamasio, A. (1999) The Feeling of What Happens.

Vintage 2000Deci, E.L & Ryan, R.M. (1985) Intrinsic Motivation and Self determination in Human Behavior. New York: Plenum Publishing Co.Kirketerp, A.L. (2012) Entrepreneurship didactics the PUSH method. Aarhus UniversitetsforlagLedertoug, M.M. (2014) The Strength Compass. Copenhagen: Dansk Psykologisk ForlagLinder, A. & Ledertoug, M.M. (2014) Livsduelighed og børns karakterstyrker. København: Dansk Psykologisk ForlagLinder, A (2015) The Strength Folder. Copenhagen: Dansk Psykologisk ForlagSeligman, M. & Peterson, C. (2004) Character Strengths and Virtues. A Handbook and Classification. Oxford: Oxford University Press

CHILDHOOD AND YOUTH • PAPER SESSION P01A - Learned Optimism. You are never too young to start.

Ms Ariadne Lack, Director of Human Endeavours: Tools for Authentic LivingHuman Endeavours420 Victoria StBrunswick, 3056.Melbourne, AUSTRALIA The ability to maintain an optimistic orientation to life has a crucial impact on our ability to handle adversity and opportunity(Abramson, Seligman, & Teasdale, 1978). Optimism has been associated with the highest levels of life satisfaction (Park, Peterson, &Seligman, 2004; Peterson & Park, 2006; Proyer, Gander, Wyss, & Ruch, 2011; Proyer, Ruch, & Buschor, 2013) and been shown to positivelycorrelate with happiness, psychological and physical wellbeing and negatively correlate with depression and anxiety (Alarcon, Bowling, &Khazon, 2013). Over the past two decades considerable effort has been given to developing, delivering and evaluating programs designedto foster an optimistic explanatory style, particularly in school aged children, primarily for the prevention and inoculation of depression,for example, see (Brunwasser, Gillham, & Kim., 2009; Gillham, Brunwasser, & Freres, 2008; Shochet et al, 2001; Stark, Brookman, &Frazier, 1990). However, these programs are yet to target one of the most influential learning windows of our lives, early childhood(Hertzman, 2004; Moore, 2007; NICHD, 2005). This paper, developed as part of a Masters of Applied Positive Psychology capstoneproject at the University of Melbourne in 2015, provides a rationale for fostering optimistic explanatory style even earlier, in the preschoolyears (between the ages four to six). The project highlights the benefits of optimism, why it is a skill worthy of cultivation in itsown right and why parents (primary care givers) are best placed to foster optimism in their pre-school children, after first having acquiredand embedded the skills of optimism in their own lives. Finally, an evidence based outline for the Cultivating Optimism for Life (COL) pilotprogram is presented. Employing the science of positive psychology and adapting two existing parent training programs (Tuning Into Kids(TIK) (Havighurst et al., 2013) and Bounce Back and THRIVE (BBT) (Hall 2014; Hall & Pearson, 2004; RiRo 2014), the COL pilot aims tocultivate optimism in the parents of pre-schoolers, and then teach them how to cultivate optimism in their pre-school children

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throughmodelling and coaching. Implications, limitations and future directions for the pilot program are also considered.

Keywords • Optimism, explanatory style, pre-school, parents References: Abramson, L. Y., Seligman, M. E., & Teasdale, J.D. (1978). Learned helplessness in humans: critique and reformulation. Journal of abnormal psychology, 87(1), 49.Alarcon, G. M., Bowling, N. A., & Khazon, S. (2013).

Great expectations: A meta-analytic examination of optimism and hope. Personalityand Individual Differences, 54(7), 821-827.Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the PennResiliency Program’s effect on depressive symptoms. Journal of consulting and clinical psychology, 77(6), 1042.Gillham, J., Brunwasser, S. M., & Freres, D. R. (2008). Preventing depression in early adolescence: Guilford Press: New York, NY, USA.Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). “Tuning into Kids”: Reducing Young Children’sBehavior Problems Using an Emotion Coaching Parenting Program. Child Psychiatry & Human Development, 44(2), 247-264.Hertzman, C. (2004). Making Early Childhood Development a Priority: Lessons from Vancouver. Ottowa, Ontario: CanadianRichardson, S. and Prior, M. (Eds.)(2005).Hall, D. K., (2014).

Reach IN…Reach OUT (RIRO) Research &Evaluation Program:Description & Results Summary (2002-2014).

Retreived fromhttp://reachinginreachingout.com/documents/REPORTonRIROResearch-evalprogram-SUMMARY9-19-14-FINAL_000.pdfHall, D. K., & Pearson, J. (2004). Introducing Thinking Skills to Promote Resilience in Young Children: Ontario: Child Welfare League ofCanada.Moore, T. (2007). Changing developmental trajectories: Conditions and resources for youngchildren and families. Paper presented at The R.E.Trust/Centre for Community Child Health seminar on How do neighbourhoods matterfor children and youth?NICHD. (2005). National Institute of Child Health and Human Development Early ChildCare Research Network (NICHD ECCRN). Duration and developmental timing of poverty and children’s cognitive and social developmentfrom birth through third grade, Child Development 76, No. 4.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of Character and Wellbeing. Journal of Social and Clinical Psychology, 23(5),603-619.Peterson, C., & Park, N. (2006). Character Strengths in Organizations. Journal of Organizational Behavior, 27(8), 1149-1154. doi:10.2307/4093906Proyer, R., Gander, F., Wyss, T., & Ruch, W. (2011). The Relation of Character Strengths to Past, Present, and Future Life Satisfactionamong German-Speaking Women. Applied Psychology: Health and Well-Being, 3(3), 370-384. doi: 10.1111/j.1758-0854.2011.01060.xProyer, R. T., Ruch, W., & Buschor, C. (2013). Testing strengths-based interventions: A preliminary study on the effectiveness of a programtargeting curiosity, gratitude, hope, humor, and zest for enhancing life satisfaction. Journal of Happiness Studies, 14(1), 275-292.RiRo. (2014). Reach In, Reach Out. Bounce Back and THRIVE, Resiliency SkillsTraining for Parents. Retrieved from http://www.reachinginreachingout.com/programs-bb&t.htmShochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H., & Osgarby, S. M. (2001). The efficacy of a universal school-basedprogram to prevent adolescent depression. Journal of clinical child psychology, 30(3), 303-315.Stark, K. D., Brookman, C. S., & Frazier, R. (1990).

A comprehensive school-based treatment program for depressed children. SchoolPsychology Quarterly, 5(2), 111.

P01B - Importance of family protective mechanisms in fostering youth prosocial behavior Josipa Mihic (1), Ivana Maurovic (1), Gabrijela Ratkajec Gasevic (1), Martina Feric (1), Antonija Zizak (1)(1) University of Zagreb,Croatia Many studies have confirmed that family as a system represents one of the most important contexts for preventing mental, emotionaland behavioral problems and promoting mental Healthand positive development of children and youth (Hoeve et al., 2009; McCabe et al., 2009; Kazdin, 1995). However, not many studies werefocused on understanding relationship betweenfamily protective mechanisms and prosocial behavior of youth exposed to one of the normative stresses, the one of entering high school.Since the process of positive adaptation in thecontext of risk is defined as resilience (Luthar et al., 1999), analyzing relations between mentioned constructs is contribution in this areaof research.During the second half of 2015, University of Zagreb, Faculty of Education and Rehabilitation Sciences has carried out the project“Research of the Family Resilience”.The aims of the project were to determine ways of family resilience assessment and explore the contribution of the family resilience to thedevelopmental outcomes of youth.Aim of this paper is to determine the level of stress caused by entering high school, family protective mechanisms and prosocial behaviorperceivedby 1st high school grade students (N=304). Also, specific contribution of gender, stress levels and family protective mechanisms (Familycommunication and problems solving,Utilizing social and economic resources, Maintaining the positive outlook, Family contentedness, Family spirituality, Ability to makemeaning of adversity) on high school studentsprosocial behavior will be examined. A study was conducted during October 2015 in two high schools in Croatia. Instruments used fordata gathering were:sociodemographic questionnaire involving question on stress level caused by entering high school; Family resilience assessment scale(Sixbey, 2005) and Strengths and

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DifficultiesQuestionnaire (Goodman, 2001). The results of hierarchical linear regression have shown significant contribution of gender and familyconnectedness to higher levels of self-reportedprosocial behavior of youth.

Female students and those who perceive higher levels of family connectedness report higher levels ofprosocial behavior.The results emphasize the importance of promoting family connectedness in order to foster positive development of youth.

Keywords • stress, family protective mechanisms, youth, prosocial behavior References: Goodman, R. (2001).Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and AdolescentPsychiatry. 40, 1337-1345Hoeve, M., Dubas, J.S., Eichelsheim, V.I., Laan, P.H., Smeenk, W.H., Gerris, J.R.M. (2009). The relationship between parenting anddelinquency: a metaanalysis. Journal of Abnormal Child Psychology. 37(6):749–775. doi: 10.1007/s10802-009-9310-8.Kazdin, A. E. (1995). Child, parent, and family dysfunction as predictors of outcome in cognitive-behavioral treatment of antisocialchildren. Behaviour Research and Therapy. 33, 271–281.Luthar, S.S., Cushing, G. (1999). Measurement issues in the empirical study of resilience: An overview. In: Glantz MD, Johnson JL, editors.Resilience and development: Positive life adaptations. Plenum; New York: pp. 129–160McCabe, K.M., Yeh, M. (2009). Parent– Child Interaction Therapy for Mexican Americans: A randomized clinical trial. Journal of ClinicalChild & Adolescent Psychology. 38:753–759.Sixbey, M.T. (2005). Development of the family resilience assessment scale to identify family resilience constructs (Doctoral dissertation,University of Florida). Retrieved from ProQuest Dissertations and Theses database. (Publication No.3204501).

P01C - Adaptation and initial validation of the German version of the Multidimensional Students’ LifeSatisfaction Scale M. WeberUniversity of Kassel, Germany The Multidimensional Students’ Life Satisfaction Scale (MSLSS; Huebner, 1994) is a self-assessment inventory measuring youngpeople’s satisfaction in five different life domains (i.e., satisfaction with family life, friendships, school experiences, self, and livingenvironment). The present paper describes the adaptation and initial validation of the German adaptation of this measure. About 400participants (aged between 10 and 17 years) completed the German version of the MSLSS, and additional measures/items assessinginformation on different validation criteria (e.g., family climate, number of best friends, school experiences, living location, etc.). The fivescales yielded satisfying reliabilities, and they showed small to medium age effects, and small gender effects. Results on validity emergedas promising; for example, an oblique five-factor solution was found to represent the data well.

Furthermore, a supporting and warmparenting style contributed mostly to participants’ satisfaction with the family life, and the location where the participants lived (e.g.,urban vs. rural areas) was predictive of participants’ satisfaction with the living environment. Overall, the German adaptation of theMSLSS demonstrated satisfying psychometric properties and promising initial evidence for its validity. Future studies are needed toprovide further information on reliability and validity of the German version of the MSLSS. Keywords • Multidimensional Students’ Life Satisfaction Scale, MSLSS, children, adolescents, German version, test adaptation References: Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale forchildren. Psychological Assessment, 6, 149-158. doi:10.1037/1040-3590.6.2.149

P01D - Multiple Mediation of Optimism and Self-Esteem on The Relationship Between Irrational Beliefs andSubjective Well-Being B. Duy (1)M. A. Yıldız (2)(1) Anadolu University, Turkey(2) Adıyaman University, Turkey Introduction: Numerous studies displayed relations between subjective well-being and positive negative psychological aspects. Yet,little attention has been given to the relationship between subjective well-being and irrational beliefs, and optimism. Diener (2009)suggested that there is a great need for sophisticated methodologies in order to gain a better understanding about parameters thatinfluence the relationships, the directions of influence between variables, and how the different influences interact regarding subjectivewellbeing.Purpose: It was claimed that personality attributes are more related to subjective well-being than life circumstances (Lucas and Diener,2009). Thus, the purpose of the present study is to address multiple mediation role of optimism and self-esteem on the relationshipbetween irrational beliefs and subjective well-being.Method: The participants of the study were 235 high school students (F= 137, 58.3%; M= 98, 41.7%) from 9th grade to 12th

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grade. The agerange of them varied between 14-19 year-old with a mean age of 16.4 and 1.10 sd. The instruments of the study were the Irrational BeliefsScale for Adolescents, Positive and Negative Affect Schedule for Children, the Life Orientation Test, Rosenberg Self-esteem Scale, and theSatisfaction with Life Scale. The significance of multiple mediation model was tested through the least squared regression model andBootstrap method via the PROCESS Macro software. Gender and age were entered into model as covariates that may confound with therelationships among the variables in the model.Results: There are significant positive correlations between subjective well-being and self-esteem (.47), (.54), optimism and negativecorrelations with irrational beliefs (-.18).

There are also significant correlations between self-esteem and optimism (.43), and irrationalbeliefs (-.22).

Multiple mediation analysis showed that when self-esteem and optimism variables were entered into the modelsimultaneously, the beta for the direct effect of irrational beliefs on subjective well-being was reduced from .30 (p<.001) to -.01 (p>.05).Thus, it was shown that both optimism and self-esteem had mediation effect on the relationship between irrational beliefs and subjectivewell-being. The model was also significant (F(5-228)= 27.93, p<.001) and explained 38% of the variance. Importantly, the bootstrap resultsindicated, with 95% confidence interval, that the indirect effect of irrational beliefs on subjective well-being was mediated through thetotal effect of self-esteem and optimism (point estimate= -.30; 95% BCa GA [-.48, -.12]). Moreover, the specific indirect effect of selfesteem(point estimate= -.0959; 95% BCa CI [-.1720, -.0416]), and optimism (point estimate= .03; 95% BCa CI [.0104, .0592]) were alsosignificant.

Keywords • Subjective well-being, optimism, irrational beliefs, self-esteem, adolescents.

References: Diener, E. (2009).Subjective well-being. In E. Diener (Ed.), The Science of Well-Being: The Collective Works of Ed Diener. (p. 11-59). New York: Springer.Lucas, R. E., & Diener, E. (2009). Personality and subjective well-being. In E. Diener (Ed.), The Science of Well-Being: The Collective Worksof Ed Diener. (p. 75-103). New York: Springer.

P01E - Psychosocial approach of well-being's feeding among adolescents and young adults W.Schwartz (1)A.Vinciguerra (1)C.Potard (2)E.Rusch (3)R.Courtois (1)(1) Université François-Rabelais de Tours, Département de Psychologie, EA2114 « Psychologie des âges de la vie », 3 rue desTanneurs BP 4103 37041 TOURS Cedex 1, France(2) Université de Angers, Département de psychologie, EA 4638 « Laboratoire de Psychologie des Pays de la Loire », 5 bis, boulevardLavoisier 49045 Angers, France(3) UFR Médecine, « Education Ethique Santé », 10, boulevard Tonnellé 37032 Tours Cedex 1, France Introduction: The balanced feeding is a multidisciplinary concept which remains difficult to define transversely.

Nutritional needsappears to be the strongest standard for a balanced health / feeding ratio but tied to individual and longitudinal measurement protocols.We wanted to develop an additional standard to take into account psychological well-being in balanced feeding measurement. Weconducted for this purpose a study based both on feeding behaviors and psychological factors as self-belief, environmental influence,intentional behaviors, stress and mental health. We posed as a double hypothesis that (1) the intention to eat healthy determines feedingbehaviors and (2) the perceived stress and anxiety-depression have a negative impact on this intention.Methods: One thousand three hundred seventy-two French students (mean age: 20.52 years; SD: 3.27) completed a questionnaire aboutfeeding factors. A first section was specifically related to feeding behaviors with items elaborated by us for youth people in a previousstudy. A second section of factors was based on the Ajzen’s Theory of Planned Behavior (TPB). Two other sections contained items of thePerceived Stress Scale (PSS) and General Health Questionnaire (GHQ).Results and discussion: The TPB variables (essentially the Individual Attitudes and the Perceived Behavioral Control) was able to explain62% of the variance of the intention to eat healthy. The intention explained feeding behaviors as the fast food, the fact to skip meals, andthe consumption of fruits and vegetables. Finally, anxiety-depression and perceived stress are involved as external factors to the model ofTPB and negatively impacted the intention to eat healthy and feeding behaviors themselves. The results of the study showed theimportance of well-being among students and conversely the role of stress and anxietydepression.

Keywords • Eating Behavior, Health Behavior, Students, Mental Health, Stress, Well being References: Ajzen, I. (1991).The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.Bettschart, W., Plancherel, B., & Bolognini, M. (1991). Validation du questionnaire de Goldberg (General Health Questionnaire, GHQ)dans un échantillon de population âgée de 20 ans. Psychologie medicale, 23(9), 10591064.Cohen S, Kamarck T, Mermelstein R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396.Sarrazin, P., Pelletier, L., Deci, E. L., & Ryan, R. M. (2011). Nourrir une motivation autonome et des conséquences positives dans différentsmilieux de vie: les apports de la théorie de

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l’autodétermination. In C. Martin-Krumm, C. Tarquinio, & A. Delle Fave (Eds.), Traité depsychologie positive (pp.

273-312). Bruxelles, BE: De Boeck, 273-312.

P07A - Academic Major Satisfaction and Perceived Career Barriers among Lithuanian College Students B. Pociute (1)I. Urbanaviciute (1, 2)A. Kairys (1)A. Liniauskaite (1, 3)(1) Vilnius University(2) Lithuanian University of Educational Sciences(3) Klaipeda University Introduction. Academic major satisfaction denotes a subjectively positive evaluation of the higher education track that one haschosen to pursue. Occupational domain is one of the most important life domains (Pavot & Diener, 2004), therefore, academic majorsatisfaction may be regarded as a significant source of psychological well-being at the young adult age. It is particularly relevant in thetransition from secondary to higher education when young people have just made their career choices and start evaluating the outcomes.Some scholars thus consider satisfaction as a primary indicator of career choice success (Heslin, 2005).This study aims to analyze the potential antecedents of academic major satisfaction in a sample of college students. Within theLithuanian educational system, college studies are classified as non-university, generally practice-oriented, higher education track.

Thismakes an interesting point in the context of research on career choice. Given that most previous studies have focused on the so-called“traditional” (i.e. university) student population, a study in the non-university college sample might provide some new insights on thetopic.Drawing upon the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 2000), we hypothesized academic major satisfaction torelate positively to academic selfefficacy beliefs. In addition, we aimed to test the moderating role of perceived career barriers in theabovementioned relationship, implying that stronger perceptions of barriers should impede academic major satisfaction.Method. A paper-and-pencil questionnaire was delivered to 179 college students (39% male; mean age 20 years). The respondents wereasked to rate on a Likert-type scale their academic major satisfaction, academic self-efficacy, and two types of perceived career barriers (i.e. barriers that are due to certain external conditions and barriers that relate to social factors). To test the hypotheses, multipleregression and moderation analyses were performed using the MODPROBE macro for SPSS.Results. In accordance with the first hypothesis, selfefficacy beliefs positively predicted academic major satisfaction. Moreover,perceived external career barriers moderated the relationship between academic self-efficacy and academic major satisfaction – it wasfound to be stronger at the low values of the moderator. However, the moderation hypothesis was only partially confirmed, because nomoderation effects were found for the perceived social career barriers. The findings yield several theoretical and practical implications,which will be discussed further on.

Keywords • career choice; college students; perceived career barriers References: Heslin, P. A. (2005). Conceptualizingand evaluating career success. Journal of Organizational Behavior, 26(2), 113–136.Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal ofCounseling Psychology, 47(1), 36–49.Pavot, W., & Diener, E. (2004). The subjective evaluation of well-being in adulthood: Findings and implications. Ageing International, 29(2), 113-135.

P07B - PARENTING STRESS: HOW DOES IT AFFECT ADOLESCENT SELF-REGULATION? Woon Kyung LeeHanshin 15cha, Banpo-2dong,Seocho-gu, Seoul, Korea.

This study aimed to explore the processes that link parenting stress (i.e., parent distress, worries about achievement), parentingbehaviors (i.e., responsiveness, monitoring, psychological control, family time), and adolescents’ self-regulation. The data derived from465 cases of mostly European American mother-adolescent dyads and father-adolescent dyads (boys = 231, girls = 234) who lived in aMidwestern state of US. Specifically, contrary to many extant parenting stress literature that dealt with families who were considered atrisk (e.g., families whose children have disabilities/health problems, low-income families), this study targeted highly educated, mostlyWhite, normative sample of parents and their adolescents. In addition, based on previous research that indicated the broad nature ofparenting stress and the need to consider parenting stress that routinely occurs in most families (Crnic & Low, 2002), parents’ worriesabout achievement was included as an important factor of parenting stress that may exist in adolescents’ families.Based on the Abidin’s (1992) parenting stress model and Conger and colleagues’ (1994) family stress model, detrimental effects ofparenting stress on parenting behaviors and adolescents’ developmental outcome in both the mother-adolescent and fatheradolescentdyads were initially postulated. When the indirect paths were tested through structural equation modeling, a path that links parentdistress, psychological control, and self-regulation was significant in the motheradolescent model. In the father-adolescent model, threepaths were significant: 1) a path that links parent distress,

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responsiveness, and self-regulation, 2) a path that links parent distress,monitoring, and self-regulation, 3) a path that links worry about achievement, responsiveness, and self-regulation. As parents had higherlevel of parent distress, they showed more negative behaviors, which, in turn, were linked to adolescents’ lower self-regulation.

However,contrary to hypotheses, fathers’ worry about achievement was significantly related to higher level of father responsiveness, which, in turn,was related to adolescents’ higher self-regulation. The results suggest the different roles of parents’ emotional distress and worry aboutachievement, which can normally exist during adolescence. The positive role of fathers’ worry about achievement and its meanings (e.g.,care for their adolescents, preparation for adolescents’ future) can be further discussed.

Keywords • parenting stress, parenting behaviors, adolescent self-regulation References: Abidin, R. R. (1992). Thedeterminants of parenting behavior. Journal of Clinical Child Psychology, 21 (4), 407412.Conger, R. D., Ge, X., Elder, G. H., Lorenz, F. O., & Simons, R. L. (1994). Economic stress, coercive family process, and developmentalproblems of adolescents. Child Development, 65 (2), 541-561.Crnic, K. A., & Low, C. (2002). Everyday stresses and parenting. In M. H. Bornstein (Ed.), Handbook of Parenting: Vol. 5: Practical Issuesin Parenting. (pp. 243-267). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

P12A - Empirical verification of Peterson and Seligman’s theoretical assumptions on relations betweencharacter strengths, personality traits and values in adolescence M. NajderskaJ. CieciuchWrzeciono 52/80, 01-956 Warszawa, Poland Peterson and Seligman (2004) created the concept of character strengths. They defined them as socially desirable, ubiquitous positivehuman characteristics. The list of character strengths consists of 24 characteristics.Peterson and Seligman (2004) developed a list of character strengths during the theoretical studies of various codes, philosophical andreligious traditions. They have also described the theoretical relations between character strengths and many variables, includingpersonality traits and values. Some of these assumptions have been confirmed in studies among adults (Macdonald, Bore, Munro, 2008;Najderska, Cieciuch, 2012), however, some of the relational patterns were different that those predicted by Peterson and Seligman(2004). Additionally, they were studied only in the group of adults. In our research, we have checked those relations in the group ofadolescents and verified those theoretical assumptions.In our study, we have used an authorial questionnaire to measure character strengths in adolescence (Character Strengths Inventories forAdolescents, CSI-A, Najderska, Cieciuch). It has good measuring quality ( = 0,73). Also, we have used tools for measuring personalitytraits (International Personality Item Pool – Big Five Markers, IPIP-BFM-50, Goldberg et al., 2006; Strus, Cieciuch, Rowi ski, 2013) andvalues (Portrait Values Questionnaire; PVQ, Schwartz et al., 2012, Cieciuch, 2013). The results showed systematic relations betweenstudied variables.

Keywords • character strengths, adolescence, personality traits, values

P12B - Developing Gratitude in the United States, Brazil, Russia, China, and Turkey J. Tudge (1), L. Freitas (2), L. O'Brian (1), L. Kiang (3), I. Mokrova (4), E. Mercon-Vergas (1), S. Mendonca (1), Y. Liang (1), A. Payir (1),and U. Price (1)(1) University of North Carolina at Greensboro, Greensboro, NC, USA(2) Universidade Federal do Rio Grande do Sol (3) Wake Frost University, Winston Salem, NC, USA, (4) University of North Carolina atChapel Hill, Chapel Hill, NC, USA Developing Gratitude in the United States, Brazil, Russia, China, and TurkeyJonathan Tudge, Lia Freitas, Lia O’Brien, Lisa Kiang, Irina Mokrova, Elisa Merçon-Vargas, Sara Mendonça, Yue Liang, Guan Wang, AysePayir, and Uzama PriceSome philosophers and psychologists define gratitude as occurring when: (a) a benefactor has freely and intentionally helped or provideda beneficiary with something; (b) the beneficiary recognizes the benefactor’s intentionality; and (c) freely chooses to repay, if possible,with something the benefactor needs or wants (Gulliford et al., 2013; McConnell, 1993). This definition presupposes that beneficiaries,minimally, have a theory of mind, are not egocentric, and have an autonomous sense of morality (Nelson et al., 2013; Piaget 1965/1995).We examine possible precursors to this developed sense of gratitude, such as thanking for a gift (perhaps simple politeness,which parents teach early) or repaying a gift without considering the benefactor’s needs (perhaps due to egocentrism). We used amethod first employed by Baumgarten-Tramer’s (1938) to assess “verbal,” “concrete” (egocentric), and “connective” (taking thebenefactor’s needs or wishes into account) gratitude in youth aged 7 to 15. Recent research (Freitas et al., 2011; Tudge et al., 2015) foundsimilar results to those of Baumgarten-Tramer: little change with age in verbal gratitude, a decline in concrete gratitude, and an increase inconnective

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gratitude.We therefore decided to assess whether there might be cultural differences in the development of the expression of gratitude, andcollected data from 1,384 7- to 14-year-olds from the United States, Brazil, Russia, China, and Turkey using the same methodology.Curve-estimation analysis revealed both age and culture variations in the development of gratitude: Russian and Chinese childrenexpressed more verbal gratitude and connective gratitude than did Americans or Brazilians; concrete gratitude declined linearly with agein the US, Brazil, and Russia, but not in China; connective gratitude increased linearly in the US and Russia but not in Brazil or China.

Weare in the process of collecting and analyzing data From Turkey, and this analysis will be included in our presentation.The next steps in our research program involve trying to understand the individual, family, and cultural sources of this variability.

Keywords • gratitude, development, cross-cultural differences

P12C - Good character is what we look for in a friend: The role of character strengths in early adolescents’friendships L. Wagner, W. RuchUniversity of Zurich, Switzerland Forming and maintaining friendships is an important developmental task in late childhood and early adolescence and thus, it is highlyrelevant for the positive development in youth. Research on friendships among adolescents from a positive psychological perspective hasbeen scarce. Good character is described to be “what friends look for in each other” (Park & Peterson, 2009, p.1), yet there is no publishedstudy to date investigating the role of character strengths in friendships. In the present study, we investigated the role of characterstrengths in close friendships among adolescents. Research questions addressed whether character strengths were related to positivefeatures of friendships (e.g. intimacy, stimulating companionship, emotional security) and satisfaction with friendships, whether characterstrengths were similar between mutual friends, and which character strengths were most desired in friends among early adolescents.Students (N = 290) attending grades 5 to 9 in German-speaking Switzerland and Liechtenstein (mean age = 12.9 years) participated in thisstudy. They completed the German adaptation of the VIA-Youth (Ruch, Weber, Park, & Peterson, 2014) to assess the 24 characterstrengths of the VIA classification (Peterson & Seligman, 2004), a nomination procedure to determine mutual friends, an adaptation ofthe Ideal Partner Profiler (Weber & Ruch, 2012) to assess the desirability and importance of the 24 character strengths in a friend, and theMcGill Friendship Questionnaire (Mendelson & Aboud, 1999) to measure six positive functions of friendship as well as satisfaction withfriendships.Results indicated that mutual friends had similar levels of certain character strengths (kindness, fairness, and spirituality). There were alsoseveral meaningful associations between a friend’s character strengths and the other friend’s perception of the friendship: e.g., humorwas related to the friendship function stimulating companionship, as rated by the respective friend, and love was related to the friendshipfunction intimacy. The three character strengths that were seen as most desired and most important in a friend were honesty, humor, andkindness.Overall, the results indicate that character strengths are related to a number of important aspects regarding early adolescents’friendships, thus underlining their significance for positive youth development. Differences and similarities to the findings regardingadolescents’ romantic relationships (Weber & Ruch, 2012) as well as implications for future research will be discussed.

Keywords • character strengths, adolescence, friendship References: Mendelson, M. J., & Aboud, F. E. (1999). Short reportmeasuring friendship quality in late adolescents and young adults: McGill Friendship Questionnaire. Canadian Journal of BehavioralScience, 31, 130–132.Park, N. & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 110.doi:10.2202/1940-1639.1042Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford UniversityPress.Ruch, W., Weber, M., Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity ofthe German Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30,57–64. doi:10.1027/1015-5759/a000169Weber, M., & Ruch, W. (2012). The role of character strengths in adolescent romantic relationships: An initial study on partner selectionand mates’ life satisfaction. Journal of Adolescence, 35, 1537–46. doi:10.1016/j.adolescence.2012.06.002

P12D - Gratitude's Role in Prosocial Development: A Longitudinal Study of Adolescents G. Bono (1), J. Froh (2), D. Disabato (3), D. Blalock (3)(1) California State University, Dominguez Hills, Carson, CA, USA(2) Hofstra University, Hempstead, NY, USA(3) George Mason University, VA, USA

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Both scholars and the public have long assumed that gratitude and prosocial behavior always go hand in hand.

While experimentshave shown that gratitude indeed causes prosocial behavior immediately, evidence has yet to demonstrate this relationship longitudinally.This is important to test because it would show that gratitude, beyond motivating kindness in the short term, also exerts lasting effects onindividuals’ social relationships. Furthermore, McCullough et al. (2008) proposed that gratitude serves a unique evolutionary function forstimulating prosocial behavior, compared to happiness in general. However, research has yet to test this longitudinally as well.

Therefore,the current study assesses gratitude, happiness, prosocial behavior, and antisocial behavior in adolescents (N = 567, ages 10-14) over a 4-year period to test both of these hypotheses. Initial growth curve analyses have found that increases in gratitude are related to increasesin prosocial behavior and decreases in antisocial behavior, providing support for the first hypothesis (i.e., that gratitude stimulatesprosocial behavior longitudinally). For this study, growth curve analyses including happiness as a covariate predicting these outcomes willalso be conducted to test the second hypothesis, and panel models will examine if variables such as supportive friendships, trust,empathy, and self-regulation help provide some explanation for gratitude’s link to prosocial behavior developmentally. Implications forthe unique role of gratitude in prosocial development will also be discussed.

Keywords • gratitude, prosocial, antisocial, adolescence, longitudinal, happiness References: McCullough, M. E.,Kimeldorf, M. B., & Cohen, A. D. (2008). An adaptation for altruism the social causes, social effects, and social evolution of gratitude.Current directions in psychological science, 17(4), 281-285.

P12E - The Effect of Positive and Negative Emotions on Young Drivers: A Simulator Study A. Ehrenfreund Hager (1), O. Taubman Ben-Ari (1), T. Toledo (2), H. Farah (3)(1) The Louis and Gabi Weisfeld School of Social Work,Bar Ilan University, Ramat Gan, Israel(2) Technion - Israel Institute of Technology, Haifa, Israel(3) TU Delft – Faculty of Civil Engineering and Geosciences Department of Transport & Planning, Delft, The Netherland Based on the Positive Psychology approach (Fredrickson, 2001), the study examined the influence of positive and negative affectinduction on actual risk-taking behavior in a driving simulator, as well as the links between personal variables (relevance of driving to selfesteem,sensation seeking) and the level of risky driving. Eighty young drivers aged 18-21 (M=19.24, SD=0.75) were randomly divided intofour induction groups: relaxing positive affect; arousing positive affect; negative affect; and neutral affect. The participants drove on asimulator, with various parameters of risky driving measured before and after emotion priming.As predicted, arousing positive affect and negative affect led to increased risky driving, whereas relaxing positive affect moderated risktaking.In addition, the results confirm previous findings regarding the personal variables, revealing that higher levels of relevance ofdriving to self-esteem and sensation seeking are associated with higher levels of risk-taking in the simulated driving (Ehrenfreund-Hager &Taubman – Ben-Ari, 2015).The findings indicate that the driver’s emotional state has a significant effect on risk-taking on the road. Moreover, they show that theconventional use of negative affect in safe driving campaigns is liable to heighten the tendency for risky driving rather than reduce it. Incontrast, relaxing positive affect was found to lead to lower risk-taking. The study is unique in revealing a correlation between resultspreviously obtained for the willingness to drive recklessly (Ehrenfreund-Hager & Taubman – Ben-Ari, 2015) in actual risky driving behaviorobserved on a driving simulator. By expanding the understanding of the motivations for youngsters’ risky driving, the study may aid indesigning effective, theoretically sound, interventions aimed at reducing the tendency for dangerous driving among young drivers.

Keywords • positive affect, young drivers, reckless driving References: Ehrenfreund – Hager, A., & Taubman – Ben-Ari, O.(2015). The effect of affect priming and personal variables on young drivers' willingness to drive recklessly. Under review.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist, 56, 218-226.

CHILDHOOD AND YOUTH • POSTER POF001 - A Dual Factor Model of Mental Health? Pathways to Psychological Well-being and Distress amongAdolescents in the Northern Region of Ghana.

A. Wilson (1), N. Somhlaba (1)(1) Stellenbosch University

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Introduction: Although previous research has being premised on the idea of mental health as the absence of psychopathologicalsymptoms (single factor model), there is increasing evidence within the positive psychology tradition pointing to a dual factor model ofmental health, which considers mental health and mental illness as separate constructs (Keyes, 2003, 2007; Keyes, Dhingra & Simoes,2010; Suldo, Thalji & Ferron, 2011). In addition, scholarly work espousing the existence of a dual-factor model of mental health have alsoemphasised the importance of positive experiences in the promotion of mental health, however such evidence has not been replicated inthe Ghanaian context. The current study, therefore, sought to investigate the relationship between positive experiences of hope,perceived social support, life satisfaction and mental health (measured as latent variables).Methods: Using the method of structural equation modelling, the dual-factor model was tested by determining whether the presence ofpsychological well-being would be predictive of psychological distress among the randomly selected sample of 717 adolescents from sevenschools in the Northern region of Ghana.Results: The findings demonstrated that the positive experiences of hope, perceived social support and life satisfaction were both directlyand indirectly related to psychological well-being, but not psychological distress. Our findings also indicated that, although some positiveindicators of well-being were moderately correlated with negative indicators of distress, the presence of psychological well-being did notpredict psychological distress. Preliminary evidence for the possible existence of a dual-factor model of mental health in the Ghanaiancontext, and the implications of the findings for mental health promotion, are discussed.

Keywords • Mental health; hope; perceived social support; life satisfaction; Ghanaian adolescents References: Keyes, C.L M. (2003). Complete mental health. An Agenda for the 21st Century. In C. L. M. Keyes & J. Haidt (Ed.), Flourishing. Positive psychologyand a life well lived (pp. 290–312). Washington DC: American Psychological Association.Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mentalhealth. American Psychologist, 62(2), 95–108.Keyes, C. L. M., Dhingra, S. S., & Simoes, E.J. (2010). Change in level of positive mental health as a predictor of future risk of mentalillness.

American Journal of Public Health, 100(12), 2366–71.Suldo, A. M., Thalji, A., & Ferron, J. (2011). Longitudinal academic outcomes predicted by early adolescents' subjective well-being,psychopathology, and mental health status yielded from a dual factor model. Journal of Positive Psychology, 6(1), 17–30

POF002 - Making friends for children with cognitive disabilities S. JacobEA 2114, Departement Psychologie, 3 Rue des Tanneurs, BP 4103, 37041 Tours Cedex 1, France In France, the majority of children with special needs is generally maintained in mainstream schools (see Beaucher, 2012, for acomparison of the different European politics about inclusive education). Thus, the usual educational placement for children withcognitive disabilities is as follows: children are grouped together in a classroom with a small effective (maximum= 12 pupils), and a trainedteacher. These classrooms are named Unité Localisé d’Inclusion (ULIS) and are located in the building of an ordinary school.This setting has a double edged effect: the rate and load of things to learn are reduced, which is a source of relief, but in the same timethe child has to face an important and new social challenge. Indeed, the child is often transplanted far from his neighborhood in a newschool, where he is has to deal with already established groups of children, since most of the pupils of the school have known each otherfor several years. Moreover, its peculiar status becomes rapidly obvious for the others: he is a new member of the well-identified ULISgroup (Lacaille, 2010). Finally, even inside this small group, he faces a diversity of unusual behaviors among his peers, which representsan important effort in term of daily adjustment as well.A relation between the academic achievement, the number of friends, and the quality of the social ties at school has been evidenced indifferent studies for ordinary children (e.g. Ladd, 1990, Wentzell & Caldwell, 2006). It is likely the same for students with cognitivedisabilities and, in this new social environment of the ULIS, succeeding in developing a stable, diversified network of friends, probablyconstitutes a key element for the positive outcome of the inclusion project.The present research has an exploratory status and limits itself to a descriptive aim. By crossing the data from two methodologies,sociometry (Moreno, 1934; Bukowski and Cillessen, 1998) and reciprocated friendships (Hartup, 1996), a mapping of the networks offriends in different ULIS Troubles des Fonctions Cognitives will be drawn. Its relation with different variables (age, nature of the maindifficulties, number of years in the school, …) will be investigated.

Keywords • inclusive education, friendship, cognitive disabilities, sociometry References: Beaucher, H. (2012). Lascolarisation des élèves en situation de handicap en Europe. Synthèse documentaire.

Sèvres: CRID.Bukowski, W. M., & Cillessen, A. H. (Eds). (1998). Sociometry then and now: Buliding on six decades

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of measuring children’s experiencewith the peer group. New Direction for Child Development (Vol. 80). San Francisco: Jossey Bass.Hartup, W. W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67, 1-13.Lacaille, A. (2010). Regards sur une unité localisée pour l'inclusion scolaire, en contexte français. Revue francophone de la déficienceintellectuelle, 21, 142-154.Ladd, G. W. (1990).

Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictor’s of early schooladjustment? Child Development, 61, 1081-1100.Moreno, J. L. (1934). Who shall survive ? A new approach to the problem of human interrrelations. Washington, DC: Nervous and MentalDisease Publishing.Wentzel, K.R., & Caldwell, K. (2006). Friendships, peer acceptance, and group membership: Relations to academic achievement in middleschool. Child Development, 68, 1198-1209.

POF003 - Under pressure: Piloting a mindfulness-based intervention for at-risk adolescent boys T. Lomas (1)E. Garraway (1)C. Y. Yong (1)I. Ivtzan (1)(1) University of East London, UK Teenage boys are a source of considerable concern in society, with poorer health, educational and social outcomes than their femalecounterparts. Of particular concern are ‘at-risk’ adolescents, who by definition are liable to poorer outcomes. This study piloted a newmindfulness-based intervention, created specifically for at-risk adolescent boys. This involved four weekly sessions, featuring mindfulnessactivities designed to engender emotional management skills. Eight participants aged 13-14 were recruited from a school in London. Indepthsemistructured qualitative interviews were conducted with participants before and after the intervention, and analysed usinggrounded theory. The data revealed an overarching theme of pressure, with participants facing three main intersecting forms of pressure,relating to school, growing up, and gender. The intervention was reported by participants as having had a positive effect, withmindfulness serving as a ‘pressure valve’ enabling participants to better deal with their negative emotions. Other positive outcomesincluded increased self-reported focus and attention, facilitating better performance in class. Overall, mindfulness has promise as anintervention for helping at-risk adolescent boys deal with the considerable pressures they face in life, though further research will beneeded to explore its effectiveness further.

Keywords • mindfulness; intervention; at-risk; adolescence; masculinity; gender References: Addis, M. E. (2008). Genderand depression in men. Clinical Psychology: Science and Practice, 15(3), 153-168.Addis, M. E., & Mahalik, J. R. (2003). Men, masculinity, and the contexts of help seeking. American Psychologist, 58(1), 514.Alberts, H. E. M., & Thewissen, R. (2011). The effect of a brief mindfulness intervention on memory for positively and negatively valencedstimuli. Mindfulness, 2(2), 73-77. doi: 10.1007/s12671-011-0044-7Allen, L. (2007).

“Sensitive and real macho all at the same time”: Young heterosexual men and romance. Men and Masculinities, 10(2),137-152.Barrett, A. E., & White, H. R. (2002). Trajectories of gender role orientations in adolescence and early adulthood: A prospective study ofthe mental health effects of masculinity and femininity. Journal of Health and Social Behavior, 43(4), 451-468.Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improveacademic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34-45.Black, D., & Fernando, R. (2014). Mindfulness training and classroom behavior among lower-income and ethnic minority elementaryschool children. Journal of Child and Family Studies, 23(7), 1242-1246. doi: 10.1007/s10826-013-9784-4Bluth, K., Campo, R., PruteanuMalinici, S., Reams, A., Mullarkey, M., & Broderick, P. (2015). A school-based mindfulness pilot study forethnically diverse at-risk adolescents. Mindfulness, 1-15. doi: 10.1007/s12671-014-0376-1Book, A. S., Starzyk, K. B., & Quinsey, V. L. (2001). The relationship between testosterone and aggression: A meta-analysis. Aggressionand Violent Behavior, 6(6), 579-599.Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in SchoolMental Health, 2, 35-46.Burke, C. A. (2010).

Mindfulness-based approaches with children and adolescents: A preliminary review of current research in anemergent field. Journal of Child and Family Studies, 19, 133-144.Chaplin, T. M., Cole, P. M., & Zahn-Waxler, C. (2005). Parental socialization of emotion expression: Gender differences and relations tochild adjustment.

Emotion, 5(1), 80-88.Equality and Human Rights Commission [EHRC] (2011). How Fair is Britain? Equality, Human Rights and Good Relations in 2010 TriennialReview 2010. London: EHRC.Chiesa, A., Calati, R., & Serretti, A. (2011).

Does mindfulness training improve cognitive abilities? A systematic review ofneuropsychological findings. Clin Psychol Rev, 31(3), 449-464. doi: 10.1016/j.cpr.2010.11.003Connell, R. W., & Messerschmidt, J. W. (2005).

Hegemonic masculinity: Rethinking the concept. Gender & Society, 19(6), 829-859.Courtenay, W. H. (2000).

Constructions of masculinity and their influence on men's well-being: A theory of gender and health. SocialScience & Medicine, 50(10), 1385-1401.Dahl, R. E. (2004). Adolescent brain development: A period of vulnerabilities and opportunities. Keynote address. Annals of the NewYork Academy of Sciences, 1021(1), 1-22.de Visser, R. O., & Smith, J. A. (2007). Alcohol consumption and masculine identity among young men. Psychology & Health, 22(5),

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595-614.Eichstedt, J. A., Serbin, L. A., Poulin-Dubois, D., & Sen, M. G. (2002). Of bears and men: Infants’ knowledge of conventional andmetaphorical gender stereotypes. Infant Behavior and Development, 25(3), 296310.Embse, N. v. d., & Hasson, R. (2012). Test anxiety and high-stakes test performance between school settings: Implications for educators.Preventing School Failure: Alternative Education for Children and Youth, 56(3), 180187.Francis, B. (1999). Lads, Lasses and (New) Labour: 14-16-year-old students' responses to the 'laddish behaviour and boys'underachievement' debate. British Journal of Sociology of Education, 20(3), 355-371.Frost, N., Nolas, S. M., Brooks-Gordon, B., Esin, C., Holt, A., Mehdizadeh, L., & Shinebourne, P. (2010). Pluralism in qualitative research:The impact of different researchers and qualitative approaches on the analysis of qualitative data. Qualitative Research, 10(4), 441-460.Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research Chicago: Aldine.Gough, B. (2006). Try to be healthy, but don't forgo your masculinity: deconstructing men's health discourse in the media. Social science& medicine (1982), 63(9), 2476-2488.Hankivsky, O., & Christoffersen, A. (2008). Intersectionality and the determinants of health: A Canadian perspective. Critical PublicHealth, 18(3), 271-283.Himelstein, S., Hastings, A., Shapiro, S., & Heery, M. (2012). Mindfulness training for self-regulation and stress with incarcerated youth: Apilot study. Probation Journal, 59(2), 151-165.Hong, S.-S., & Cho, S.-H. (2012). Effects of mindfulness-based qigong for children's concentration ability. Journal of OrientalNeuropsychiatry, 23(2), 49-58.Huppert, F. A., & Johnson, D. M. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact onwell-being. The Journal of Positive Psychology, 5(4), 264-274. doi: 10.1080/17439761003794148Jones, G. (2002). The Youth Divide: Diverging Paths to Adulthood. York: York Publishing Services for the Joseph Rowntree Foundation.Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulnessmeditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4(1), 3347. doi: http://dx.doi.org/10.1016/0163-8343(82)90026-3Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice,10(2), 144-156. doi: 10.1093/clipsy.bpg016Liehr, P., & Diaz, N. (2010). A pilot study examining the effect of mindfulness on depression and anxiety for minority children. Archives ofPsychiatric Nursing, 24(1), 69-71.Ministry of Justice (2012). Statistics on Women and the Criminal Justice System 2011. London: Ministry of Justice.Kenway, J., & Fitzclarence, L. (1997).

Masculinity, violence and schooling: Challenging 'poisonous pedagogies'. Gender and Education, 9(1), 117134.Kessler, R. C. (2003). Epidemiology of women and depression. Journal of Affective Disorders, 74(1), 513.Levant, R. F. (1998). Desperately seeking language: Understanding, assessing, and treating normative male alexithymia. New York: JohnWiley & Sons Inc.Lomas, T. (2013). Critical positive masculinity. Masculinities and Social Change, 2(2), 167-193.Lomas, T., Cartwright, T., Edginton, T., & Ridge, D. (2013). ‘I was so done in that I just recognized it very plainly, “You need to dosomething”’: Men’s narratives of struggle, distress and turning to meditation. Health:, 17(2), 191-208.Lomas, T., Cartwright, T., Edginton, T., & Ridge, D. (2014). Engagement with meditation as a positive health trajectory: Divergentnarratives of progress in male meditators. Psychology and Health, 29(2), 218-236.Lomas, T., Cartwright, T., Edginton, T., & Ridge, D. (2015). New ways of being a man: ‘Positive’ hegemonic masculinity in meditation-basedcommunities of practice. Men and Masculinities. doi: 10.1177/1097184X15578531Lomas, T., Edginton, T., Cartwright, T., & Ridge, D. (2014). Men developing emotional intelligence through meditation? Combiningnarrative, cognitive, and electroencephalography (EEG) evidence.

Psychology of Men and Masculinity, 15(2), 213-224.Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008).

Attention regulation and monitoring in meditation. Trends in CognitiveSciences, 12(4), 163-169. doi: 10.1016/j.tics.2008.01.005Mac an Ghaill, M., & Haywood, C. (2012). Understanding boys’: Thinking through boys, masculinity and suicide. Social Science &Medicine, 74(4), 482-489.Maccoby, E. E., & Jacklin, C. N. (1974). The Psychology of Sex Differences (Vol. 1). Standford, CA: Stanford University Press.McDowell, L. (2000). The trouble with men? Young people, gender transformations and the crisis of masculinity. International Journal ofUrban and Regional Research, 24(1), 201-209.Mejía, X. E. (2005). Gender matters: Working with adult male survivors of trauma. Journal of Counseling & Development, 83(1), 29-40.Mendelson, T., Greenberg, M. T., Dariotis, J. K., Gould, L. F., Rhoades, B. L., & Leaf, P. J. (2010). Feasibility and preliminary outcomes of aschool-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38(7), 985-994.Mosher, D. L., & Tomkins, S. S. (1988). Scripting the macho man: Hypermasculine socialization and enculturation. Journal of SexResearch, 25(1), 60-84.NHS information centre (2011). In-Patients Formally Detained in Hospitals under the Mental Health Act, 1983 - and Patients Subject toSupervised Community Treatment, Annual figures, England, 2010/11. London: NHS information centre.Office for National Statistics [ONS] (2012a). Measuring National Well-being - Health.

London: ONS.Office for National Statistics [ONS] (2012b). Suicide Rates in the United Kingdom, 2006 to 2010.

London: ONS.

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POF004 - Resilience and drug consumption among young university students C. Berenguer (1), S. Font-Mayolas(1), M. E.Gras(1), J. Patiño (1,2), A.Baltasar(2), M. Planes(1), Mark J.M. Sullman (3)(1)Quality of LifeResearch Institute, University of Girona, Spain(2) Nursing Department, University of Girona, Spain(3) Driving Research Group, Cranfield University, UK Previous research has suggested that resilience plays a protective role in substance use and abuse among specific populations, suchas war veterans or adults with a history of childhood abuse. The main aim of this paper was to investigate the relationship betweenresilience and drug consumption among young university students. The sample consisted of 3,214 Spanish undergraduate students (meanage = 21.01; S.D. = 2.86; 62.1% women). A Spanish version of the 10-item short form of the Connor–Davidson Resilience Scale (CD-RISC)was used to measure resilience. Participants were also asked whether they had recently consumed each of the following: tobacco, alcohol,cannabis, cocaine, heroin, inhalants, speed, hallucinogens, spice and tranquilizers. Based upon their answers, each participant wasclassified into one of three groups: non-consumers, occasional users and habitual users. Surprisingly, no relationship was found betweenmost of the substance types and resilience, except for alcohol and tranquilizers. Furthermore, the relationship between resilience and theuse of tranquilizers was negative, meaning that regular consumers of tranquilizers were less resilient than no consumers or occasionalconsumers. Curiously, habitual alcohol users were significantly more resilient than occasional users.

These findings are not in agreementwith previous research which have utilised more vulnerable populations. More research is required to more clearly understand the role ofresilience in drug use.

Keywords • Resilience; Drug consumption; Young people; Spain

POF005 - Social support over Facebook among Malaysian University students Ooi, S. H. & Intan, H. M. HashimSchool of social sciences of Universiti Sains Malaysia ABSTRACT: The advancement of technology in the 21th century has facilitated positive interactions in the form of social support tobecome across the internet. Many young people provide and receive social support over the online world, especially through socialnetworking sites. This paper focuses on how Malaysian university students perceived social support over Facebook. More specifically, thisstudy focuses on perceived social support across three different sources; family, friends and significant others. Multidimensional Scale ofPerceived Social Support (MSPSS) was used to measure social support perceived over the Facebook. This study also assesed subjectivewellbeing using Scale of Positive and Negative Experience (SPANE) and Satisfaction with Life Scale (SWLS).

Participants were 787university students from southern of Malaysia (176 male and 611 female).This study was conducted online. The finding showed that socialsupport is contributes to university students’ subjective wellbeing. There is a positive correlation between perceived social support anduniversity students’ subjective wellbeing. Perceived social support from family is the most important preditor of subjective well being,followed by friends and significant others. In conclusion, social support perceived over social media such as Facebook is important foruniversity students’ well-being and family, friends and significant others continue to be important sources of social support.

Keywords • Social support, subjective well-being, Facebook

POF006 - Learned Optimism. You are never too young to start.

Ms Ariadne Lack, Director of Human Endeavours: Tools for Authentic LivingHuman Endeavours420 Victoria StBrunswick, 3056Melbourne, AUSTRALIA The ability to maintain an optimistic orientation to life has a crucial impact on our ability to handle adversity and opportunity(Abramson, Seligman, & Teasdale, 1978). Optimism has been associated with the highest levels of life satisfaction (Park, Peterson, &Seligman, 2004; Peterson & Park, 2006; Proyer, Gander, Wyss, & Ruch, 2011; Proyer, Ruch, & Buschor, 2013) and been shown to positivelycorrelate with happiness, psychological and physical wellbeing and negatively correlate with depression and anxiety (Alarcon, Bowling, &Khazon, 2013). Over the past two decades considerable effort has been given to developing, delivering and evaluating programs designedto foster an optimistic explanatory style, particularly in school aged children, primarily for the prevention and inoculation of depression,for example, see (Brunwasser, Gillham, & Kim., 2009; Gillham, Brunwasser, & Freres, 2008; Shochet et al, 2001; Stark, Brookman, &Frazier, 1990). However, these programs are yet to target one of the most influential learning windows of our lives, early childhood(Hertzman, 2004; Moore, 2007; NICHD, 2005). This paper,

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developed as part of a Masters of Applied Positive Psychology capstoneproject at the University of Melbourne in 2015, provides a rationale for fostering optimistic explanatory style even earlier, in the preschoolyears (between the ages four to six). The project highlights the benefits of optimism, why it is a skill worthy of cultivation in itsown right and why parents (primary care givers) are best placed to foster optimism in their pre-school children, after first having acquiredand embedded the skills of optimism in their own lives. Finally, an evidence based outline for the Cultivating Optimism for Life (COL) pilotprogram is presented. Employing the science of positive psychology and adapting two existing parent training programs (Tuning Into Kids(TIK) (Havighurst et al., 2013) and Bounce Back and THRIVE (BBT) (Hall 2014; Hall & Pearson, 2004; RiRo 2014), the COL pilot aims tocultivate optimism in the parents of pre-schoolers, and then teach them how to cultivate optimism in their pre-school children throughmodelling and coaching. Implications, limitations and future directions for the pilot program are also considered.

Keywords • Optimism, explanatory style, preschoolers, parents References: Abramson, L. Y., Seligman, M. E., & Teasdale,J. D. (1978). Learned helplessness in humans: critique and reformulation. Journal of abnormal psychology, 87(1), 49.Alarcon, G. M., Bowling, N. A., & Khazon, S. (2013).

Great expectations: A meta-analytic examination of optimism and hope. Personalityand Individual Differences, 54(7), 821-827.Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the PennResiliency Program’s effect on depressive symptoms. Journal of consulting and clinical psychology, 77(6), 1042.Gillham, J., Brunwasser, S. M., & Freres, D. R. (2008). Preventing depression in early adolescence: Guilford Press: New York, NY, USA.Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). “Tuning into Kids”: Reducing Young Children’sBehavior Problems Using an Emotion Coaching Parenting Program. Child Psychiatry & Human Development, 44(2), 247-264.Hertzman, C. (2004). Making Early Childhood Development a Priority: Lessons from Vancouver. Ottowa, Ontario: CanadianRichardson, S. and Prior, M. (Eds.)(2005).Hall, D. K., (2014).

Reach IN…Reach OUT (RIRO) Research &Evaluation Program:Description & Results Summary (2002-2014).

Retreived fromhttp://reachinginreachingout.com/documents/REPORTonRIROResearch-evalprogram-SUMMARY9-19-14-FINAL_000.pdfHall, D. K., & Pearson, J. (2004). Introducing Thinking Skills to Promote Resilience inYoung Children: Ontario: Child Welfare League of Canada.Moore, T. (2007). Changing developmental trajectories: Conditions and resources for youngchildren and families. Paper presented at The R.E.Trust/Centre for Community Child Health seminar on How do neighbourhoods matterfor children and youth?NICHD. (2005). National Institute of Child Health and Human Development Early ChildCare Research Network (NICHD ECCRN). Duration and developmental timing of poverty and children’s cognitive and social developmentfrom birth through third grade, Child Development 76, No. 4.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of Character and Wellbeing.Journal of Social and Clinical Psychology, 23(5), 603-619.Peterson, C., & Park, N. (2006). Character Strengths in Organizations. Journal of Organizational Behavior, 27(8), 1149-1154. doi:10.2307/4093906Proyer, R., Gander, F., Wyss, T., & Ruch, W. (2011). The Relation of Character Strengths to Past, Present, and Future Life Satisfactionamong German-Speaking Women. Applied Psychology: Health and Well-Being, 3(3), 370-384. doi: 10.1111/j.1758-0854.2011.01060.xProyer, R. T., Ruch, W., & Buschor, C. (2013). Testing strengths-based interventions: A preliminary study on the effectiveness of a programtargeting curiosity, gratitude, hope, humor, and zest for enhancing life satisfaction. Journal of Happiness Studies, 14(1), 275-292.RiRo. (2014). Reach In, Reach Out. Bounce Back and THRIVE, Resiliency SkillsTraining for Parents. Retrieved from http://www.reachinginreachingout.com/programs-bb&t.htmShochet, I. M., Dadds, M. R., Holland, D., Whitefield, K., Harnett, P. H., & Osgarby, S. M. (2001). The efficacy of a universal school-basedprogram to prevent adolescent depression. Journal of clinical child psychology, 30(3), 303-315.Stark, K. D., Brookman, C. S., & Frazier, R. (1990).

A comprehensive school-based treatment program for depressed children. SchoolPsychology Quarterly, 5(2), 111.

POF007 - Professional Empowerment Coaching in residential youth care in The Netherlands P. Vuijk (1), C. Hebels (1), & J. Scheltens (1)Rotterdam University of Applied Sciences, The Netherlands Relationships between professionals working in residential youth care and childrenwith disruptive behavior problems are often problematic. These relationships arefrequently characterized by conflict and elicit feelings of anger, frustration andhelplessness in professionals. These negative feelings are considered determinantsof the behavioral sensitivity of professionals. Professionals with highly stable negativefeelings about the relationships with disruptive behavior problems have been observedto be more controlling and less sensitive towards children.

This pattern affect therelationship with individual children adversely and hamper children’s behavioral andemotional development. The quality of professional-child relationships is also related tothe psychological functioning of professionals. Poor professional-child relationships placea serious burden on the sense of well-

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being of the professionals, as they have beenrelated to low levels of competence and job satisfaction, and high levels of stress.Close professional-child relationships appear to buffer behaviorally and emotionally at-riskchildren against more serious behavior and emotional problems, and buffer professionalsagainst mental health problems as well.In this poster, we will present a new manual-based coaching strategy to train professionals inresidential youth care in reflection on interpersonal experiences in order to effective behaviorchange (professional sensitivity): Professional Empowerment Coaching (PEC).PEC is based on principles of positive psychology, especially self-regulation of personal goalsand optimal development. We will illustrate the different components of PEC,the working mechanisms of PEC and how the different components are build on principles ofpositive psychology. Furthermore, we will discuss the research design of a new study on theeffects of PEC on the mental representation of professionals, professional skills,child behavior problems and professional mental health.

Keywords • Professionals in residential youth careDisruptive childrenSelf-regulationTOTE-modelProfessional Empowerment Coaching

POF008 - Implementation of a Mindfulness-Based Intervention among adolescents with behavior disorders B. Roux (1)P. Philippot (1)(1) Université catholique de Louvain, Louvain-la-Neuve, Belgium IntroductionPrimarily based on meditation techniques, mindfulness practice consists in an open mind to life experience that leads to a greateracceptance and a better emotion regulation. The manualization of several mindfulness programs enables their evaluation and thestandardization of their application conditions in adult populations (e.g. the Mindfulness-Based Stress Reduction program, MBSR, Kabat-Zinn, 1990). However, less research has been conducted among young people although existing results appear promising (Deplus, Billieux,Scharff, & Philippot, 2016). The aim of this study is to depict the feasibility of a Mindfulness-Based Intervention (MBI) among a specificpopulation of adolescents with behavior disorders.MethodParticipants included 25 adolescents presenting conduct disorders and mild cognitive impairments, living in a Residential Service forYoung (SRJ) in Belgium. Five groups have been constituted. The program has been designed in two parts, the first 6 sessions focused onemotional competencies and group dynamic whereas the next 10 sessions focused on mindfulness training. The rate of absenteeism, dropouts, their respective reasons and investment of adolescents have been recorded.ResultsA review of the program is presented with a description of exercises and the sessions topic. We expect a good adherence to the programand few drop outs as well as an alleviation of externalized and internalized symptomatology.ConclusionThis study provide the detail of a MBI in the context of clinical young population. Future research should consider the efficacy of thisintervention among this population and the importance of implementation conditions. Clinical implications among adolescents withbehavior disorders are discussed.

Keywords • Mindfulness-Based Intervention, Adolescence, Behavior disorders, Feasibility study References: Biegel, G.M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescentpsychiatric outpatients: A randomized clinical trial. Journal of consulting and clinical psychology, 77(5), 855.Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in anemergent field. Journal of Child and Family Studies, 19(2), 133144.Deplus, S., Lahaye, M., & Philippot, P. (2014). Les interventions psychologiques basées sur la pleine conscience avec l’enfant etl’adolescent : Les processus de changement. Revue Québécoise de Psychologie, 35(2), 71-116.Deplus, S., Billieux, J., Scharff, C., & Philippot, P. (2016). A mindfulness-based group intervention for enhancing self-regulation of emotionin late childhood and adolescence: A pilot study. International Journal of Mental Health and Addiction, In press.Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulnessbased stress reduction and health benefits: A meta-analysis.Journal of psychosomatic research, 57(1), 3543.Kabat-Zinn, J. (1990). Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts MedicalCenter. New York: Delta.Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2012).

Mindfulness-based cognitive therapy for depression. Guilford Press.Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: A meta-analysis. Mindfulness, 6(2),290-302.

POF009 - Distress and well-being in developmental age: differences between children with oncological diseasesand children with neuropsychiatric disorders E. Albieri (1), F. Vescovelli (1), F. Bianco (1), C. Ruini (1)(1) Department of Psychology – Laboratory of Positive Psychology, University ofBologna, Italy

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Background: oncological illness could represent a traumatic condition when experienced early in life (Mavrides & Pao, 2014; Basso &Pillon, 2015). However, recent findings suggest that children may also display psychological resources and resiliency when facing distressand traumatic situations (Klosky et al., 2014; Phipps et al., 2014). The study aim was to compare the psychological well-being of childrenwith oncological illness (ONCO) vs children with neuropsychiatric disorders (NPI) as opposed to a control group of healthy students.Methods: 70 children (F=31; MAge=11.27, DS=2.85) completed the Psychological Well-Being Scales (PWBS), the Revised Children’sManifest Anxiety Scale, and the Cognitive Triad Inventory for Children.Results: the ONCO group displayed higher levels of PWBS personal growth, positive relations, purpose in life and total score compare tothe NPI and control groups.

NPI children reported higher levels of anxious and depressive symptoms.Conclusions: oncological children reported the highest well-being levels, probably because of their greater efforts in activating theirresources to face the illness, or because of the greater psycho-social support they may have received during hospitalization. It may alsoreflect a tendency to illness denial, a natural defense mechanisms activated to adapt to the illness.

Conversely, NPI children are thosepresenting the worse psychological profile. These preliminary results entail important clinical implications in planning psychotherapeuticinterventions for youth with neuropsychiatric and oncological illnesses.

Keywords • children, psycho-oncology, neuropsychiatric disorders, anxiety, depression, well-being.

References: Basso,G., & Pillon, M. (2015). Coping with Pain in Children with Leukemia. International Journal of Cancer Research and Prevention, 8(4), 451-466.Klosky, J. L., Krull, K. R., Kawashima, T., Leisenring, W., Randolph, M. E., Zebrack, B., ... & Phipps, S. (2014). Relations betweenposttraumatic stress and posttraumatic growth in long-term survivors of childhood cancer: A report from the Childhood Cancer SurvivorStudy. Health Psychology, 33(8), 878.Mavrides, N., & Pao, M. (2014). Updates in paediatric psycho-oncology. International Review of Psychiatry, 26(1), 63-73.Phipps, S., Klosky, J. L., Long, A., Hudson, M. M., Huang, Q., Zhang, H., & Noll, R. B. (2014).

Posttraumatic stress and psychologicalgrowth in children with cancer: has the traumatic impact of cancer been overestimated?. Journal of Clinical Oncology, 32(7), 641-646.

POF010 - Assessing the Relationship between Mindfulness and Problematic Internet Use among Adolescents M. Gámez-Guadix (1), E. Calvete (2), C. Las Hayas (3), E. Mateos (2)(1) Autonomous University of Madrid, Spain(2) University of Deusto(3) Bioef(4) University of Deusto Problematic internet use, often called internet addiction, is a growing problem that has received increasing attention from cliniciansand researchers. The aim of this study was to analyze the relationship of mindful awareness and the manifestations of problematicinternet use from the cognitive-behavioral perspective (i.e., preference for online social interactions, mood regulation, deficient selfregulation,and negative outcomes) among adolescents. A total of 901 adolescents (546 girls; mean age = 15.81 years, SD = 1.00 year,range: 14-18 years) completed measures of mindfulness and problematic internet use. The relationships among the variables wereanalyzed using structural equation modeling. Having a higher level of mindful awareness significantly decreases the probability ofreporting a preference for online social interactions, mood regulation through the internet, deficient self-regulation, and negativeoutcomes of problematic internet use. The relationships of mindful awareness with problematic internet use components ranged from -.27for preference for online social interactions to -.44 for negative outcomes. The results suggest that mindfulness may serve as a protectivefactor in the development of problematic internet use. Emphasizing key mechanisms of mindfulness, such as increased selfawareness,identification of feelings and thoughts, and acceptance, may significantly contribute to the prevention and treatment of problematicinternet use and internet addiction.

Keywords • Problematic Internet use; Mindfulness; Protective variables

POF011 - Maternal Attachment Security as a Moderator of the Relation Between Peer-reported AnxiousSolitude and Self-compassion Trajectories From Fifth Through Seventh Grade Divya Peter (1)Dr. Heidi Gazelle (2)(1) & (2) University of Melbourne, Australia

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Anxious solitary children, who display frequent shy, verbally inhibited and reticent behaviour among familiar peers, showheterogeneity in their internalizing trajectories. Previous studies suggest that self-views about interpersonal difficulties such as selfcompassionin anxious children could lead to different internalizing trajectories (Peter & Gazelle, 2012). However, little is known aboutdifferential self-compassion trajectories in anxious solitary children. The present research investigates whether anxious solitary children’sattachment security with mothers can predict heterogeneity in self-compassion over time.Participants were 230 American children(57% girls) from a larger screening sample of 688 children invited to a longitudinal study in thirdgrade. Peers nominated children for the anxious solitary composite (e.g., children who act really shy around other kids). The participantscompleted the Self-Compassion Scale for Children (Neff and Saltzman, 2005) and the Security Scale (maternal version; Kerns, Klepac&Cole, 1996). Data was collected in three waves: fifth, sixth and seventh grades.Growth curve analyses were conducted with Hierarchical Linear Modeling (HLM 6.08; Raudenbush, Byrk and Congdon, 2002).The unconditional growth models indicated significant individual variation in the selfcompassion intercept and linear slope.Subsequently, conditional growth models were computed with peerreported anxious solitude,attachment representations for mother andall possible higher order interaction terms over linear time as time-varying covariates. A significant anxious solitude maternal attachmentsecurity linear time interaction ( = 0.16, p< .05) emerged. In addition, significant gender interactions ( = -0.35, p< .001)emerged overlinear time.Girls with high anxious solitude and high maternal attachment security demonstrated initial elevation in self-compassion followed by asignificant linear increase in self-compassion across a 3-year period, whereas their boy counterparts demonstrated a similar initialelevation in self-compassion followed by a slight decrease in self-compassion over time relative to the mean.On the other hand, girls withhigh anxious solitude and low maternal attachment security demonstrated a less elevated self-compassion intercept followed by anincrease in self-compassion over time, whereas their boy counterparts demonstrated a similar less elevation in the selfcompassionintercept followed by an increase in self-compassion across a 3-year period.Results suggested that anxious children with high maternal attachment security would demonstrate an increase in selfcompassionrelative to their low maternal attachment security counterparts over time. In addition, these results suggest that mother-child relationshiprepresentations might shape anxious children’s self-processes and influence their healthy developmental trajectories.

Keywords • Maternal Attachment Security, Self-compassion, Anxious Children References: Peter, D. & Gazelle, H., Selfcompassionand self-criticism as moderators of the relation between anxious solitude and depressive symptom trajectories from fifththrough seventh grade. Unpublished Manuscript, University of Melbourne.Neff, K. D., & Saltzman, A. (2005). Self-compassion scale for children.Kerns KA, Klepac L, Cole A. Peer relationships and preadolescents’ perceptions of security in the child-mother relationship.Developmental Psychology. 1996;32:457–466.Raudenbush, S. W., Bryk, A. S., & Congdon, R. (2002). Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific SoftwareInternational.

POF012 - The interplay between optimism and metacognition in the workplace Aldijana BunjakGosarjeva 9, 1000 Ljubljana, Slovenia The study investigates the interplay between optimism and metacognition in the workplace. The purpose of this study is to reveal thewinning combination of leader and follower different mindsets such as optimism and pessimism. Metacognition and mindfulness areintroduced as moderators in the relationship between leader and follower optimism and individual performance. In order to examine therelationship of proposed constructs in the model, firstly the pilot study is conducted. Pilot experiment is conducted among internationalstudent population at Faculty of Economics, University of Ljubljana. The main goal is to investigate the (mis)match between leader andfollower different mindsets in the workplace.The study addresses the issues of (mis)match of different mindsets in leader-follower relationship. It is expected to reveal more about therelationship between different mindsets in leader-follower relationship, metacognition, mindfulness, big five personality traits andindividual performance. Nevertheless, the main goal of the study would be in finding the balance in the interaction between differentleader’s and follower’s mindsets. The second related aim would be in finding a winning combination between different mindsets measuredby performance at an individual level.

Keywords • Keywords: optimism, pessimism, metacognition, mindfulness, performance References: ReferencesBuehler, R., Griffin, D., & Ross, M. (1994). Exploring the" planning fallacy": Why people underestimate their task completion times. Journalof personality and social psychology, 67(3), 366.Christensen-Szalanski, J. J., &

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Bushyhead, J. B. (1981). Physicians' use of probabilistic information in a real clinical setting. Journal ofExperimental Psychology: Human perception and performance, 7(4), 928.Clayson, D. E. (2005). Performance overconfidence: metacognitive effects or misplaced student expectations? Journal of MarketingEducation, 27(2), 122-129.Haerem, T., Valaker, S., & Bakken, B. T. (2014). Media Richness, Contextualization and Team Performance: The Moderating Role ofOverconfidence. Paper presented at the Academy of Management Proceedings.King, L. A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27(7), 798807.Nixon, M. M. (2005). The Servant Leadership :, (August).Norem, J.K. (2001). Defensive pessimism, optimism, and pessimism. In Chang, Edward (Ed). Optimism & pessimism: Implication fortheory, research, and practice, 77100.Mörck, R. C. (2009). Are Metacognition and Mindfulness related concepts?Presson, P. K., & Benassi, V. A. (1996). Illusion of control: A meta-analytic review. Journal of Social Behavior & Personality.Spencer, S. M., & Norem, J. K. (1996). Reflection and Distraction Defensive Pessimism, Strategic Optimism, and Performance.

Personalityand Social Psychology Bulletin, 22(4), 354-365.Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American psychologist, 52(7), 700.Sternberg, R. J., & Grigorenko, E. L. (1995). STYLES OF THINKING IN THE SCHOOL 1. European journal for high ability, 6(2), 201-219.

POF013 - Emotion regulation strategies in daily life of Portuguese Adolescents: An experience sampling study E. Silva (1), T. Freire (1), S. Faria (2)(1) School of Psychology, University of Minho, Portugal(2) School of Sciences, University of Minho, Portugal The importance of emotion regulation (ER) to adolescents’ development is well-recognized (Gilbert, 2012; Morris, Silk, Steinberg,Myers, & Robinson 2007), but its comprehension within daily life is an increasing research issue.

This study intends to extend andinnovate previous research on ER by evaluating in real time the two ER strategies: cognitive reappraisal and expressive suppression.Specifically, we evaluated the existence of a bidirectional relationship between ER strategies and affect (positive and negative) when coexperiencedin daily life moments.Participants were 33 adolescents (63.6% of girls), aged between 12 and 18 years old (M = 14.48, SD = 1.58). Data were collected in realtime by means of the Experience Sampling Method (ESM) to evaluate ER strategies and affect during a week of adolescents’ daily life.These adolescents provided 1,258 reports of their daily experiences.We used multilevel modeling (also known as hierarchical linear modeling; HLM) to account for the hierarchical structure of the repeatedmeasures collected for each participant. Analyses were conducted using the R software.Results showed a bidirectional relationship between ER strategies and affect experienced at the same moment. In specific, negative affectpredicted a higher use of both cognitive reappraisal and expressive suppression strategies, whereas positive affect predicted a lower useof the expressive suppression strategy.

Overall, our results suggest that adolescents are more likely to use both strategies in situationswhen they feel negative in comparison when feeling positive emotions. In terms of the reverse causal relationship, expressive suppressionpredicted lower positive affect and higher negative affect. Unexpectedly, cognitive reappraisal was associated with higher negative affect.These findings partially corroborate the Gross’ process model of emotion regulation (1998). But our results failed to confirm the adaptivenature of cognitive reappraisal consistently verified in studies with retrospective or global reports of ER strategies.Our findings shed light on the complexity of everyday emotional processes, showing some contrasting findings in relation to retrospectivereports of ER. In general, the results corroborate the person-by-situation approach of ER (Troy, Shallcross, & Mauss, 2013), which positsthat strategies are not inherently adaptive or maladaptive. As shown by this study, an adaptive emotion regulation involves the flexibleuse of different strategies depending on situational demands, reinforcing the importance of daily life evaluation.

Keywords • emotion regulation strategies; affect; adolescence; experience sampling method; multilevel modeling References: Gilbert, K. (2012). The neglected role of positive emotion in adolescent psychopathology. Clinical Psychology Review, 32(6), 467-481. doi:10.1016/j.cpr.2012.05.005.Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotionregulation. Social Development, 16(2), 361-388. doi:10.1111/j.1467-9507.2007.00389.x.Troy, A. S., Shallcross, A. J., & Mauss, I. B. (2013). A person-by-situation approach to emotion regulation: Cognitive reappraisal can eitherhelp or hurt, depending on the context. Psychological Science, XX(X), 1-10. doi: 10.1177/0956797613496434.

POF014 - Positive psychology, resiliency and PALS Jakobsen, I.S.Lucernemarken 1, Odense, Denmark

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Positive psychology, resiliency and PALSPALS, a School Development Program - Positive Behaviour for Learning and Interaction, isa Nordic version of the American SWPBS program ( School - Wide Positive Behavior Support ).PALS is a comprehensive school program to improve the learning environment in Danish schools by strengthening pupils social skills andprevent problem behaviors. PALS worksthrough an educational and proactive model , which emphasizes positive involvement, praise and recognition. Theoretically based PALSon a wide range of theories: social interaction, learning theory and learning environment but is also includes knowledge from positivepsychology and the knowledge of resiliency. Knowledge of positive psychology and resiliency is important both in prevention work in andwork with different types of interventions, and the poster will be presented how a framework of positive psychology and resiliency cansupport the effort to develop PALS from being a method mainly focusing on handling day to day problems, to a model aiming on buildingand enhancing welfare and wellbeing for all children in the school.

Keywords • PALS resiliency, School

POF015 - Psychological well-being as a function of parenting practices among Turkish female emerging adults R. Wise (1)A. Erbahar (1)Istanbul Bilgi University, Istanbul Turkey The current study examined the relationship between perceived parental practices and subjective well-being for emerging femaleadults. Research suggests that parental autonomy support, warmth and involvement are closely related to one’s subjective well-being. Toinvestigate the relationship between parenting practices and well-being, 302 emerging female adults between the ages of 18 and 24 (M=22.58 SD = 1.79) living in Istanbul, Turkey were recruited using a non-random convenience sampling method.Happiness, optimism, vitality and satisfaction were employed as indicators of well-being. Perceived parenting practices were measuredwith the Perceptions of Parents scale which assesses autonomy support, involvement and warmth. A series of multiple hierarchicalregression analyses and Pearson correlation analyses were conducted to examine the relationship between perceived maternal andpaternal parenting practices and well-being. According to the results, emerging female adults perceived their mothers to be more involvedwith them than their fathers and they perceived more autonomy support from their mothers than their fathers. On the other hand,emerging female adults’ perceived warmth was nearly the same from their mothers and fathers. With the exception of motherinvolvement, all parental variables demonstrated a significant relationship with the well-being variables, with maternal autonomy supportand paternal warmth having especially strong relationships with the well-being variables. Results are discussed with particular referenceto parenting practices in Turkey.

Keywords • emerging adults, well-being, parenting practices

POF016 - Character strengths structure in adolescence: Variable- and person-centered approach M. NajderskaCardinal Stefan Wyszy ski University in Warsaw, Poland In 2004, Peterson and Seligman came up with the concept of character strengths – 24 positive human characteristics, which areubiquitously valued and cultivating of which lead to achieving virtues. Research on that topic are very dynamic, but usually they areconducted in the group of adults and consider relations between character strengths and various aspects of human lives. Not muchattention is paid to study the structure of the character strengths, and it seems that more accurate knowledge of the interrelationsbetween those 24 characteristics is crucial for a better understanding of the concept itself.We were especially interested in character strengths structure in adolescence (age 10-17). Research on that matter were conductedexclusively in the variablecentered approach (Toner, Haslam, Robinson, Williams, 2012). This approach concentrates on relationsbetween variables (Muthén, Muthén, 2000). We would like to expand our research on person-centered approach, which allows todistinguish subpopulations (Lubke, Muthén, 2005), within which people are alike, yet distinct from those in other subgroups. Thesesubgroups are usually differentiated based on a latent criterion. Applying personcentered approach in the group of adults showed threeprofiles of character strengths (Najderska, Cieciuch, 2014).The study was conducted using CSI-A (Character Strengths Inventory for Adolescents, Najderska, Cieciuch) – an authorial tool formeasuring character strengths in the group of adolescents aged 10-17. By using various statistical methods from both variable- andperson-centered approaches (e.g. latent class analysis, exploratory and

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confirmatory factor analysis) we will show factors that characterstrengths form and distinguish subgroups characterized by a specific profile of character strengths.

Keywords • character strengths, adolescence, variable-centered approach, person-centered approach References: Lubke, G. H., & Muthén, B. (2005). Investigating population heterogeneity with factor mixture models.

Psychological Methods, 10(1), 21-39.Muthén, B., & Muthén, L. K. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latenttrajectory classes. Alcoholism Clinical and Experimental Research, 24(6), 882–891.Najderska, M., & Cieciuch, J. (2014, July). Person-centered approach in studying character strengths _Preliminary results. Paperpresented at the 7th European Conference on Positive Psychology, Amsterdam, The Netherlands.Toner, E., Haslam, N., Robinson, J., & Williams, P. (2012). Character Strengths and Wellbeing in Adolescents. Personality and IndividualDifferences, 52, 637-642.

POT001 - A Study of the Social Support, Flow State, and Subjective Wellbeing of Billiards Players Chia Huei Hsiao (1, 2), Chow Jung Kuo (3, 4)(1) National Taipei University, Taiwan(2) 151, University Rd., San Shia District, NewTaipei City, 23741 Taiwan(3) New Taipei Municipal Touqian Junior HighSchool(4) 2, Zhongyuan Rd., Xinzhuang Dist., New Taipei City 242, Taiwan This study explores the perceived social support, flow state, and subjective wellbeing of billiards players from junior high schools inTaiwan, how the three variables change among players from different backgrounds, the correlation between social support and flow state,and the predictability of the social support and flow state on subjective wellbeing. We selected billiards players from junior high schoolswho participated in the National Junior High Schools Billiards Championship in 2012 and 2013 as our research participants, adopted the“Social Support Scale for Sports Participants,” “Flow State Scale for Sports Participants,” and “Subjective Wellbeing Scale for SportsParticipants” as our measuring tools, and collected 205 valid responses. We then used an independent sample t-test, one-way ANOVA,canonical correlation, and stepwise regression for statistical analyses. The results showed that: (1) Regarding social support, male playersin the ninth grade from Kaohsiung City who practiced billiards three hours per week on average scored the highest; (2) in the facet of flowstate, male players had higher scores compared to female players, players whose highest entry level was the national level competitionsscored higher compared to players who had no competition experience, and players from Taipei had the highest scores out of all thecities; (3) regarding wellbeing, male players in the seventh grade, who had been in the billiards team for one year and who participated incompetitions at national, county, or city levels scored higher; (4) social support and flow state were significantly correlated; and (5) socialsupport and flow state could effectively predict subjective wellbeing.

Keywords • Billiards Players, Peak Experience, Flow State, life satisfaction, positive emotions References: Andrews, F.M., & Withey, S. B. (1976). Social indicators of well-being: America’s erception of life quality.New York: Plenum.Caplan, G. (1974). Support system and community mental health. New York:Behavioral.Csikszentmihalyi, M. (1976). Beyond boredom and anxiety. San Francisco: Jossey-Bass.Cohen S., Syme S.L. (1985) Issues in the application and study of social support. In: Cohen S., SymeS.L., (eds). Social Support and Health. Orlando, FL: Academic Press, pp. 3-22Jackson, S. A., & Csikszentmihalyi, M. (1999). Flow in sports. Human Kinetics.Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: does happinesslead to success?. Psychological bulletin, 131 (6), 803.Maslow, A. H. (1964). Religions, values, and peak-experiences (Vol. 35). Columbus: Ohio StateUniversity Press.Mannell, R. C., & Kleiber, D. A. (1997). A social psychology of leisure.

Venture Publishing Inc.Mclnman, A. D. & Berger, B. G. (1993). Self-concept and mood changes associated with aerobic dance.Australian Journal of Psychology, 45 (3), 137-140.Wilson, W. (1967). Correlate of avowed happiness . Psychological Bulletin, 47 (2), 203-231.

POT002 - Subjective well-being of Russian primary school children: links with mental health, personality andfamily environment Irina V. Leto (1), Helena R. Slobodskaya (1), Evgeniya N. Petrenko (1), Olga S. Kornienko (1, 2)(1) Federal State Budgetary ScientificInstitution “Scientific Research Institute of Physiology and Basic Medicine”, Russia(2) Novosibirsk State University, Rusia

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The present study aimed to investigate associations of subjective well-being with prosocial behavior, mental health problems,personality and family environment in primary school children. A community sample of 482 Russian children aged between 6 and 11 years(53% female) was assessed using child, parent and teacher reports.

Subjective well-being was measured by the Huebner’s Students' LifeSatisfaction Scale (SLSS; Huebner, 1991) for self-report. Mental health was measured by the Strengths and Difficulties Questionnaire(SDQ; Goodman, 2001) which assessed prosocial behavior, common emotional and behavioral problems and their impact on everyday life.Personality was measured by the Inventory of Child Individual Differences, Short Form (ICID-S; Slobodskaya & Zupan i , 2010). Familymeasures included socio-demographics, child and family time spending and family relationships. The Russian version of the SLSS yieldedsatisfying reliability; females scored higher than males, there was a significant grade effect. Child subjective well-being was positivelyassociated with academic achievement and negatively related to mental health problems, both internalising and externalising. Links withfamily environment were also found. Regression analyses indicated that personality traits of Conscientiousness and Emotional Stabilitywere significant predictors of child subjective well-being. The findings are discussed in terms of environmental and personal influences onchild subjective well-being that can operate additively or interactively.

Keywords • child well-being, subjective well-being, personal well-being, life satisfaction, personality, mental health, familyenvironment References: Goodman, R. (2001). Psychometric properties of the strengths and difficulties questionnaire.Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337-1345.Huebner, E. S. (1991). Initial development of the student's life satisfaction scale. School Psychology International, 12(3), 231-240.Slobodskaya, H. R., & Zupancic, M. (2010). Development and Validation of the Inventory of Child Individual Differences-Short Version inTwo Slavic Countries. Studia Psychologica, 52(1), 23.

POT003 - Determinants of parent-child relationship among parents with children aged 2-13: A dyadic andlongitudinal study F.M.Chen (1), Y. L. Hsiao (1)(1) Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., New Taipei City, 24205 Taiwan Based on Belsky’s model of determinants of parenting and reciprocal perspective of parent-child relationship, this study examineddeterminants of parent-child relationship from four domains: Personal psychological resources of parents (depression), child’scharacteristics (satisfaction with the child’s development), interaction factors (parents’ harsh parenting toward the child and child’s heartwarmingbehaviors toward parents) and contextual sources of support (spousal support). Many previous studies of parent-childrelationship examined the issues using cross sectional data and analyzing fathers’ and mothers’ data independently. This study used datafrom a 5-year longitudinal study in which couples were eligible to participate if the target child (the eldest child) who was in thekindergarten. A total of sample was 146 parents who had complete questionnaires on all measures at each wave of data collection. Targetchild’s age was 2-8 to7-13 from the first wave to the fifth wave. Univariate growth curve models showed that there was no change in theparent-child relationship quality for fathers and mothers during 5-year of study. We then included control variables (father’s education,mother’s education, gender of the child) and time-varying variables (father’s depression, mother’s depression, satisfaction with childdevelopment, parents’ harsh parenting, child’s heart-warming behaviors and spousal support,) in the models. HLM revealed that on theonset of study, fathers’ education was positively associated with the relationship with their son; however, mothers’ education had noeffect on the parent-child relationship quality. Fathers and mothers had a better relationship with daughters than sons at the initial level.Satisfaction with the development of the child and the child’s heart-warming behaviors were positively associated with the parent-childrelationship quality for both fathers and mothers longitudinally. Parents who were more satisfied with the development of their child andperceived their child showed more heart-warming behaviors towards them had a higher level of satisfaction with parent-child relationship.Harsh parenting and parents’ depression were negatively associated with parentchild relationship quality for both fathers and motherslongitudinally. Parents who were more likely to practice harsh parenting and more depressive were less satisfied with their parent-childrelationship. Spousal support, however, had no effect on the changes in the parent-child relationship quality. This study supports theimportance of parental characteristics and parenting behaviors on parent-child relationship. Children also play an active role oninfluencing their relations with parents.

Keywords • parent-child relationship, dyadic analysis, longitudinal study, young children, school-age children

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References: Belsky, J. (1984). The Determinants of Parenting: A Process Model. Child Development,55(1), 83-96.Chen, F.M., Li, T.S. (2012). Effects of Daily Life Demands and Young Children’s Heart-Warming Behaviors on Dual-Earner Parents’ Well-Being. Formosa Journal of Mental Health, 25(3), 353-376.

POT004 - Between Teens: A strength-based group for at-risk adolescent girls H. Sheppard (1), K. Riggs (1), S. Edison (1)Janeway Family CenterEastern HealthSt. John's Newfoundland, Canada Despite being a cost effective and efficient treatment for many adolescent populations, concerns regarding the use of groupintervention with high risk adolescents remain. First, high rates of group dropout are commonly reported (Hazel, Sherman, Bragg-Shumaker, & Sheldon, 2013). Second, some research has reported an increased identification with, and engagement in, maladaptivebehaviors amongst at risk adolescents during group therapy (Gifford-Smith, Dodge, Dishion, & McCord, 2005). This study examineswhether a strength-based positive psychology group intervention results in group retention, reduced psychiatric symptoms, and increasedengagement in positive activities amongst high risk adolescent girls.Positive psychology approaches to intervention are gaining empirical support in the field of adolescent mental health (Norrish & Vella-Brodrick, 2009). Positive psychology helps individuals to develop engagement and meaning in their lives, thereby enhancing well-beingand increasing resilience to life challenges (Ciarrochi, Kashdan, & Harris, 2013). Strength-based interventions, a variant of positivepsychology interventions (PPI), has been shown to foster positive communication (Tedeschi & Kilmer, 2005), motivation (Clark, 1997),empowerment, and self-esteem (LeBuffe & Shapiro, 2004). Furthermore, strong group cohesion has been reported amongst youthattending strength-based group (Harris, Brazeau, Clarkson, Brownlee, & Rawana, 2012).Between Teens is a weekly, manualized, transdiagnostic strength-based group intervention for adolescent girls aged 12-18. Groupmembers typically present with comorbid psychiatric diagnoses (e.g., mood disorders, eating disorders, personality disorders), suicidalbehaviors, and significant personal stressors (e.g., trauma, foster care, family discord, justice system involvement). Acute psychosis ormoderate/severe intellectual disability are the only diagnostic exclusions. Group facilitators work with clients to re-frame their life’s pastand current difficulties, focusing upon what strengths they have used to cope.

Through both structured teaching of coping skills as well asrecreational and artistic activities, clients explore areas of strength.A total of 74 group participants (10 groups; average 20 sessions/group) are included in the current study. 86% of group membersattended group over multiple years. Low drop-out rates (15%) amongst group members are reported. High attendance rates were alsomaintained, with members attending, on average 92% of possible sessions. Chart review also indicated decreased markers of distress (e.g., reduced ER visits; psychiatric hospitalization), and increased engagement in positive activities (e.g. educational attainment, socialrelationships, employment). Results suggest that strength-based positive psychology group interventions represent a treatment modelthat is both appealing and effective for this vulnerable and treatment-resistant population.

Keywords • At-Risk Adolescents; Group Therapy; Strengths-based Interventions; Mental Health References: Ciarrochi, J.,Kashdan, T. B., & Harris, R. (2013). The Foundations of Flourishing. In Kashdan, T. B. & Ciarrochi, J. (Eds.) Mindfulness, Acceptance, andPositive Psychology (pp. 1-29). Oakland, CA. New Harbinger.Clark, M. (1997, June). Interviewing for Solutions: A Strength-based method for Juve-nile Justice. Corrections Today, 98-102.Harris N., Brazeau, J., Clarkson, A., Brownlee, K., Rawana, E.P. (2012). Adolescents' Perspectives on Strengths-Based Group Work andGroup Cohesion in Residential Treatment for Substance Abuse. Journal of Social Work Practice in the Addictions, 12:4, 333-347Hazel, S. J., Sherman, J. A., Bragg-Shumaker, J., & Sheldon, J. (2013). Group social skills training in adolescents. In D. Upper, & S. M. Ross(Eds.) Handbook of Behavioral Group Therapy (pp. 203236). New York, NY. Plenum Press.Gifford-Smith, M., Dodge, K. A., Dishion, T. J., & McCord, J. (2005). Peer influence in children and adolescents: Crossing the bridge fromdevelopmental to intervention science. Journal of Abnormal Child Psychology, 33(3), 255–265.doi:10.1007/s10802-005-3563-7.LeBuffe, P. & Shaprio, V. (2004).

Lending “strength” to the assessment of preschool social-emotional health. The California SchoolPsychologist, 9, 51-56.Norrish, J. M. & Vella-Brodrick, D. A. (2009). Positive psychology and adolescents: Where are we now?

Where to from here? AustralianPsychologist, 44(4), 270-278.Tedeschi, R. & Kilmer, R. (2005). Assessing strengths, resilience, and growth to guide clinical interventions. Professional Psychology:Research and Practice, 36(3), 230237.

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POT005 - An exploratory study of resilience among young people facing adversity: a case study of NigerianChild street hawker N. Okeke (1)T. Alwyn (1)A. Tatham (1)D. Clayton (1)Cardiff Metropolitan University, UK Child street hawking is a form of child labour and this has negative affect young people’s physical and emotional wellbeing. Childrensymbolize the future, and safeguarding their healthy growth and development should be the major concern of every nation. Developing acomprehensive understanding of resilience among street hawkers is potentially important for developing an effective intervention forpromoting health and wellbeing among them. This study explored the lived experiences of child street hawkers in order to understandhow they coped with their working conditions also identify possible ways to help them build resilience and improve their health andwellbeing. The research made use of interpretative phenomenological analysis (IPA) and it involved semi structured in-depth face to faceinterview with the participants. The participants represent young people (12-16 years) with at least 2 years experiences in street hawkingin Nigeria. A total of fifteen participants were recruited and interviewed. The result of the study showed collated into the four themes andthey include optimism, religious beliefs and affiliations, self-efficacy and determination and support from family and friends. The findingsprovided insight into the challenges of child street hawkers and more importantly how they cope with them. The research offered a cleardirection for the developing an effective intervention which could help ameliorate the impact of street hawking and also help youngpeople build resilience.

POT006 - Psychological determinants of gratitude among Haitian adolescents M. J. Jean-Baptiste Marie Judith (1),A. H. wi tek (2),L. M. Nderi (1),M. Szcze niak (2)(1) Pontificia Facolta' di Scienze dell'Educazione, Rome(2) University of Szczecinul. Polskich Marynarzy 48/6, Szczecin, Poland An extensive review of the psychological literature concerning Haitians shows that they are mainly studied in the context ofposttraumatic stress disorder after the 2010 earthquake. Other topics, like character strengths, are lacking although Haiti is considered“as a resilient nation in the face of poverty and natural catastrophes” (Méance, 2014, p. 85), generous and other-centered (Stepick,Swartz, 1998). Haitian people are religious, open, friendly and expressive in their emotions (Larsen, Hardin, 2013), with community spirit(Clammer, Grosberg, Porup, 2008).Because of the lack of Haitian studies in the field of positive psychology, we want to present the results of our research that has as an aimto examine some determinants of gratitude among Haitian adolescents. The study was conducted on the group of 119 participants. Themean age was M=18,01 with SD=1,004 (range=17-20 years).

The measures used were: Échelle de Satisfaction de Vie (Blais et al., 1989),Questionnaire d’Orientation Reconnaissante (Shankland, 2010), Questionnaire de Disposition à Pardonner (Mullet et. al., 2003), Échelled’Estime de soi (Vallières, Vallerand, 1990), Échelle de croyance en un monde juste (Bègue, Muller, 2006).

Correlation analysis shows thatgratitude is significantly associated with life satisfaction (r=0.365**), resentment (r=-0.474**), unconditional forgiveness (r=0.228*), selfesteem(r=0.239*), and belief in the just world (r=0.195*).

Instead, a linear regression illustrates the correlated factors that are predictorsof gratitude: resentment (R2=0.483) and life satisfaction (R2=0.377). These findings suggest that Haitian adolescents who know how toforgive and are satisfied with their life are also more grateful.

Keywords • gratitude, forgiveness, life satisfaction

POT007 - Validation of an eating behaviors questionnaire for young people in empowerment’s process W.Schwartz (1)A.Vinciguerra (1)A.Thiot (1)C.Potard (2)E.Rusch (3)R.Courtois (1)(1) Université François-Rabelais de Tours, Département de Psychologie, EA2114 « Psychologie des âges de la vie », 3 rue desTanneurs BP 4103 37041 TOURS Cedex 1, France(2) Université de Angers, Département de psychologie, EA 4638 « Laboratoire de Psychologie des Pays de la Loire », 5 bis, boulevardLavoisier 49045 Angers, France(3) UFR Médecine, « Education Ethique Santé », 10, boulevard Tonnellé 37032 Tours Cedex 1, France Introduction: The aim of our study is to evaluate eating behaviors among young people in empowerment’s process in a psychosocialperspective. We constructed a questionnaire based on dimensions related to both patterns of eating behavior (type of productsconsumed and frequency of food intake), and individual and environmental factors of this population: family influences, public health’srecommendations, sporting activities, risk

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behaviors.We assumed that adolescents and young adults’ eating behaviors are related to the empowerment process.Method: We validated a model of eating behaviors for young people with a questionnaire empirically constructed with a group of 111items chosen in the literature, validation of a youth/adolescent food frequency questionnaire, (N=391). We used exploratory andconfirmatory factor analyses, variance analysis and correlation analysis.Results: We obtained a model of 3 factors of feeding related to consumer profiles: fast food and industrial products, fruit and vegetables,the fact to skipping meals.These consumer profiles are well-known in the literature.

The model allows us to identify degrees of autonomy in food choices. Theprofiles associated with fast food and the fact to skipping meals attest the lowest degree of autonomy. The profile directly concerned withfruits and vegetables appears on the other hand as a more autonomous eating behavior.Discussion:The profile of fast food includes eating behaviors far from a balanced feeding and the opposite to public health recommendations’ thatencourage to consume fat and sugar narrowly, especially for people concerned by puberty growth. The profile of fruits and vegetables isrelated to one of the major standard of a balanced diet. In France, the National Program of Health Nutrition (Programme NationalNutrition Santé - PNNS) urges the consumption of 5 fruits and vegetables per days. As for skipping meals, we can recognize a well-knowneating behavior among low income people.About this questionnaire we will continue to check other psychometric properties such test-retest reliability.

Keywords • Eating behavior, Health Behavior, Adolescence, Young adulthood, Autonomy References: Beck, F., & Richard,J. (2013). Les Comportements de santé des jeunes. Analyses du Baromètre santé 2010. SaintDenis, FR: Ed. INPES.Birch, L. L., & Fisher, J. O. (1998). Development of eating behaviors among children and adolescents. Pediatrics, 101(Supplement 2), 539-549.Chan, K., Prendergast, G., & Ng, Y. L. (2016). Using an expanded Theory of Planned Behavior to predict adolescents' intention to engagein healthy eating. Journal of International Consumer Marketing, 28(1), 16-27.Frank, G., Nicklas, T., Webber, L., Major, C., Miller, J., & Berenson, G. (1992). A food frequency questionnaire for adolescents: definingeating patterns. Journal of the American Dietetic Association, 92(3), 313-318.Rockett, H. R., Breitenbach, M., Frazier, A. L., Witschi, J., Wolf, A. M., Field, A. E., & Colditz, G. A. (1997). Validation of a youth/adolescentfood frequency questionnaire. Preventive medicine, 26(6), 808-816.

POT008 - Positive Psychology in the Secondary Shcool; A School-Based Interventions to Promote Well-Being N. C. Oksuz (1), D. Usta, N. TarhanUskudar University, stanbul, Turkey Positive psychology emphasizes the importance of psychological resilience, emotional intelligence, social learning, positiverelationships. The present study aimed to enhance well-being by fostering self motivation in the secondary school children in Turkey.Interventions have also integtrated with mindfulness exercise. The study showed that students receiving the intervention reported higherlevel of problem solving skills, life satisfaction, emotional intelligence than control group.

Keywords • positive psychology for children, well-being, positive education, positive psychology interventions in school,psychological resilience, emotional intelligence, mindfulness based stress reductions

POW001 - Effects of the Personal Iceberg Metaphor Model on Self-Esteem, Self-Understanding, andDepression among Thai Adolescents: From Clinical Practice to a School-Based Program Rassamee Sangthong, M.D., Ph.D.(1,2),Umaporn Trangkasombat, M.D.(1),Chonnipa Kaewpoonsri, M.D.(1),Pattera Disayawanawat, M.D.(1),Chutimon Panyakham, B.S. (Clinical and Community Psychology) (3),Edward McNeil, M.Sc.(2)(1) Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine, Chulalongkorn University,Bangkok, Thailand(2) Epidemiology Unit, Faculty of Medicine, Prince of Songkla University, Hat Yai, Thailand(3) Princes Sirindhorn Craniofacial Center, King Chulalongkorn Memorial Hospital, Bangkok, Thailand Purpose: To determine the effectiveness and feasibility of the personal iceberg metaphor model program on selfesteem, selfunderstanding,and depression among Thai students aged 12-15 years.Methods: A 2-day program using the personal iceberg metaphor model was conducted at a school in the inner-city areas of Bangkok,Thailand. The assessments included the Rosenberg Self-Esteem Scale (RSES), the Children’s Depression Inventory (CDI), the Strengths andDifficulties Questionnaire (SDQ), self-developed questionnaires about self-understanding and opinions about the program. Descriptivestatistics, paired t-tests and chi-square tests were used for data

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analysis.Results: Most students had better self-esteem and self-understanding. The number of students with depression was reduced by 60%.They had positive attitudes toward the program and wished to participate in the program again. No changes in SDQ were observed. Mostresults remained similarly at 3 months followup.Conclusions: The program was effective in improving self-esteem, self-understanding, and reduce depression among adolescents. It isfeasible to conduct as a school-based program.Implications and contribution: This study demonstrated an improvement in self-esteem, self-understanding and emotion amongadolescents after knowing about the structure of their mind by participating in the program. What is inside the mind will eventuallyexternalise into behaviors. The program could be further developed and tested to prevent and reduce health risk behaviors amongadolescents at school.

Keywords â&#x20AC;˘ Adolescent, personal iceberg metaphor model, self-esteem, self-understanding, depression References: 1.Ruangkanchanasetr, S., et al., Youth risk behavior survey: Bangkok, Thailand. J Adolesc Health, 2005. 36(3): p.

227-35.2. Wang, J., et al., Substance use, sexual behaviours, and suicidal ideation and attempts among adolescents: findings from the2004 Guangzhou Youth Risk Behaviour Survey. Public Health, 2009. 123(2): p. 11621.3. Eaton, D.K., et al., Youth risk behavior surveillance - United States, 2011. MMWR Surveill Summ, 2012. 61(4): p. 1-162.4. Pentz, M.A., et al., Longitudinal effects of the midwestern prevention project on regular and experimental smoking inadolescents. Prev Med, 1989. 18(2): p. 304-21.5. Pentz, M.A., et al., Primary prevention of chronic diseases in adolescence: effects of the Midwestern Prevention Project ontobacco use. Am J Epidemiol, 1989. 130(4): p. 713-24.6. MacKinnon, D.P., et al., Mediating mechanisms in a school-based drug prevention program: first-year effects of the MidwesternPrevention Project. Health Psychol, 1991. 10(3): p. 164-72.7. Tsang, S.K., E.K. Hui, and B.C. Law, Bystander position taking in school bullying: the role of positive identity, self-efficacy, andself-determination. ScientificWorldJournal, 2011. 11: p. 2278-86.8. Kimber, B., R. Sandell, and S. Bremberg, Social and emotional training in Swedish classrooms for the promotion of mentalhealth: results from an effectiveness study in Sweden. Health Promot Int, 2008. 23(2): p. 134-43.9. Kerrigan, D., et al., Perceptions, experiences, and shifts in perspective occurring among urban youth participating in amindfulness-based stress reduction program. Complement Ther Clin Pract, 2011. 17(2): p. 96-101.10. Breuk, R.E., et al., The implementation and the cultural adjustment of functional family therapy in a Dutch psychiatric daytreatmentcenter. J Marital Fam Ther, 2006. 32(4): p. 515-29.11. Flicker, S.M., et al., Ethnic background, therapeutic alliance, and treatment retention in functional family therapy withadolescents who abuse substances. J Fam Psychol, 2008. 22(1): p. 16770.12. Cheng, H.C., A.M. Siu, and M.C. Leung, Recognition for positive behavior as a positive youth development construct: conceptualbases and implications for curriculum development. Int J Adolesc Med Health, 2006. 18(3): p. 467-73.13. Cheng, H.C., A.M. Siu, and M.C. Leung, Prosocial involvement as a positive youth development construct: conceptual bases andimplications for curriculum development. Int J Adolesc Med Health, 2006. 18(3): p. 393-400.14. Hui, E.K. and S.K. Tsang, Self-determination as a positive youth development construct: conceptual bases and implications forcurriculum development. Int J Adolesc Med Health, 2006. 18(3): p. 433-40.15. Hui, E.K. and S.K. Tsang, Self-determination as a psychological and positive youth development construct.ScientificWorldJournal, 2012. 2012: p. 759358.16. Banmen, The Satir Model: Yesterday and today.

Contemporary Family Therapy, 2002. 24(1): p. 16.17. Lum, W., J. Smith, and J. Ferris, Youth suicide intervention using the Satir model. Contemporary Family Therapy, 2002. 24(1): p.21.18. Brubacher, L., Integrating emotionfocused therapy with the Satir model. J Marital Fam Ther, 2006. 32(2): p. 141-53.19. Wongpakaran, T. and N. Wongpakaran, A comparison of reliability and construct validity between the original and revisedversions of the Rosenberg Self-Esteem Scale. Psychiatry Investig, 2012. 9(1): p. 54-8.20. Trangkasombat, U. and D. Likanapichitkul, Depressive symptoms in children : a study using the Children's Depression Inventory.Journal of the Psychiatric Association of Thailand, 1996. 41(4 (Oct-Dec)): p. 212-234.21. Wongpiromsarn, Y., et al., Strenths and Difficulties Questionnaire (SDQ) Thai improved version: change and administration.Journal of Mental Health of Thailand, 2011. 19(2): p. 128-134.22. Rosenberg, M., in Society and the Adolescent Self- Image. 1965, Princeton University Press: New Jersey.23. Lotrakul, M. and P. Sukanich, Development of the Thai Depression Inventory. J Med Assoc Thai, 1999. 82(12): p. 1200-7.24. The EpiData Association, EpiData Entry, version 3.1.25.

Chongsuvivatwong, V., Analysis of Epidemiological Data using R and Epicalc. 2008, Thailand: Chanmuang Press.26. R Development Core Team, R: A language and environment for statistical computing. 2008, R Foundation for StatisticalComputing: Vienna, Austria.27. Sampson, R.J. and J.H. Laub, Urban poverty and the family context of delinquency: a new look at structure and process in aclassic study. Child Dev, 1994. 65(2 Spec No): p. 523-40.28. Collishaw, S., et al., Time trends in adolescent mental health. J Child Psychol Psychiatry, 2004.

45(8): p. 1350-62.29. Collishaw, S., et al., Do historical changes in parent-child relationships explain increases in youth conduct problems? J AbnormChild Psychol, 2012. 40(1): p. 119-32.30. Enejoh, V., et al., Impact of self esteem on risky sexual behaviors among Nigerian adolescents. AIDS Care, 2015: p. 1-5.31. Donnellan, M.B., et al., Low

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self-esteem is related to aggression, antisocial behavior, and delinquency. Psychol Sci, 2005. 16(4):p. 328-35.32.

Trzesniewski, K.H., et al., Low self-esteem during adolescence predicts poor health, criminal behavior, and limited economicprospects during adulthood. Dev Psychol, 2006. 42(2): p. 381-90.33. Ando, M., An intervention program focused on self-understanding and interpersonal interactions to prevent psychosocialdistress among Japanese university students. J Adolesc, 2011. 34(5): p. 929-40.34. Correa Diaz, E.P., E.C. Jacome Sanchez, and B.A. Martinez, Suicide in adolescents with depression: the need for early diagnosis.Clin Case Rep, 2015. 3(11): p. 9623.35. Leventhal, A.M., et al., Psychiatric comorbidity in adolescent electronic and conventional cigarette use. J Psychiatr Res, 2015. 73:p. 71-78.36. Mannikko, N., J. Billieux, and M. Kaariainen, Problematic digital gaming behavior and its relation to the psychological, socialand physical health of Finnish adolescents and young adults.

J Behav Addict, 2015. 4(4): p. 281-8.37. Maslow, G.R., K. Dunlap, and R.J. Chung, Depression and Suicide in Children and Adolescents. Pediatr Rev, 2015. 36(7): p. 299-308; quiz 309-10.

POW002 - A MIXED-METHOD STUDY OF RELATIONAL WELL-BEING IN A GROUP OF ADOLESCENTS IN ASOUTH AFRICAN HIGH-RISK COMMUNITY I. van Schalkwyk (1)Centre for Child, Youth and Family StudiesFaculty of Health SciencesNorth-West UniversityPotchefstroom A MIXED-METHOD STUDY OF RELATIONAL WELL-BEING IN A GROUP OF ADOLESCENTS IN A SOUTH AFRICAN HIGH-RISKCOMMUNITYABSTRACTBackground: Despite the obvious importance of relational well-being to positive psychological functioning (Prilleltensky, 2012: VanSchalkwyk & Wissing, 2013), there is limited knowledge about the nature and dynamics of relational functioning amid South Africanyouth. Also, the varied South African landscape of socio-economic contexts greatly influences the development of youngsters. Therefore,when we examine and explore relational well-being as a core component of overall well-being, it can never be conducted, withoutconsidering the direct context or the “liveability” of a community (Rothman, 2013).Aim: The aim of this study was to investigate the relational well-being of a group of adolescents residing in a South African highriskcommunity. The research was conducted within the theoretical background of positive psychology, as wellbeing models within thisapproach hold that healthy relational activities offer opportunities for well-being.Method: Participants (N=808, aged 12-15 years) from three secondary schools in a selected high-risk community completedquestionnaires on well-being, and semi-structured interviews were conducted with 24 participants (aged 12-17 years). Data analysis: Forthe quantitative study descriptive statistics and Cronbach alpha reliability coefficients were determined for all scales and sub-scales used.For the qualitative study, thematic analysis was used, and the raw data, namely the transcribed data, the World Café conversations,personal interviews, and journals of participants were classified into meaningful categories.Results: Quantitative findings indicate that most adolescent learners i.e. 56% residing in the selected high-risk community, do not flourishpsychologically as measured on the Mental Health Continuum-Short Form. Qualitative findings show that adolescents’ relational wellbeingis seriously restricted referring to their notion of healthy and dysfunctional relational living, significant role-players, the role ofemotions and the impact of a high-risk community.Conclusion: It was also found that although African adolescents have higher scores as to social well-being than psychological well-being -indicating their strengths as to connectedness and communal living - the “Ubuntu” birth right does not equal relational competence. Thenagain, while the impact of the high-risk environment harbour many risks for relational interacting, relational activities and interconnectednessis key to survival and resilient overcoming. A Well-being programme to enhance relational well-being is indicated.

Keywords • Keywords: Relational well-being, adolescents, mixed methods research, South Africa, high-risk community, relationalfunctioning, positive psychology References: Prilleltensky, I. (2012). Wellness as fairness. American Journal of CommunityPsychology, 49(1-2), 1-21.Rothmann, S. (2013). From happiness to flourishing at work: A Southern African perspective. In M. P. Wissing (Ed.), Wellbeing researchin South Africa (pp. 123-151). Dordrecht, The Netherlands: Springer.Van Schalkwyk, I. & Wissing, M. P. (2013). Evaluation of a programme to enhance flourishing in adolescents. In M. P. Wissing (Ed.), Wellbeingresearch in South Africa. pp. 53-60. Dordrecht: Springer.

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POW003 - Are young men more resilient than young women?

M.E. Gras(1), S. Font-Mayolas(1), J.Patiño (1,2), A. Baltasar (2), M. Planes (1), M.J.M. Sullman(3)(1)Quality of Life Research Institute,University of Girona, Spain(2) Nursing Department, University of Girona, Spain(3) Driving Research Group, Cranfield University, UK Interest in the concept of resilience has grown considerable in the last decade due to its relationship with health, well-being andquality of life. Resilience is defined as a dynamic process encompassing positive adaptation within the context of significant adversity.The main aim of this research was to investigate the relationship between resilience and sex among young people. The sample consistedof 3,214 Spanish undergraduate students (mean age = 21.01; S.D. = 2.86; 62.1% women). A Spanish version of the 10-item short form ofthe Connor–Davidson Resilience Scale (CD-RISC) was used to measure resilience. In line with previous research, men scored significantlyhigher than women on all items except for “I can achieve goals despite obstacles”, where no difference was found. The total CD-RISC scorewas also significantly higher for men than for women. These results might be due to a bias in responding, as men seem to be moreconcerned, than women, to present an image of strength in coping with stress. Furthermore, resilience is negatively related to severalpersonality constructs in which women tend to score more highly than men, such as neuroticism. Further research is needed to clarify thenature of the relationship between resilience and sex.

Keywords • Resilience, Gender, CD-RISC, Young people, Spain

POW004 - Social support over Facebook among Malaysian University students Ooi, S. H. & Intan, H. M. HashimSchool of social sciences of Universiti Sains, Malaysia ABSTRACT: The advancement of technology in the 21th century has facilitated positive interactions in the form of social support tobecome across the internet. Many young people provide and receive social support over the online world, especially through socialnetworking sites. This paper focuses on how Malaysian university students perceived social support over Facebook. More specifically, thisstudy focuses on perceived social support across three different sources; family, friends and significant others. Multidimensional Scale ofPerceived Social Support (MSPSS) was used to measure social support perceived over the Facebook. This study also assesed subjectivewellbeing using Scale of Positive and Negative Experience (SPANE) and Satisfaction with Life Scale (SWLS).

Participants were 787university students from southern of Malaysia (176 male and 611 female).This study was conducted online. The finding showed that socialsupport is contributes to university students’ subjective wellbeing. There is a positive correlation between perceived social support anduniversity students’ subjective wellbeing. Perceived social support from family is the most important preditor of subjective well being,followed by friends and significant others. In conclusion, social support perceived over social media such as Facebook is important foruniversity students’ well-being and family, friends and significant others continue to be important sources of social support.

Keywords • Social support, subjective well-being, Facebook

POW005 - The impact of the positive psychology program to the well-being (optimism, hope, life satisfaction)of third grade students in the primary school S. Sarancic (1), D. Miljkovic (2), M. Rijavec (2)(1) Elementary school Brezovica, Zagreb(2) Faculty of Teacher Education, Zagreb The aim of the research is to examine the impact of specific educational program on well-being (optimism and pessimism, the degreeof depression, life satisfaction and hope) of students of the third grade of primary school.

The study engaged 200 students from threeprimary schools in Zagreb. Those 200 students from ten classes were randomly divided into two groups: experimental and control.Respondents were tested before implementation of the program, immediately after the implementation and six months after theimplementation of the program by questionnaires: The Students’ Life Satisfaction Scale, Youth Life Orientation Test, Children's Hope Scaleand Test of Center for Epidemiological Studies – Depression Child.The program was concentrated on teaching optimistic attributional style, self-esteem, on recognizing their own and others' emotions, onincreasing life satisfaction and hope and prevention of depression.The level of the hope increased immediately after the implementing of program in the experimental group, in regard to control group. Atthe third measurement there were significant elevations of optimism and life satisfaction in the experimental group, level of hope grewslowly for the experimental group and

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decreased for control group. Pessimism and depression decreased in the experimental group whilein the control group remained at a similar level as presented in the second measurement. The program had equable effect on the boys andthe girls as regard to the level of all measured constructs.

Keywords • optimism, pessimism, depression, hope, life satisfaction References: Boman, P., Smith, D.C. & Curtis, D.(2003). Effects of Pessimism and Explanatory Style On Development of Anger in Children. School Psychology International, 24, 80-94.Cheng, H. & Furnham, A. (2001). Atributional style and personality predictors of happiness and mental health. Journal of HappinessStudies 2, 307-327.Cortes, R. C., Fleming, C.B., Catalano, R. F. & Brown, E. C. (2006). Gender Differences in the Association between Maternal DepressedMood and Child Depressive Phenomena from Grade 3 through Grade 10. Journal of Youth and Adolescence, 35, 815-826.Curry, L. A., Snyder, C. R., Cook, D. L., Ruby B. C. & Rhem, M. (1997). Role of Hope in Academic and Sport Achievement. Journal ofPersonality and Social Psychology, 73, 6, 1257-1267.Ek, E., Remes, J. & Sovio, U. (2004). Social and developmental predictors of optimism from early infancy to early adulthood.

SocialIndicators Research, 69, 219-227.Ey, S., Hadley, W., Allen, D.N., Palmer, S., Klosky, J., Deptula, D., Thomas, J. & Cohen, R. (2005). A new measure of children’s optimismand pessimism: the Youth Life Orientation Test, Journal of Child Psychology and Psychiatry, 46 (5), 548-558.Harnett, P.H. & Dadds, M.R. (2004). Training school personel to implement a universal school-based prevention of depression programunder a real-world conditions. Journal of school psychology, 42, 343-357.Horowitz, J.L. & Garber, J. (2006). The Prevention of Depressive Symptoms in Children and Adolescents: A Meta-Analytic Review. Journalof Consulting and Clinical Psychology, 74(3), 401– 415.Huebner, E. S., Suldo, S. M. & Valois, R.F. (2003). Psychometric Properties of Two Brief Measures of Children’s Life Satisfaction: TheStudents’ Life Satisfaction Scale (SLSS) and the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS). Indicators of PositiveDevelopment Conference, March 12-13.Lopez, S.J., Rose, S., Robinzon, C., Marques, S.C. & Pais-Ribeiro, J. (2009). Measuring and Promoting Hope in Schoolchildren. In: R.Gilman, E.S. Huebner i M.J. Furlong (ur.), Handbook of positive psychology in schools. New York: Taylor & Francis, 37-50.Miljkovi , D. & Rijavec, M. (2006). Kako biti bolji – priru nik iz pozitivne psihologije (How to be better – Positive psychology handbook) .Zagreb: IEP-D2.Morris, I. (2009). Teaching happiness and well-being in schools: Learning to ride elephants. London: Continuum International PublishingGroup.O'Grady, P. (2013).

Positive psychology in the elementary school classroom. New York: W.W. Norton & Company.Scheier, M.F. & Carver, C.S. (1992). Effects of optimism on psychological and physical well-being: Theoretical overview and empiricalupdate. Cognitive therapy and research, 16, 201-228.Seligman, M.E.P., Reivich, K., Jaycox, L. & Gillham, J. (1995), The optimistic child: proven program to safeguard children from depression& build lifelong resilience. New York Houghton Mifflin CompanySnyder, C. R., Hoza, B., Pelham, W. E., Rapoff, J., Ware, L., Danovsky, M., Highberger, L., Rubinstein, H. & Stahl, K. (1997). Thedevelopment and validation of the children’s hope scale.

Journal of Pediatric Psychology, 22, 399-421.

POW006 - Effectiveness of Positive Psychological Intervention on Hope and Meaning in Life in Mothers ofChildren with Cancer S. Behzadi Pour (1)N. Reihani (1)M. Bordbar (2)(1) Department of psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

Having a child with cancer, had a negative impact on mental quality of life of parents, especially mothers, who have more caring role,and reduces the hope of life and challenges the concept of meaning in life. Therfore, this study aims to improve the hope of life andmeaning in life of mothers who has a child with cancer,with the help of the procedures was conducted in positive psychologicalintervention. The statistical society includes 50 mothers who have a child with cancer and attend Imam Reza clinical center of Shiraz(Fars) who were selected with accessible sampling method and randomly divided to experimental group and control group. Theparticipants have completed HS (hope scale) and MLQ (meaning in life questionnaires). The experimental group have completed thequestionnaires before and after intervention and also one month after the end of the intervention. The control group completed the samequestionnaires at the same time but without receiving any intervention. Data was analyzed using analysis of covariance and SPSSsoftware.The findings showed a significant increase in the score of experimental group, after receiving treatment. But There is nomeaningful change in the scores of control group.

The results suggest that positive psychological intervention is positively affected on,hope and meaning in life.

Keywords • Positive Psychological Intervention, Hope, Meaning in life, Mothers of Child with cancer

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POW007 - Adolescents’ understanding of kindness and its links with well-being: Identifying social andpsychological mechanisms.

J. Cotney, R. BanerjeeUniversity of Sussex, Brighton, UK There has been a surge of interest in how kindness can promote well-being (e.g., Dunn, Aknin, & Norton, 2014) but the majority ofresearch has been conducted with adult populations. It is crucial to have an understanding of adolescents’ conceptualisations ofkindness, as well as the social and psychological processes that affect it, to aid future research into the links between kindness and wellbeingin younger populations.There is a consensus that kindness encompasses a wide range of behaviours that seek to benefit another (Binfet, 2015). Qualitativestudies have confirmed the heterogeneity of kindness from the perspectives of children (Binfet & Gaertner, 2015) and young adolescents(Bergin, Talley & Hamer, 2003) but developmental literature is still largely focused on a relatively limited range of prosocial behaviours:sharing, comforting, and helping. Research has also identified numerous social and psychological mechanisms that contribute to thedevelopment of kindness (e.g., empathy; Sahdra, Ciarrochi, Parker, Marshall & Heaven, 2015) or explain the effect that kindness has onwell-being (e.g., peer relationships; Zuffiano et al., 2014). Yet these processes are not well understood, and evidence of adolescents’understanding of them is largely absent from the psychological literature.In the current study, six focus groups were conducted with 11-15 year olds, exploring in detail their conceptualisations of kindness(including its behavioural forms, antecedents and outcomes). To our knowledge, this is the first study to apply qualitative techniques inorder to explore the complex relationships between kindness and well-being in this age group. Participants demonstrated a multifacetedand mature understanding of kindness, identifying ten different categories of kind behaviour that are influenced by situationalantecedents as well as specific self- and other-focussed goals.Crucially, the adolescents also identified a number of moderators, including both contextual and dispositional factors (e.g., certainfeatures of social relationships, levels of empathy, feelings of autonomy), that support and extend current theoretical frameworks.Responses from participants reinforced the idea that kindness contributes to well-being for the recipient and the giver, identifying social,emotional, health, and instrumental benefits. Together, these findings have implications for the future design and efficacy of kindnessbasedwell-being interventions in schools.

Keywords • Kindness, Well-being, Adolescence, Education, Intervention, Mechanisms, Social relationships, Qualitative References: Bergin, C., Talley, S., & Hamer, L. (2003). Prosocial behaviours of young adolescents: A focus group study. Journal ofAdolescence, 26, 13-32.Binfet, J. (2015). Not-so random acts of kindness : A guide to intentional kindness in the classroom. The International Journal ofEmotional Education, 7(2), 35-48.Binfet, J., & Gaertner, A. (2015).

Children’s conceptualizations of kindness at school, Canadian Children, 40(3), 27-40.Dunn, E. W., Aknin, L. B., & Norton, M. I. (2014). Prosocial spending and happiness: Using money to benefit others pays off. Currentdirections in Psychological Science, 23(1), 41-47.Sahdra, B. K., Ciarrochi, J., Parker, P. D., Marshall, S., & Heaven, P. (2015).

Empathy and nonattachment independently predict peernominations of prosocial behavior of adolescents.

Frontiers in Psychology, 6(263), 1-12.Zuffianò, A., Eisenberg, N., Alessandri, G., Kanacri, B. P. L., Pastorelli, C., Milioni, M., & Caprara, G. V. (2014). The relation of pro-socialityto self-esteem: The mediational role of quality of friendships. Journal of Personality, 84(1), 59-70.

POW008 - Distress and well-being in developmental ages: differences between children with oncologicaldiseases and children with neuropsychiatric disorders E. Albieri (1), F. Vescovelli (1), F. Bianco (1), C. Ruini (1)(1) Department of Psychology – Laboratory of Positive Psychology, University ofBologna, italy Background: oncological illness could represent a traumatic condition when experienced early in life (Mavrides & Pao, 2014; Basso &Pillon, 2015). However, recent findings suggest that children may also display psychological resources and resiliency when facing distressand traumatic situations (Klosky et al., 2014; Phipps et al., 2014). The study aim was to compare the psychological well-being of childrenwith oncological illness (ONCO) vs children with neuropsychiatric disorders (NPI) as opposed to a control group of healthy students.Methods: 70 children (F=31; MAge=11.27, DS=2.85) completed the Psychological Well-Being Scales (PWBS), the Revised Children’sManifest Anxiety Scale, and the Cognitive Triad Inventory for Children.Results: the ONCO group displayed higher levels of PWBS personal growth, positive relations, purpose in life and total score compare tothe NPI and control groups.

NPI children reported higher levels of anxious and depressive symptoms.Conclusions: oncological children

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reported the highest well-being levels, probably because of their greater efforts in activating theirresources to face the illness, or because of the greater psycho-social support they may have received during hospitalization. It may alsoreflect a tendency to illness denial, a natural defense mechanisms activated to adapt to the illness.

Conversely, NPI children are thosepresenting the worse psychological profile. These preliminary results entail important clinical implications in planning psychotherapeuticinterventions for youth with neuropsychiatric and oncological illnesses.

Keywords • children, psycho-oncology, neuropsychiatric disorders, anxiety, depression, well-being.

References: Basso,G., & Pillon, M. (2015). Coping with Pain in Children with Leukemia. International Journal of Cancer Research and Prevention, 8(4), 451-466.Klosky, J. L., Krull, K. R., Kawashima, T., Leisenring, W., Randolph, M. E., Zebrack, B., ... & Phipps, S. (2014). Relations betweenposttraumatic stress and posttraumatic growth in long-term survivors of childhood cancer: A report from the Childhood Cancer SurvivorStudy. Health Psychology, 33(8), 878.Mavrides, N., & Pao, M. (2014). Updates in paediatric psycho-oncology. International Review of Psychiatry, 26(1), 63-73.Phipps, S., Klosky, J. L., Long, A., Hudson, M. M., Huang, Q., Zhang, H., & Noll, R. B. (2014).

Posttraumatic stress and psychologicalgrowth in children with cancer: has the traumatic impact of cancer been overestimated?. Journal of Clinical Oncology, 32(7), 641-646.

POW009 - WELL-BEING IN RELATION TO PARENTAL BONDING, OPTIMISM, AND EMPATHY IN ADOLESCENTSWITH DUAL-CAREER AND SINGLE-CAREER PARENTS S. Khosla150 E, 10th ST., Claremont,Division of Behavioural and Organizational Sciences (DBOS),Claremont Graduate UniversityCA 91711, USA The present study investigation tried to find out how adolescents single-career and dual-career parents differ from each other inrespect to their parental bonding, well-being, optimism and empathy. It also investigated the how optimism and empathy are related towell-being in adolescents of the two groups. In this study, a total of 160 adolescents were taken on availability basis. As per the need ofthe study, two-group design was used. The first group was of 80 adolescents with dual-career parents and the second group was of 80adolescents with singlecareer parents. Quantitative approach was followed and the tools included Bryant’s Empathy Index (Bryant,1982), The Youth Life Orientation Test (Ey, 2005), Stirling’s Children Well-Being Scale (Liddle & Carter, 2005) and Parental-BondingInstrument (Parker, Tupling & Brown, 1979). The results showed that adolescents of single-career parents were more optimistic,empathetic, had better well-being and better bonding with mothers. It reflects the importance of presence of mothers at home to provideoptimum care and nurturance. Moreover, a significant correlation was found between well-being and optimism of adolescents of singlecareeras well as dual-career parents, indicating that optimism plays a role in higher well-being of adolescents, irrespective of parents’career.

Keywords • Adolescence, Dual-career parents, Single-career parents, optimism, empathy, well-being, parentalbonding References: Bryant, B. (1982). An Index of Empathy for Children and Adolescents. Child Development, 53, 413-425.Ey, S. (2005) A new measure of children’s optimism and pessimism: the Youth Life Orientation Test. Journal of Child Psychology andPsychiatry, 46 (5), 548-558.Liddle, I & Carter, G. (2010). Stirling Children’s Well-Being Scale. Stirling Council Educational Psychology Service. Stirling: UK.Parker, G., Tupling, H., & Brown, L.B. (1979) A Parental Bonding Instrument. British Journal of Medical Psychology, 1979, 52, 1-10.

POW010 - The role of life events in the relation between negative affectivity and subjective well-being:multilevel mediation analysis M. Lazi , V. Jovanovi , V. Gavrilov-Jerkovi Dr Zorana in i a 2, Department of Psychology, University of Novi Sad, Serbia Numerous studies have demonstrated that the mood-dispositional dimension negative affecti-vity (NA)is a robust predictor ofsubjective well-being (SWB). However, mechanisms linking trait NA and SWB, as well as the psychological processes underlying thedispositional nature of SWB, remain largely unknown. According to the stress-generation model, negative affectivity increases theoccurrence of negative life events, implying that

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individuals actively contribute to the occurrence of negative dependent life events in theirlives. The present study focuses on the role which change in negative life events has in explaining the relationship between trait NA andchanges over time in both affective (emotional distress) and cognitive (life satisfaction) components of SWB.Longitudinal data were collected in five waves from 386 university students. Participants completed the measure of trait NA (Positive andNegative Affect Schedule) at the initial assessment. The measures of negative life events (Check list of negative life events), emotionaldistress (Depression, Anxiety and Stress Scale), and life satisfaction (Satisfaction with Life Scale) were administered at four time points,every six months. The data were analyzed using multilevel mediation analysis in STATA.The results showed that trait NA made a significant contribution to the prediction of changes in emotional distress and life satisfaction.Higher NA was associated with higher levels of emotional distress as well aslower levels oflife satisfaction. In addition, trait NAsignificantly predicteda number of life events at each timepoint and their change over time. Finally, the multilevel mediation modelassessed whether change in number of life events accounted for changes in emotional distress and life satisfaction. We found thatchange in negative life events over time partially mediated the relationship between trait NA and changes in emotional distress (ind_eff= .022; dir_eff = .353; tot_eff = .376), whereas it did not mediate the relationship between trait NA and life satisfaction. The presentfindings suggest that change in number of life events over time is one of the mechanisms explaining the relationship between trait NA andchanges in emotional distress, but not in the cognitive component of SWB. Practical and theoretical implications of the findings will bediscussed.

Keywords • negative affectivity, number of life events, life satisfaction, emotional distress, multilevel mediation References: Brett, J. F., Brief, A. P., Burke, M. J., George, J. M., & Webster, J. (1990). Negative affectivity and the reporting of stressfullife events. Health Psychology, 9(1), 57-68.Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998).

Dispositional effects on job and life satisfaction: the role of coreevaluations. Journal of applied psychology, 83(1), 17-34.Davila, J., Hammen, C., Burge, D., Paley, B., & Daley, S. E. (1995). Poor interpersonal problem solving as a mechanism of stress generationin depression among adolescent women. Journal of abnormal psychology, 104(4), 592-600

POW011 - Multiple Mediation of Emotion Regulation Strategies in the Relationship Between Loneliness andPositivity in Adolescents M. A. YıldızAdıyaman University, Faculty of Education, Department of Counseling and Guidance, Turkey Purpose: The current study aims to investigate the parallel multiple mediation role of emotion regulation strategies in the relationshipbetween adolescents’ loneliness and their positivity.Method: Participants consisted of a total of 300 high school students (F= 146, 48.7%; M= 154, 51.3%) who attended to a high schools inAdıyaman during 20142015 academic years. Age range of the participants varied between 14 and 19-year old with mean age of 15.51(Sd=1.09). Data were collected through the Short-Form of UCLA Loneliness Scale (Yıldız & Duy, 2014), Emotion Regulation Scale forAdolescents (Duy & Yıldız, 2014), Positivity Scale (Duy & Yıldız, 2014), and the Personal Information Form. Data analysis was based ondescriptive statistics and Pearson correlation coefficient.

Statistical significance of the mediating effects of the model tested in the currentresearch was examined by Ordinary Least Squares Regression Method and Bootstrap Method through the software developed by Hayes(2012; 2013). Bootstrap analyses were conducted through PROCESS Macro and “Multiple Mediation Model 4” for parallel multiplemediation. Statistical significance of the mediating variable was examined on 5000 bootstrap samples. Significance level was set as .05.Results: The research results showed that the mediations of internal-functional emotion regulation, internal-dysfunctional emotionregulation, and external-functional emotion regulation were statistically significant. However, external-dysfunctional emotion regulationwas not found to be statistically significant. According to paired comparisons conducted to define which mediating variable mediatedmore strongly, internal-dysfunctional emotion regulation was a more powerful mediator than internalfunctional emotion regulation,external-dysfunctional emotion regulation, and external-functional emotion regulation.Conclusion: The current research showed that particularly the internal-dysfunctional emotion regulation is a strong mediating variable inthe relationship between adolescent loneliness and positivity. At schools, adolescents who frequently use the dysfunctional strategies ofemotion regulation such as suppression may be defined; and individuals and group psychological counseling for these adolescents may beconducted by psychological counselors. In future studies, the effects of family factors such as attachment to parents, parents-

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and-childrelationships, parents’ attitudes and behaviors that are thought to lead adolescents to use dysfunctional strategies of emotion regulationmay be investigated in future cross-sectional or longitudinal studies.

Keywords • Adolescents, loneliness, emotion regulation, positivity, multiple-mediation References: Duy, B., & Yıldız, M.A. (2014). Ergenler için duygu düzenleme ölçe i’nin Türkce’ye uyarlanması. Türk Psikolojik Danı ma ve Rehberlik Dergisi, 5(41), 23-35.Duy, B., & Yıldız, M. A. (2015). Investigation of the psychometric properties of the Positivity Scale (P Scale) for Turkish adolescents andyoung adults. Retrieved from https://www.counseling.org/docs/default-source/2015-singapore-conference/op4-baki-duy.pptx?sfvrsn=2Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional processmodeling. Retrieved from http://www.afhayes.com/public/process2012.pdfHayes, A. F. (2013).

Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York:Guilford Press.Yıldız, M. A., & Duy, B. (2014). Adaptation of the short-form of the UCLA Loneliness Scale (ULS-8) to Turkish for the Adolescents.Dü ünen Adam The Journal of Psychiatry and Neurological Sciences, 27(3), 194-203. doi: 10.5350/DAJPN2014270302

POW012 - Positive orientation and character strengths among Polish adolescents M. Szcze niak (1),A. H. wi tek (1),J. Król (1),A. urawik (1),R. Sza achowski (1),O. Podziemska (1),K. Mizgier (1),M. Nowak (1)University of Szczecinul. Polskich Marynarzy 48/6, Szczecin, Poland According to Caprara (2009), positive orientation is the fundamental human propensity to notice and pay attention to constructiveaspects of life, experience and the self. It is a basic predisposition that may account for individuals’ adjustment and accomplishments(Caprara, Alessandri, 2014). It also makes people prone to cope with life, especially in the face of hardships and failures (Caprara, 2009).Adolescence, considered a life stage that is often experienced as a time of storm and stress, requires such a positive orientation in orderto help young people in their growth and flourishing.In this report we would like to present the results of our research that assesses character strengths as predictors of positive orientation.The research was conducted on the group of 140 Polish adolescents. The mean age was M=16,97 with SD=1,20 (range=13-19 years). Asmeasurement tools were used a Polish version of International Personality Item – Values in Action questionnaire and the P Scale byaguna, Ole , and Filipiuk (2011). A linear regression shows which of twenty-four character strengths are predictors of positive orientation:leadership (R2=0.207), love of learning (R2=0.268), self-regulation (R2=0.306), and hope (R2=0.357).

Such outcomes may indicate thatadolescents who have the capacity to influence without controlling or without resorting to dominance, experience positive feelings whenacquiring new skills and knowledge, exert control over their own responses and pursue hopeful goals, have more positive orientationtowards self and own life. These results have educational connotation for adolescents’ development because they show which characterstrengths can influence youth’s optimal functioning.

Keywords • positive orientation, character strengths, adolescents

POW013 - Counseling the youth for national stability and integration P. Iyagba(1)Ignatius Ajuru university of education, Nigeria The career aspiration of the average youth in Nigeria and other parts of Africa has reached a tipping point, as a result of theinsensitivity of the youths, parents and the Nigerian society to avail our youths of counseling services and to access counselors in theschool system in terms of making appropriate career decisions. Consequently, the university and institutions of higher learning churn outgraduates yearly, most of which either lack the skills to be employable,lack passion to pursue their chosen career, turn to be square pegsin round holes and most of them find it difficult to transit meaningfully through life to an industrial world. They are therefore, ill equippedto fit into the world of work with the attendant results of remaining unemployable after graduation. Graduate unemployment andventuring into professions that are completely alien to their training has become a norm in the Nigerian society. As a result, many youthsnow thread on the negative path of criminality, drug abuse and other unwholesome practices capable of destabilising their personalityand by implication the Nigerian society that should thrive on the path of inclusive growth and national integration. Parents are the majorinfluence on the youth in this decision making process. This paper sets out to examine the challenges and opportunities that the

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youths inNigeria are currently facing in the bid to get properly integrated into the society and achieve the blend for national stability.

Keywords • Career aspiration, unemployable, career decision, inclusive growth, national integration.

References: Chope,R.C.(2006). Family matters: The influence of the family in career decision making. Austing, TX: Pro-Ed.Dike, V?(2000). The universal basic education program: Educating the educators in Nigeria. online postinghttp://www.Nigeria world.comAnd eighteen other references

POW014 - POSITIVE STRENGTHS AND ATTACHMENT IN ADOPTION OF CHILDREN WITH SPECIAL NEEDS L.Dobrianskyj-Weber (1), T. Dobrianskyj Weber (2)(1) Federal University of Parana, Brazil; (2) University of Northampton, UK Nowadays the horizons of adoption are broadening with every day that goes by. Initially, the rigid institution of adoption only aimedto privilege the interests of adults, whereas adoption in the 21st century increasingly seeks to ensure the best interests of children. Wehave moved from the quest for a perfect baby for infertile couples, to the quest (and preparation) of families (of the most diverse types)for children and adolescents who, for countless reasons, have not able to be brought up by their biological families. All types of adoptionare possible, all types of mothers and fathers and all types of children. Nevertheless, the adoption of children with special needs or withserious health problems is an intriguing task, for those who work with adoption, those who adopt and even for society. Like other parents,those who adopt children with special needs also desire parenthood, but have built throughout their lives a strong moral sense, inaddition to carefully cultivating positive strengths and virtues which lead them to not restricting their choice to healthy children. In Brazilthere are 45,000 children in institutions, 22% of whom have some sort of intellectual or physical disability. We interviewed 30 people whoadopted children with some kind of special need (Down’s syndrome, autism, cerebral palsy, anencephaly etc.) and the data from researchwe conducted show that adopting children with special needs has been gratifying and rewarding for those who adopted them. Altruism isa characteristic indicated as being relevant for adoption, not as benevolence, but rather as a behaviour designated to meet the needs ofothers, involving choices whereby individuals place less value on personal results and show little inclination to be concerned with rationalcalculations involving costs and advantages. People who wish to adopt and decide not to chose the characteristics of their future childbut rather be introduced to a child who needs parents need to be sure they can build strong ties of attachment in this commitment toparenthood. As such, people who adopt in this way have positive strengths cultivated throughout their lives, such as gratitude for beingalive, open-mindedness, spirituality, creativity and kindness. They are satisfied by each small step forward their child takes, share the joyof their children with enchantment, recognize that a child will evolve at its own pace and they do not show unrealistic expectations. Themajority of the parents were categorized as having a secure attachment style, which is characterized by the desire for intimacy whilstpreserving independence; they reported feeling love at first sight for their child and that what motivated them was having a child,regardless of its health status.

Keywords • special needs adoption; positive strengths; attachment References: Denby, R., Alford, K. & Ayala, J. (2011) Thejourney to adopt a child who has special needs: Parents' perspectives.

Children and Youth Services Review, 33 (9), 1543 - 1554.Egbert, C.S & LaMont, C.E (2004). Factors Contributing to Parents’ Preparation For Special-Needs Adoption. Child and Adolescent SocialWork Journal,21 (6), 593609.Weber, L.N.D. (2011). Adote com carinho: um manual sobre aspectos essenciais da adoção. Curitiba: Juruá.

POW015 - Developmental Effects of Auditory integration in children with autism APPROACH Havva Nüket iten , Aycan Akfidan Fatih Katranlı Uskudar University, NPiSTANBUL Hospital, Department of Child Psychiatry,TurkeyUskudar University, Institute of Health Sciences, Neuroscience Master Program, Turkey ABSTRACTAutism Spectrum Disorders, difficulties in social interaction and restricted, repetitive patterns of behavior, interests and activities is aneuro-developmental disorder that includes (1). DSM-5 (2) and MPA limited OSB used in the basic definition, repetitive behaviors,interests, and attention was drawn to the existence of difficulties in sensory activities criteria. Autism characteristics that define the areain the summer of sensory difficulties / disorders were frequently reported (3,4,5,6).GOALThe study was conducted to determine the

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effectiveness of autism Make-Sense Approach applied in children.METHODWorking range of 36-72 months in the control group (n = 15) and treatment group (n = 35) who had had a diagnosis of autism (n = 50) wasconducted with the participation of children and families.Prepared Parham's based on Ayres' theory of the treatment groups (7) individualized sensory integration therapy program 2 times a week,60 minutes (45 minutes for children and 15 minutes family) in the form of sessions and applied for 6 months, while children in the controlgroup not given any intervention .RESULTResearch results in Sensory Therapy Make-area group in a meaningful way in the development stage in that progress, there has beensignificant reduction in severity of autism and behavioral problems seen in autism.

Keywords • Key words: Autism, Sensory Integration References: 1. American Pshchiatric Association. (2013). Diagnosticand Statistical Manual of Mental Disorders (5th ed.).

Arlington, VA: American Psychiatric Publishing.2. Diagnostic and Statistical Manual of Mental Disorders, 5th edition.3. Kern, J., Trivedi, M., Garver, C., GRANNEMANN, B., Andrews, A., Savla, J., et al. (2006). The patterns of processing abnormalities inautism. Autism, 10 (5), 480 to 49 4.4. Kern, J. K., Trivrdi, M. H., GRANNEMANN, B. D., Garver, C. R., Johnson, D. G., Andrews, A. A., et al. (2007). Sensory correlations inautism. Autism, 11; 123-134.5.

Koenig, K. P., & Kinnealey, M. (2008, June). Research brief: Sensory, motor, and communicators ion challenges for persons wit hautism spectrum Disorders. Sensory Integration Special Interest Section Quarterly, 31 (2), 3-4.6.

Baranek, G. T. (1999). Autism during infancy: a retrospective video analysis of sensory-motor and social Behaviors at 9-12 months ofage. Journal of Autism and Developmental Disorders, 29, 213-224.7. Anita C. Bundy, MW (2002).

Sensory integration: A. Jean Ayres' theory revisited, IN AC Bundy, Sensory Integration: Theory andPractice.

POW016 - The positive psychology of “occupational-fit” enhancing well-being: An application of East-Westcultural and qualitoid-quantoid mixed-methods to occupational guidance practice S. C. AtkinsC. AnglinS. G. AtkinsE. R. AtkinsOtago Polytechnic of New Zealand, PB 9012, Dunedin, New Zealand, 09012 As prominently published by Hammell (2011) in the British Journal Of Occupational Therapy, there is a crucial consideration proposedfor practitioners globally: “Recognize that a theory, construct or model developed in a more powerful nation may have achievedwidespread use because of superior access to power and superior marketing and not to superior theorizing. Rudman et al (2008, p142)posed the following question: ‘How can [we] move forward in shaping an international science that itself does not contribute to globalinequality?’ They answered their own astute question by suggesting that ‘attempts at trans- and cross-cultural thinking and research canadd new ideas to existing theories, raise awareness of the assumptions underpinning existing concepts, and help guard againstassumptions of Universality’ ”(p.142).Of course, even quasi-Universality rests upon a huge empirical validation effort - - one that is as universal as possible. What follows inthis submission is anchored to 14 of Rudman’s (2008) words above: “‘….attempts at trans- and cross-cultural thinking and research canadd new ideas to existing theories” (p.142). Such a hybrid “adding” is precisely what is proposed herein.Eggerth (2008) prominently argued “…that vocational psychology is, and has been, positive psychology” (p. 60). He also argued that thesame holds for broader notions of person-environment fit (or P-E fit) and one of its classic applications: Theory of Work Adjustment(TWA; see Lofquist & Dawis, 1991). The positive psychology app we propose herein is congruent with Eggerth’s (2008) pointing at SelfdeterminationTheory (Ryan & Deci, 2000). Like the latter, our proposal also addresses what motivates individuals, and at the same time,what sorts of workplace social-interactions appeal to those individuals. And like Ryan & Deci (2000), the intent is seeing a path tovocational well-being that contributes to an individual’s general well-being, and indirectly, those proximal to same.Proposed herein is the use of an Asian/non-Western holistic/sequential hybrid framework for self-guidance towards such well-being.Here we are integrating two-dozen steps potentially helpful to career-explorer’s interested in self-assessment (see figures and tables inattached .ppt slide). This framework leans most heavily on M. K. Iwama’s (2006) Kawa model, normally applied by occupationaltherapists seeking holistic non-Western frameworks for occupational guidance.Post-process evaluation includes a Solomon 4-group experimental study. The latter presupposes that the above sequence likely spikes,temporarily, manifest levels of apparent vocational maturity. Our proposed experimental study is summarized in this proposed ECPPposter (see figures and tables in the attached .ppt slide).

Keywords • Mixed-methods assessing person-occupation fit, Kawa References: Crites, J. O., & Savickas, M. L. (1996).Revision of the career maturity inventory. Journal of Career Assessment, 4(2), 131-138.Eggerth, D. E. (2008). From theory of work adjustment to person–environment correspondence

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counseling: Vocational psychology aspositive psychology. Journal of career assessment, 16(1), 60-74.Iwama MK (2006) The Kawa Model: culturally relevant occupational therapy. Edinburgh: Churchill Livingstone Elsevier.Luzzo, D. A., & Jenkins-Smith, A. (1998). Development and initial validation of the assessment of attributions for career decision-making.Journal of Vocational Behavior, 52(2), 224-245.Morales-Vives, F., Camps, E., & Lorenzo-Seva, U. (2013). Validation of the Psychological Maturity Assessment Scale (PSYMAS).

EuropeanJournal of Psychological Assessment, 29(1), 12-18.Lofquist, L. H., & Dawis, R. V. (1991). Essentials of P-E fit counseling. U of Minnesota Press. Ryan, R. M., & Deci, E. L. (2000). Selfdeterminationtheory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.American psychologist, 55(1), 68.

POW017 - Psychometric properties of the Spanish validation of the Children’s Empathic AttitudesQuestionnaire (CEAQ) L.S. Vilte (1), J.E. Moreno (1), R. Castillo-Gualda (1), O. Lecuona (1), C. García-Rubio (1) & R. Rodríguez-Carvajal (1)Faculty ofPsychology, Universidad Autónoma de Madrid, Spain Empathy plays a key role in psycho-social adjustment with relevant involvement in a wide variety of social behaviors and optimalpsychological development, especially in youth. There are evidence that supports relation between empathy and prosocial behavior. Theconnection that high-skilled people demonstrate in order to alleviate other’s negative emotions has relevant implications in the experienceof positive emotions. Children’s Empathic Attitudes Questionnaire (CEAQ) is one of the questionnaires used to assess empathy in childrenand early adolescents. This study aimed to validate the Spanish version of CEAQ. The sample comprised 297 children (50% males), agedfrom 7 to 12 years (mean=9.53; SD=1.2), from Madrid. Confirmatory Factorial Analysis indicated excellent fit for a unidimensional model( 2(89)=110.702, p=.059; CFI=.972; RMSEA=.029 [0 - .045]). Multigroup invariance analysis, showed no significant gender-relateddifferences in all the levels. Results also referred an acceptable reliability ( =.824; r=.610). These results provide psychometric support forthe use of the Spanish version of CEAQ as a valid and reliable instrument to assess empathy in children and youth population, specially inschool-based interventions to promote this skill.

Keywords • empathy, children, early-adolescents, Spanish validation, Confirmatory Factorial Analysis

POW018 - Understanding Post-traumatic growth among Tibetan refugee youth K. Dolly (1), P. Jijina (1)(1) The Maharaja Sayajirao University of Baroda, India Understanding Post-traumatic growth among Tibetan refugee youthKiran Sapam Dolly & Parisha JijinaThe Maharaja Sayajirao University of Baroda, Gujarat, IndiaThe present study is aimed at understanding posttraumatic growth among Tibetan refugee youth who due to the geo-social situation havenever met their own parents. In-depth structured interviews were conducted on eight Tibetan youth between the age of 20-25 years whoare currently studying in Gujarat, India. Posttraumatic growth was explored from their cognitive, and emotional regulation perspective.The role of culture and religious authority in their growth is addressed. The study additionally attempts to address the issues of refugeeswhich are being overlooked.

Keywords • Keywords: Tibetan refugee youth, post-traumatic growth

POW019 - Happy Acadey - offering products to children which serve as a tool for thoughtful acts, kindness andcompassion S. HalfdanardóttirHappy Academy, 16-18 West Street, Rochford, Essex, SS41AJ, UK Background:Happy Academy was established in 2014 when it was selected to join the Prisms Programme from the University of Cambridge. HappyAcademy makes products for children which obtains the influence from Positive Psychology; applying results on strengths spotting,savouring and positive emotions.The following points identify how Happy Academy’s first product line are influenced by the science of Positive Psychology:Structured acts of kindness - The cards structually encourage children to praise their friends and express their positive thoughts withinthe card. Those meaningful messages make the card’s receiver feel good about themselves.Positive

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communications - The cards encourage positive and nurturing communications between children.Strengths spotting - The cards encourage children to identify their friend’s positive characteristics and what makes them a good friend aswell as help children to discover their own strengths.Positive emotions - Receiving praise and positive messaging will inevitable make the card receiver feel good about himself. The card’s givercan feel pleased that it was through their message within the card which made the receiver have such emotions.Gratitude Through the use of the Thank You Cards children are encouraged to express their gratitude, not only for a thoughtful gift butultimately for their friendship and the strengths and qualities of that friend.AimsHappy Academy´s aim is to make variety of products for children which obtains the influence from Positive Psychology; applying resultson acts of kindness, strengths spotting, savouring and positive emotions.MethodsHappy Academy launched its first product line in 2015. It features eight activity greeting cards in the range entitled “We All HaveSuperpowers”, including 6 birthday cards and packs of Thank You and Invitation Cards. The main purpose of the card range is to offerparents an opportunity to teach and encourage their children to:1.identify their friends' qualities and strengths2.positively connect with and praise one another,3 express gratitude. Each pack of card includes a birthday card, a sticker sheet andinstructions, i.e. guidelines which outline how to decorate, draw and write the positive messages.ResultsHappy Academy’s card range actively encourages children think positive thoughts about their friends and identify their strengths andqualities. Children then share those positive thoughts through the use of stickers, which offer variety of ddiffering positive strengths, andblank spaces (for positive writing in favour of the card’s recipient).To further help children to express their thoughts, the cards use symbolic language around superheroes to which children can relate.ConclusionsHappy Academy´s mission is to deliver meaningful products to children which nurture their positive emotions and put into practiseinfluences from Positive Psychology.

Keywords • Acts of Kindness, Strength spotting, Compassion, Positive emotions, Gratitude, Children References: References:Emmons, R. A. og McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude andsubjective well-being in daily life. Journal of Personality and Social Psychology, 84(), 377–389. doi:10.1037/0022-3514.84.2.377Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a characterstrengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377-388.Seligman, M. E. P., Steen, T. A., Park, N. og Peterson, C. (2005). Positive psychology progress - Empirical validation of interventions.American Psychologist, 60(5), 410–421. doi:10.1037/0003-066X.60.5.410Sin, N. L. og Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: apractice-friendly metaanalysis. Journal of Clinical Psychology, 65(5), 467–487.

Coaching and intervention COACHING AND INTERVENTION • SYMPOSIUM AS03 - Integrating Coaching and Positive Psychology to Support Young People C. van Nieuwerburgh (1), L. Robson-Kelly (2), M. Pritchard (3)(1) Henley Business School, University of Reading, UK(2) Worth-it Projects, UK(3) Find Your Spark, UK This symposium will focus on the application of coaching and positive psychology to support the success and wellbeing of youngpeople. All three speakers have published peer-reviewed articles on the topic and have practical experience of using coaching and positivepsychology with young people. Each paper considers a particular approach to using coaching and positive psychology to support thedevelopment of young people.In the first paper, Christian van Nieuwerburgh will present a Global Framework for Coaching in Education (van Nieuwerburgh & Campbell,2015). Based on a review of the existing research into coaching in education, the Global Framework for Coaching in Education proposesthat there are four key “portals” or points of entry for coaching interventions in schools, colleges and universities. The portals are“Professional Practice”, “Student Success and Wellbeing”, “Educational Leadership” and “Community Engagement”. In this paper, Christiandiscusses the ways in which positive psychology can underpin much of the coaching work that takes place in schools and colleges inEurope, the US, Australia and New Zealand.In the second paper, Liz Robson-Kelly argues for the need to integrate coaching and positive psychology when working with teenagers atrisk of developing mental health problems.

Based on her recently-published research (Robson-Kelly & van Nieuwerburgh, 2016), Lizproposes a number of timely interventions that may improve the mental wellbeing of vulnerable young people. In her paper, she

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willsurvey a number of the “active ingredients” of such positive psychology coaching interventions.In the third paper, Michelle Pritchard shares her thoughts about the way that positive psychology coaching can provide a nurturingenvironment for young people who are not in education, employment or training (NEET). Based on her recently-published research,Michelle considers how positive psychology coaching can support young people to develop independence and resilience (Pritchard & vanNieuwerburgh, 2016). Her paper focuses on the use of positive psychology coaching with young people identified as being at risk of fallinginto the NEET category. She will share the findings of her recent study working with at-risk young girls. Michelle will also provide anupdate on a current piece of research that she is undertaking with at-risk young people.This symposium is appropriate for those who are interested in using an integrative approach (combining coaching and positivepsychology) to work with young people.

Keywords • coaching psychology, positive psychology, positive psychology coaching, schools, education, at-risk, young people,NEET, mental health References: Pritchard, M. & van Nieuwerburgh, C. (2016). The perceptual changes in life experience ofat-risk adolescent girls following an integrated coaching and positive psychology intervention group programme: An interpretativephenomenological analysis. International Coaching Psychology Review, 11(1).Robson-Kelly, L. & van Nieuwerburgh, C. (2016). What does coaching have to offer young people at risk of developing mental healthproblems? A grounded theory study. International Coaching Psychology Review, 11(1).van Nieuwerburgh, C. & Campbell, J. (2015). A global framework for coaching in education. CoachEd: The Teaching Leaders CoachingJournal, 1: 2-5.

AS15 - Coaching and Positive Psychology: Perfect partners for positive systemic change.

S. O’Connor (2), C. Owad (3), C. Leach (3).(1) Coaching Psychology Unit, University of Sydney, AU (2) The positivity Institute, Sydney,AU (3) University of East London, UK This symposium will focus on the application of coaching and positive psychology to support change beyond the individual. All threespeakers have published peer-reviewed articles and are educators and practitioners applying coaching and positive psychology for social,organisational and systemic change. Each presenter considers lessons learnt and implication of particular projects for the application ofcoaching and positive psychology to broader systemic and social change.Sean O'Connor will briefly outline the frame for the symposium around the impact of quality interactions and relationships beyond theindividual and their importance for collaborative positive psychology and coaching intervention.In the first presentation, Claudia Owad will discuss a pilot intervention integrating coaching and positive psychology in a community andeducational context for young women at risk.

Intervention outcomes and future intervention implications will be examined focusingparticularly on the systemic impact of the intervention on the community, education and family settings of the participants.In the second presentation, Clive Leach will discuss current outcomes of The Helmsman Project, an adventure based outdoor coachingand positive psychology program aimed at underprivileged youth, as well as the role of coaching in the establishment of wellbeingCommittees in schools as part of Positive Education programs. The effects of the interventions on the families, teachers, schools andwider communities of the participants will be reviewed, highlighting implications and relationships to interventions within education(Leach & Green, 2015).In the third presentation, Sean O’Connor will discuss current findings on the coaching ripple effect (O’Connor & Cavanagh, 2013) and theinfluence of leadership development on the wellbeing of others in complex systems. Current research identifying the spread ofcompassion across a hospital network will also be described. Through a brief overview of social network analysis and the relationalthemes across the symposium, important implications, both methodologically and practically for positive psychology and coachinginterventions will be identified. Particular attention will be given to relational constructs within positive psychology and the importance ofcoaching approaches that enable individualised and context specific interventions to support social and systemic level change. Thissymposium is appropriate for those who are interested in using an integrative approach to both research and practice (combiningcoaching and positive psychology) in order to assess and extend the influence of intervention beyond the individual and into the thirdpillar (institutions and systems) of positive psychology.

Keywords • coaching psychology, positive psychology, positive psychology coaching, systems, social network analysis,intervention, change, education, youth References: Leach, C., & Green, S. (2015). The integration of positive psychologyand coaching in schools in C. van Nieuwerburgh (Ed), Coaching in Professional Contexts (pp. 269-186). UK Sage.O’Connor, S., & Cavanagh, M.

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(2013). The coaching ripple effect: The effects of developmental coaching on wellbeing acrossorganisational networks. Psychology of Well-Being, 3(1), pp1-23.

AS18 - Coaching Psychology and Positive Psychology - Perfect Partners L.S. Green (1)S. Palmer (2)I. Boniwell (3)(1) The Positivity Institute, Sydney, Australia(2) City University, London, United Kingdom(3) Anglia Ruskin University, Paris, France This symposia aims to provide an introduction and overview of the scientific field of Coaching Psychology, a complementary field toPositive Psychology. The world's first Coaching Psychology Unit was launched in 200 at the, University of Sydney. The field has sincegrown globally with Coaching Psychology Units currently existing in the United Kingdom, Europe and South America and dedicatedjournals existing for the publication of scientific research relating to the field e.g. International Coaching Psychology Review. Dr SuzyGreen’s presentation will provide a rationale for the integration of coaching psychology with positive psychology and provides examplesof where this has been done via individual coaching i.e. Positive Psychology Coaching and in organisation contexts i.e. PositiveOrganisational Scholarship and in educational contexts i.e. Positive Education. Dr Stephen Palmer’s presentation will provide thehistorical roots of the emergence of a psychology of coaching and the research base for the applied version of Coaching Psychology i.e.evidence-based coaching. Dr Ilona Boniwell’s presentation will focus on the emerging field of Positive Psychology Coaching (Biswas-Diener, 2010?) and provide a framework for the application of positive psychology research and practice into an evidence-based coachingcontext.

Keywords • Coaching Psychology, Applied Positive Psychology, Evidence-Based Coaching

COACHING AND INTERVENTION • WORKSHOP W02A - ‘Becoming more’: Towards a Positive Psychology of Creative Writing M. HayesTeesside University, UK In a presentation to the fourth World Congress of the International Positive Psychology Association (IPPA) James Pawelski formallyannounced a novel area of interest within the discipline, that which he termed the ‘positive humanities’ (Pawelski, 2015). He argued thatthe potential of the arts and humanities for wellbeing has been overlooked within the positive psychology movement. Yet research into‘developmental creative writing’ (Nicholls, 2009) has already been established within the humanities, and could be central to this newsub-discipline. The paradigm of ‘expressive writing’ (Pennebaker, 1997; Pennebaker & Beall, 1986) which includes variations of writingabout one’s ‘deepest thoughts and feelings’ for 15-20 minutes over several days, has been widely documented. However, in this practicalworkshop we will explore beyond expressive writing and, through a series of exercises for use in both therapy and coaching, we will looktoward creative writing as a novel positive psychology intervention (PPI). These practical exercises are drawn from a constructivistgrounded theory study exploring psychological wellbeing in a sample of practicing creative writers (n = 14). This study resulted in a modelconsisting of four conceptual categories, including: 'Taking ownership of experience', 'Valuing the self', 'Sharing experience' and'Transcending the self'. The core category of creative writing as 'Becoming more' will frame the workshop. Along with practical exercises,we will discuss the implications of the model and the potential applications for coaches, therapists or simply individual self-development.

Keywords • expressive writing, creative writing, intervention, coaching, therapy, grounded theory, positive humanities References: Nicholls, S. (2009). Beyond Expressive Writing: Evolving models of developmental creative writing. Journal of HealthPsychology, 14(2), 171–180. http://doi.org/10.1177/1359105308100201Pawelski, J. O. (2015, June). The Positive Humanities: A new approach to human flourishing. Retrieved from http://www.ippanetwork.org/congress-library/james-pawelski-ph-d/Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8(3), 162–166.Pennebaker, J. W., & Beall, S. K. (1986). Confronting a traumatic event: toward an understanding of inhibition and disease. Journal ofAbnormal Psychology, 95(3), 274–281.

W02B - The happiness tree project Junghyo Park (1,2)Junghee Park (1)Sebastien Martineau (2)(1) BLOOM COMPANY, Seoul, South Corea(2) Bloom Training West, Prague, Czech Republic

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In this workshop Bloom Company will present their flagship positive psychology toolkit, the Bloom pocket and Happiness Tree Project,now successfully applied with 30,000 participants in corporate training, educational and health programs in South Korea over the last 6years and now newly in Europe.The Happiness Tree Project aims to be an innovative and engaging first step for applying positive psychology into life. It is designed todeliver positive energy, creativity and improved performance by raising happiness. The full process normally begins with an outline of keyelements of the science of happiness, positive psychology, components of happiness and strategies for wellbeing. The core of theworkshop is the tree-creation process in which participants design their happiness, reflecting on life and discovering key-words for theirown happiness, collectively through feedback and individually through appreciative inquiry questions. This appreciative inquiry process isused to identify 8 words of happiness which support an 8 week implementation journey. Participants broaden their perspective onhappiness with the 5 elements of well-being from the PERMA model suggested by Martin Seligman. After discovering 8 interconnectedwords that link to support a happier life, participants are supported through the process of improving their daily life for 8 weeks (oneword a week).The process, being based on appreciative inquiry question sets, is very versatile, and has been applied with a focus ranging from currentand future: positive identity, happiness habits, positive team core, positive leadership and positive organization values. Pilots are ongoingin Europe for application in employability and education with different age groups.Participants in this workshop will experience a taster of the full process, which will both demonstrate the effectiveness and versatility ofthe tool and contribute to their happiness. Evidence based on groups using the trees as compared to control groups, with pretesting,post-workshop testing and long term testing is ongoing and will be provided.

Keywords • Happiness and positivity, training interventions, corporate training, teacher training, appreciative inquiry.

References: video clip: http://youtu.be/lLe8n4DIdJ4

COACHING AND INTERVENTION • PAPER SESSION P02A - The effect of a positive psychology intervention on the psychosocial well-being of a group of earlyadolescents J. Davies, T. Guse, G. du PlessisUniversity of Johannesburg, South Africa IntroductionAdolescent well-being and mental health issues is of increasing concern globally (Heller, 2012; Waters, 2011). Authorities in the field ofpositive psychology have suggested that there is growing scientific basis for teaching well-being practices in schools as an antidote foranxiety and depression (Peterson Park & Seligman, 2005; Seligman, Ernst, Gillham, Reivich, & Linkins 2009; Waters, 2011). Most studieshave implemented interventions among mid-adolecents with less being known about the effect thereof on early-adolescents.

However,studies have shown that early intervention may have life-long benefits, including preventing early onset of disorders associated withadolescence (Brunnerwasser, Giliham & Kim, 2009; Opler, Sodhi, Zaveri, & Madhusoodanan, 2010). This is important because adolescentwell-being may be a predictor of adult well-being (Richards & Huppert, 2011). Also, it is at the age of 11-13 that children are at a stage ofoptimal cognitive development; capable of both logical and abstract reasoning (den Boomen et al., 2014), emphasizing the importance ofidentifying and enhancing positive strengths in these formative years (Froh, 2011).As such, this study targeted a group early adolescents to explore the effectiveness of a positive psychology intervention on theirpsychosocial well-being.MethodThe intervention was implemented over a four week period within the school setting, consisting of one half-hour session per week.Specific activities focused on enhancing positive emotions in the past, present, and future, through meditation and activities that focusedon gratitude, savouring, kindness, identifying and developing character strengths and enhancing optimism. Complete data at baseline,one-week post-intervention, and 5-week follow-up was gathered from 95 grade seven learners who were randomly assigned to theexperimental (intervention) group (n=44) or control group (n=51). The control group received no intervention and no placebo. Data wasgathered using the Mental Health Continuum – Short Form (MHC-SF) for adolescents to measure well-being, and the Revised ChildAnxiety and Depression Scale – Short Version (RCADS-SV) as the indicator for anxiety and depression.Mann-Whitney-U Tests were used to compare differences in the measured variables of the intervention between the control andexperimental groups, and to compare gender differences in well-being. Friedman Tests were used to explore differences in levels of wellbeingfrom pre- to post- and follow-up

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measurements.ResultsContrary to expectation there were no statistically significant changes in well-being as measured by the MHC-SF after the intervention.However, the results revealed a significant improvement in anxiety and depression levels. The findings suggest that, while positiveinterventions may not increase well-being in the short-term, it could serve as a protective mechanism through the decrease of anxiety anddepression.

Keywords • psychosocial well-being, adolescence, positive psychology, positive psychology intervention, meditation, gratitude,savouring, kindness intervention, identifying and developing strengths, optimism enhancing intervention.

References: Brunwasser, S. M., Giliham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program' s effect on depressivesymptoms. Journal of Consulting & Clinical Psychology, 77(6), 1042-1054. doi:10.1037/a0017671Den Boomen, C., Lamme, V. F., & Kemner, C. (2014). Parallel development of ERP and behavioural measurements of visual segmentation.Developmental Science, 17(1), 1-10. doi:10.1111/desc.12093Froh, J. J. (2011). Thriving in youth: Age-old wisdom, new to science. Journal of Positive Psychology, 6(1), 13.doi:10.1080/17439760.2011.536654Heller, K. (2012). Depression in teens and children. Psych Central. Retrieved on January 28, 2014, from http://psychcentral.com/lib/depression-in-teens-and-children/00010763Opler, M., Sodhi, D., Zaveri, D., & Madhusoodanan, S. (2010). Primary psychiatric prevention in children and adolescents.

Annals ofClinical Psychiatry, 22(4), 220-234.Peterson, C., Park, N., & Seligman, M.E.P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life. TheJournal of Happiness Studies, 6, 2541.Richards, M., & Huppert, F. (2011). Do positive children become positive adults: Evidence from a longitudinal birth cohort study. Journalof Positive Psychology, 6, 75–87.Seligman, M. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroominterventions. Oxford Review of Education, 35(3), 293-311. doi:10.1080/03054980902934563Waters, L., (2011). A review of school-based positive psychology interventions. The Australian Educational and DevelopmentalPsychologist, 28(2), 75-90. doi 10.1375/aedp.28.2.75

P02B - Can Change in Emotional Competences Predict Changes in Positive Psychology Constructs? Evaluatingthe Effects of EC Training S. Hodzic (1,2), P. Ripoll (1), F. Zenasni (2)(1) Universitat de Valencia, Spain (2) Laboratoire Adaptations Travail Individu, universitéParis Descartes, Paris Sorbonne Cité, France The purpose of this study was to examine whether changes in emotional competences (EC) after a tested and validated intervention inEC can predict changes in several positive psychology constructs.The study involved 74 unemployed adults who were randomized to either an experimental group (41 participant; mean age = 32.7, SD =10.34) or the control group (33 participants; mean age = 36.7, SD = 12.11). All participants completed Trait Emotional IntelligenceQuestionnaire (TEIQue-SF), Satisfaction with Life Scale (SWLS), Quality of Interpersonal Relationships Scale (Échelle de la Qualité desRelations Interpersonnelles-EQRI), The Life Orientation Test (LOT) and Coping Strategies Inventory before the intervention (T1), 1 monthafter (T2) and six months after the intervention (T3). The intervention group received a 15-hour training based on Mayer and Salovey’sfour-branch model of emotional intelligence. The training represented an adaptation of a previously used and tested intervention programby Kotsou et al. (2011) that proved to be beneficial for various well-being correlates even in long term. In 3 days of training, theparticipants had a chance to learn about emotions, emotional competences and the benefits of enhancing them. In order to examine thechange in dependent variables, we used all three times and we controlled for all dependent variables at time 1 (prior to the intervention)and time 2 (one month after the intervention), following recommendations for analyzing change in longitudinal studies with panel data.The results showed that change in EC predicted change in satisfaction with life, optimism, two indicators of the quality of socialrelationships (relationships with friends and relationships in general), and two coping strategies (problem solving and cognitiverestructuring). The obtained results are promising, indicating that enhancing EC can help in cultivating positive psychological strengthswhich act as buffers against stressful life events.

Keywords • emotional competences, intervention, unemployment, positive psychology References: Koen, J., Klehe, U., &Van Vianen, Annelies E. M. (2013). Employability among the long-term unemployed: A futile quest or worth the effort? Journal ofVocational Behavior, 82(1), 37-48. doi: 10.1016/j.jvb.2012.11.001Kotsou, I., Nelis, D., Gregoire, J., & Mikolajczak, M. (2011). Emotional Plasticity: Conditions and Effects of Improving

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EmotionalCompetence in Adulthood. Journal of Applied Psychology, 96, 827–839 doi:10.1037/a0023047Linley, P. A., Joseph, S., Harrington, S., & Wood, A. M. (2006). Positive psychology: Past, present, and (possible) future. The Journal ofPositive Psychology, 1(1), 3-16. doi: 10.1080/17439760500372796Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: Anexperimental longitudinal intervention to boost well-being. Emotion, 11(2), 391-402. doi: 10.1037/a0022575Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence andhealth.

Personality and Individual Differences, 49, 554-564. doi: 10.1016/j.paid.2010.05.029Mayer, J.D, Roberts, R.D & Barsade, S.G. (2008). Human Abilities: Emotional Intelligence. Annual Review of Psychology, 59, 507–36. doi:10.1146/annurev.psych.59.103006.093646Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? (pp. 3-34) Basic Books, New York, NY.McKee-Ryan, F., Song, Z., Wanberg, C. R., & Kinicki, A. J. (2005).

Psychological and physical well-being during unemployment: A metaanalyticstudy. Journal of Applied Psychology, 90, 53-76. doi: 10.1037/0021-9010.90.1.53Nelis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F., Dupuis, P. & Mikolajczak, M. (2011). Increasing Emotional CompetenceImproves Psychological and Physical Well-Being, Social Relationships, and Employability. Emotion, 11, 354–366. doi: 10.1037/a0021554Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions.American Psychologist, 60(5), 410-421. doi: 10.1037/0003-066X.60.5.410

P02D - The effect of positive psychology interventions on hope and wellbeing among adolescents living in achild and youth care centre in South Africa K. Teodorczuk (1), T. Guse (1), G. du Plessis (1)University of Johannesburg, South Africa MethodSeveral studies implementing positive psychology interventions (PPIs) demonstrated effectiveness in building character strengths,increasing positive affect, reducing negative affect, and ultimately enhancing wellbeing in adults, adolescents, and children. Notably, themajority of these studies focused on non-clinical populations. More recently however, interventions with clinical and susceptiblepopulations have been successful in enhancing positive characteristics whilst reducing psychological distress. Despite burgeoningresearch in this field, little is known about the impact PPIs have on adolescents residing in child and youth care centres (CYCCs).

Withinthe South African context, children who have been orphaned, neglected, abused, or for other reasons are no longer able to be cared for ina family setting may be placed in care facilities. Such establishments including children’s homes, places of safety, and secure care facilitiesare included under the broader ambit of CYCCs.It is generally accepted that adolescence can be experienced as stressful, confusing, and unsettling. Children residing in CYCCs frequentlyhail from maladaptive home and social environments; as such, difficulties experienced may be exacerbated. Identity formation is aprimary developmental task required during adolescence. Identifying and building character strengths, developing future aspirations, andenhancing wellbeing through implementation of PPIs could contribute to successful mastery of this psychosocial stage of development.This may be especially important for youths whose familial and social conditions serve as risk factors that render them susceptible tounsatisfactory developmental trajectories.The study aimed to implement and evaluate the effect of a PPI on hope and wellbeing among adolescents residing in a CYCC in SouthAfrica.MethodA quantitative quasiexperimental design was implemented. The sample comprised adolescents (N=29) from a single CYCC, who throughmatched sampling were allocated to the experimental (n=14) or the control (n=15) group. The experimental group partook in one-hourintervention sessions weekly, for a period of six weeks. Both groups completed measures of wellbeing and hope at three intervals (before,one, and five weeks after the intervention). To determine whether the PPI had a significant impact on the adolescents’ hope and wellbeing,independent- and paired-samples t-tests were conducted to establish group differences at the three time intervals.ResultsContrary to expectations there were no statistically significant changes in levels of hope or wellbeing between or within the experimentaland control groups. In this light it is noteworthy that although mounting evidence suggests the efficacy of PPIs, recent research highlightsthe importance of moderating factors in the outcomes of such interventions. These factors, as well as a qualitative reflection will beoffered to better understand the study outcomes.

Keywords • South Africa, vulnerable adolescents, looked-after youth, child and youth care centres, residential care, positivepsychology interventions, wellbeing, hope.

References: Akhtar, M., & Boniwell, I. (2010). Applying positive psychology toalcohol-misusing adolescents: A group intervention. Groupwork, 20(3), 6–31.Barber, J. G., Delfabbro, P. H., & Cooper, L. L. (2001). The predictors of unsuccessful transition to foster care. Journal of Child Psychologyand Psychiatry, 42(6), 785-790.Boehm, J. K., Lyubomirsky, S., & Sheldon, K. M. (2011). A longitudinal experimental study comparing the effectiveness of happinessenhancingstrategies in Anglo Americans and Asian Americans. Cognition and Emotion, 25(7), 1263-

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1272.Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysisof randomized controlled studies. BMC Public Health 2013, 13(119). http://www.biomedcentral.com/1471-2458/13/119Brooks, R. B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64(4), 545 – 553.Bryant, F. B., & Veroff, J. (2007). Savoring: A new model of positive experience. Mahwah, NJ: Lawrence Erlbaum.Chan, D. W. (2010). Gratitude, gratitude intervention and subjective well being among Chinese school teachers in Hong Kong.Educational Psychology, 30(2), 139–153. doi:10.1080/01443410903493934Chan, D. W. (2013). Counting blessings versus misfortunes: Positive interventions and subjective well-being of Chinese school teachers inHong Kong. Educational Psychology, 33(4) 504-519.Cheavens, J. S., Feldman, D. B., Gum, A., Michael, S. T., & Snyder, C. R. (2006). Hope therapy in a community sample: A pilotinvestigation. Social Indicators Research, 77(1), 61–78.Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude andsubjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. doi:10.1037/00223514.84.2.377Feldman, D. B., & Dreher, D. E. (2012). Can hope be changed in 90 minutes? Testing the efficacy of a single-session goal-pursuitintervention for college students. Journal of Happiness Studies, 13(4), 745–759. doi:10.1007/s10902-011-9292-4Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced throughloving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95(5), 1045–1062.doi:10.1037/a0013262Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude andsubjective well-being. Journal of School Psychology, 46(2), 213–33. doi:10.1016/j.jsp.2007.03.005Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009). Gratitude and subjective well-being in early adolescence: examining genderdifferences. Journal of Adolescence, 32(3), 633–50. doi:10.1016/j.adolescence.2008.06.006Gander, F., Proyer, R., Ruch, W., & Wyss, T. (2012). Strength-based positive interventions: Further evidence for their potential inenhancing well-being and alleviating depression. Journal of Happiness Studies. doi:10.1007/s10902-012-93800Guse, T. (2014). Activities and programmes to enhance well-being. In M.P. Wissing, J. Potgieter, T. Guse, I. Khumalo, & L. Nel (Eds.),Towards flourishing: Contextualizing positive psychology. Pretoria, RSA: Van Schaik.Houston, S. (2006). Making use of positive psychology in residential childcare. In D. Iwaniec (Ed.), The child’s journey through careplacement stability, care planning and achieving permanency (pp. 183–200).

Chichester, UK: Wiley.Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mentalhealth. American Psychologist, 62(2), 95-108. doi: 10.1037/0003-066X.62.2.95Keyes, C.L.M., & Lopez, S.J. (2005). Toward a science of mental health: Positive directions in diagnosis and interventions. In C.R. Snyder& S.J. Lopez (Eds.), Handbook of positive psychology (pp.

45-59). New York, NY: Oxford University of Press.King, L. (2001). The health benefits of writing about life goals.

Personality and Social Psychology Bulletin, 27(7), 798–807.doi:10.1177/0146167201277003King, L., & Raspin, C. (2004). Lost and found possible selves, subjective well-being, and ego development in divorced women. Journal ofPersonality, 72(3), 603–32. doi:10.1111/j.0022-3506.2004.00274.xLayous, K., Chancellor, J., & Lyubomirsky, S. (2011). Delivering happiness: Translating positive psychology intervention research fortreating major and minor depressive disorders. Journal of Alternative and Complementary Medicine, 17(8), 675– 683.doi:10.1089/acm.2011.0139Layous, K., Chancellor, J., & Lyubomirsky, S. (2013a). Positive activities as protective factors against mental health conditions. Journal ofAbnormal Psychology, 123(4), 3–1. doi:10.1037/a0034709Layous, K., Nelson, K. S., & Lyubomirsky, S. (2012a). What is the optimal way to deliver a positive activity intervention? The case ofwriting about one’s best possible selves. Journal of Happiness Studies, 14(2), 635–654. doi:10.1007/s10902-012-9346-2Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012b). Kindness counts: Prompting prosocial behavior inpreadolescents boosts peer acceptance and well-being. PloS One, 7(12), 7–10. doi:10.1371/journal.pone.0051380Linley, P. A., Nielsen, K. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress,need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 6– 15.Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: Anexperimental longitudinal intervention to boost well-being. Emotion, 11(2), 391–402. doi:10.1037/a0022575Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being?

Current Directions in Psychological Science,22(1), 57–62. doi:10.1177/0963721412469809Lyubomirsky, S., Tkach, C., & Sheldon, K.M. (2004). [Pursuing sustained happiness through random acts of kindness and counting one’sblessings: Tests of two six-week interventions]. Unpublished raw data. Results presented in: Lyubomirsky, S., Sheldon, K. M., & Schkade,D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111–131.Madden, W., Green, S., & Grant, A. M. (2011). A pilot study evaluating strengthsbased coaching for primary school students: Enhancingengagement and hope. International Coaching Psychology Review, 6(1), 71-83.Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. doi:10.1037//0003-066X.41.9.954Marques, S. C., Lopez, S. J., & Pais-Ribeiro, J. (2011). “Building hope for the

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future”: A program to foster strengths in middle-schoolstudents. Journal of Happiness Studies, 12(1), 139–152. doi:10.1007/s10902-009-9180-3McNeal, R., Handwerk, M. L., Field, C. E., Roberts, M. C., Soper, S., Huefner, J. C., & Ringle, J. L. (2006). Hope as an outcome variableamong youths in a residential care setting. The American Journal of Orthopsychiatry, 76(3), 304–11. doi:10.1037/0002-9432.76.3.304Meevissen, Y. M. C., Peters, M. L., & Alberts, H. J. E. M. (2011). Become more optimistic by imagining a best possible self: effects of a twoweek intervention. Journal of Behavior Therapy and Experimental Psychiatry, 42(3), 371–8. doi:10.1016/j.jbtep.2011.02.012Nelson, S. K. & Lyubomirsky, S. (2012). Finding happiness: Tailoring positive activities for optimal well-being benefits. In M. Tugade, M.Shiota, & L. Kirby (Eds.), Handbook of positive emotions (pp. 275-293). New York, NY: Guilford.Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K., & Fredrickson, B. L. (2006). Happy people become happier through kindness: Acounting kindnesses intervention. Journal of Happiness Studies, 7(3), 361–375. doi:10.1007/s10902-005-3650-zOwens, R. L., & Patterson, M. M. (2013).

Positive psychological interventions for children: A comparison of gratitude and best possibleselves approaches.

The Journal of Genetic Psychology, 174(4), 403–428. doi:10.1080/00221325.2012.697496Oyserman, D., & Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59(1), 112– 25.Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/2213484Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25,313–326. doi:10.1006/jado.2002.0474Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and SocialScience, 591(1), 40–54. doi:10.1177/0002716203260079Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling.Professional School Counseling, 12, 85–92.

P02E - Go Luck Yourself! Exploring the impact of positive psychology interventions on experiences of ‘luck’ M. Smith (1), P. Worth (1)(1) Department of Psychology, Buckinghamshire New University, UK Positive psychology interventions have been shown to have a positive impact on people’s wellbeing (see, for example, Bolier et al.,2013 for a review). These interventions may include, for example, gratitude journals, mindfulness practices, and cultivating optimism.However, to date there has been little research directly examining the impact of such interventions upon experiences that are oftenattributed to ‘luck’ (i.e., unplanned events that may often be perceived as being outside of one’s control). One exception is Wiseman’s(2004) ‘luck school’, in which a small number of volunteers were briefed in regards to four ‘luck factor’ principles, asked to build these intotheir daily lives over a period of one month, and report if and how these principles impacted on their experiences of ‘luck’. The presentstudy builds upon Wiseman’s initial exploration of ‘luck school’ by (a) drawing explicitly on positive psychology research; (b) extending theperiod to a 3-month period; and (c) including additional psychological measures.Sixty six participants were recruited to take part in a programme of positive psychology interventions consisting of six sessions over a 12-week period, with a single session once per fortnight.

Each session lasted approximately 30 minutes and focused on a key aspect of thepositive psychology and how this might impact upon experiences ‘luck’ (e.g. expressing gratitude; cultivating optimism; raising awarenessof opportunities through mindfulness; etc.). Online participation was also made possible by posting a recording of the session on a virtuallearning environment (Blackboard™).Measures of perceived luckiness, optimism, positive and negative affect, and state anxiety were administered at the beginning and end ofthe 12-week period via PsychData (an online tool for administering surveys). Participants were also asked to maintain a regular ‘luckjournal’ in which they recorded their thoughts about, and experiences of, ‘luck’ during the 12 weeks, and an open-ended questionnaire atthe end of the period. Findings presented at the conference will include comparisons of pre- and post-intervention as well as a thematicanalysis of participants’ experiences of taking part in the programme and their perceptions of how it might have impacted upon theirexperiences of ‘luck’.

Keywords • Luck; Gratitude; Optimism; Mindfulness; Counterfactual thinking; References: Bolier, L., Haverman, M.,Westerhof, G. J., Riper, H., Smith, F, & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlledstudies. BMC Public Health, 13: 119.Wiseman, R. (2004).

The Luck Factor. London: Arrow Books.

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P06A - Lighten UP! A community-based program to promote well-being in older adults E. Friedman (1), C. Ruini (2), L. Jaros (3), C. Ryff (4)(1) Purdue University, USA(2) University of Bologna, Italy(3) Aging and Disability Resource Center of Kenosha County, Wisconsin, USA(4) University of Wisconsin-Madison, USA There is growing evidence that psychological well-being is a critical component of healthy aging. Carefully controlled longitudinalstudies of initially healthy men and women, for example, have shown that a greater sense of purpose in life, one of the key domains ofeudaimonic well-being, reduces the subsequent likelihood of becoming disabled, developing Alzheimer’s Disease, and dying. Higher levelsof purpose in life are also associated with greater use of preventive health services, suggesting a potential mechanism for improvedhealth. Purpose in life and other aspects of well-being tend to decline in later life, and depressive symptoms tend to be highest amongolder adults. There is thus a need for programs to help older adults maintain or enhance their levels of wellbeing, both for quality of lifeand for health. The aim of his study was to pilot test a novel group intervention (Lighten UP!) for the promotion of psychological wellbeingin older adults living in the community. Lighten UP! is an 8-week program consisting of 90 min group session designed to teachparticipants to identify and savor positive experiences across multiple domains of eudaimonic well-being. Participants also maintaindiaries of daily positive experiences. The pilot program was delivered to a sample of 103 men and women aged 60 or over living insoutheastern Wisconsin by the staff of the Aging and Disability Resource Center of Kenosha County. Scores on the Ryff PsychologicalWell-being Scales (PWB) were assessed before and after the intervention to determine changes in eudaimonic well-being. Pre-post scoreson life satisfaction (Satisfaction with Life Scale), depressive symptoms (Geriatric Depression Scale), physical symptoms (Kellner SymptomQuestionnaire), social integration and contribution (Social Well-Being Scale), and sleep complaints were also assessed. At the end of the 8weeks, aggregate PWB scores increased significantly (P<.001), as did scores for life satisfaction (P<.001) and social wellbeing (integration:P<.001; contribution: P<.05). There were also significant declines in depression (P<.001) along with fewer physical symptoms (P<.01) andsleep complaints (P<.05). These gains were particularly robust for individuals with lower pre-program levels of PWB. This pilotinvestigation suggests the feasibility and potential effectiveness of a short group program for enhancing well-being in older adults.

Keywords • Eudaimonic well-being; aging; intervention

P16A - Improving motivation, positive emotions and goal achievement through new technologies S. de Rivas (1), O. Lecuona (1), Raquel Rodríguez-Carvajal (1)(1) Universidad Autónoma de Madrid, Spain Current society is surrounded by new technologies, people spend lots of time navigating on internet and using mobile apps. At thesame time, this landscape brings increasing demands: students need to achieve higher educational goals to find a job and workers needsto constantly improve, adapt and actualize themselves. In this demanding scenario motivation and positive emotions are crucial in orderto achieve goals as well as maintain mental health and wellbeing. Considering both circumstance, wouldn´t it be wonderful to create anonline tool that help people to improve their motivation, enhance their positive emotions and get higher performance on their goals? Inthe present research we tested the effect of an online platform designed precisely to do so. Considering self-determination theory, thirdwave generation therapies and main principles of positive psychology different audio-visual and interactive elements were created andintegrated in the online platform. To test the effect of the platform and its elements an experimental and longitudinal study wasconducted. 132 students were randomly assigned to one of the four conditions (3 different platform conditions + 1 control condition). Intime 1 participants filled in different questions regarding motivation and positive emotions to establish a base line, and fill out three goalsthey did meant to achieve in the following week. After that, participants either used the platform or passed the control condition foraround 15 minutes. Then in time 2 we tested the effects on participants´ state of motivation and positive emotions. And finally, in time 3(one week after) we asked participants about their goal achievement. Results showed that only 15 minutes of the platform not onlysignificantly increased by 15% the state of motivation and positive emotions right before they used the platform but also significantlyincreased by 8.9% their goal achievement one week later in comparison to the control condition. Specific results will be presented and itsimplications towards wellbeing and its potential scalability towards society will be discussed.

Keywords • motivation, goal achivement, positive emotions, new technologies

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References: Chase, J. A., Houmanfar, R.,Hayes, S. C., Ward, T. A., Vilardaga, J. P., & Follette, V. (2013). Values are not just goals: Online ACT-based values training adds to goalsetting in improving undergraduate college student performance.Journal of Contextual Behavioral Science, 2(3), 79-84.Cheema, A., & Bagchi, R. (2011). The effect of goal visualization on goal pursuit: Implications for consumers and managers. Journal ofMarketing, 75(2), 109123.Deci, E. L., & Ryan, R. M. (2011). Self-determination theory. Handbook of theories of social psychology, 1, 416433.Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy. New York: Guilford Press.Reeve, J. (2014). Understanding motivation and emotion. John Wiley & Sons.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.American psychologist, 55(1), 68.

COACHING AND INTERVENTION • POSTER POF017 - Constellation work as empowering intervention tool in conflict mediation L. Brackwehr (1), C.-H. Mayer (1, 2)(1) Institut für Therapeutische Kommunikation und Sprachgebrauch, EuropaUniversität, Viadrina,Frankfurt (Oder), Germany, (2) Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa Mediation is one of the best-known and successful conflict resolution methods used in third-party intervention (Mayer, 2006). Theunderlying concept is to help conflict parties find an agreement and resolution to their disputes. In the advanced field of conflictresolution, other methods and tools have been developed to support individuals resolving conflict peacefully. One of the most innovativetechniques of intervention is constellation work (Mayer & Hausner, 2015).This poster presents the research findings of an empirical investigation on constellation work and mediation. The absence of crucialacademic research on this topic motivates to explore the potentials of constellation work as a supportive tool in mediation processes. Theaim is to generate and explore new empowering intervention tools in conflict mediation processes. This includes the exploration of thetheoretical basis of mediation and constellation work by illustrating the main concepts, principles and methods of the describedintervention tools.The study is based on a hermeneutical and qualitative research paradigm. Data are collected through expert interviews with mediators inGermany. Data are analyzed through qualitative content analysis (Mayring, 2010).Findings show that constellation work enriches mediation processes with an increase of changes in perspectives of the conflict partners,the introduction of an intra-psychological change process, the deep involvement of cognitive and emotional levels, an increasedunderstanding of self and other, the visualization of system dynamics, new conflict resolution options and relationship structures, newinsights into the conflict causes and the bridging of language barriers. Finally constellation work in mediation provides new impulses ofintra-psychological development in the context of experienced conflicts.Constellation work in mediation provides a positive and empowering intervention tool to develop individuals and support conflictingpartners in conflict resolution.

Keywords • Conflict mediation, constellation work, counseling, intervention, empowerment References: Mayer, C.-H.(2006). Trainingshandbuch interkulturelle Mediation und Konfliktlösung. Münster: Waxmann.Mayer, C.-H. & Hausner, S. (2015). Salutogene Aufstellungen. Beiträge zur Gesundheitsförderung in der systemischen Arbeit. Göttingen:Vandenhoeck & Ruprecht.Mayring, P. (2010). Qualitative Inhaltsanalyse. Grundlagen und Techniken. 11. Auflage. Winheim/Basel: Beltz.

POF018 - "Kids´ Skills" - Description of a solution-focused programme, it´s research review and a possibleimplementation.

A. Perband (1) N. Haupts (1) J. Rogner (1)(1) Universität Osnabrück - Knollstraße 15 - 49069 Osnabrück - Germany The poster contains the description of the programme „Kids Skills“ by the Finnish psychiatrist Ben Furman, which addresses behaviourissues in children (Furman, 2004, 2010). It is based on the assumption that children´s behaviour problems should not be pathologized,but could be corrected by learning a corresponding skill. The programme´s focus on strengths and its humorous and playful approachdistinguishes itself. The 15 steps of “Kids´ Skills” are developed to identify the specific skill, to help generate the learning process and tomotivate the child, for example by using the child´s strengths. The authors describe the steps of the programme using a case study.

Inaddition to introducing the programme the limited number of existing studies is presented. They include a telephone and an online surveyof programme-users as well as case studies (Becker, 2013; Stephan, 2013; Furman,

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2010; Gohier, 2006). The results of the studies arediscussed against the background of their evidence and practical relevance. Continuing research is recommended and possibleimplementations are suggested.

Keywords • „Kids´ Skills“, solution-focused, systemic, research review, implementation References: Becker, A. (2013).Was Anwender/innen an „Ich schaffs!“ schätzen – Ergebnisse einerExpert/innen-Befragung. In A. Bentner (Hrgs.), Vom Meckern zum Wünschen. Studie zur Wirksamkeit des lösungsfokussierten Programms"Ich schaffs!" (S. 49-83). Heidelberg: Carl-Auer-Systeme.Furman, B. (2004). Kids’ Skills. Playful and Practical SolutionFinding with Children.Bendigo: Innovative Resources.Furman, B. (2010). Kids´ Skills in Action. Stories of playful and practical solution-findingwith children. Bendigo: Innovative Resources.Gohier, F. M. (2006). A support team´s experience of a solution-focused intervention withchildren (Master´s thesis). City University. Vancouver Island, British Columbia. Verfügbar unter http://www.kidsskills.org/english/research.htm.Stephan, J. (2013). Wie wirkt „Ich schaffs!“? Ergebnisse einer Online-Befragung zurEvaluation des lösungsfokussierten Kompetenzförderungsprogramms für Kinder. In A. Bentner (Hrgs.), Vom Meckern zum Wünschen.Studie zur Wirksamkeit des lösungsfokussierten Programms "Ich schaffs!" (S. 17-48). Heidelberg: Carl-Auer-Systeme.

POF019 - Investigating the effects of the emotional states of gratitude and indebtedness on the prosocialbehaviors Y. Yoshino(1), A. Aikawa(2)(1) Graduate school of comprehensive human sciences, University of Tsukuba (2) Faculty of humansciences, University of Tsukuba We investigated the effects of the emotional states of gratitude and indebtedness on the prosocial behavior in two experimentalstudies to Japanese undergraduate students. Our hypothesis was that the emotional gratitude made experimental participants moreprosocial than the emotional indebtedness did. In these studies, two positive psychological interventions (Schueller & Parks, 2014) wereused to manipulate the participants’ emotions. In study 1, the writing letter to a person whom participants felt gratitude was utilized(Seligman, Steen, Park,& Peterson, 2005; Watkins, Woodward, Stone, & Kolts, 2003). Participants (N= 144) were asked to write a gratitudeletter or an indebtedness letter, and then, they were requested to join another survey by other experimenter. The reactions to this requestwere measured as prosocial behavior. The longer the participants accepted to join the survey, the more they were considered as beingprosocial. The result of this study showed that the difference between the gratitude condition and the indebtedness condition made littledifference of an effect on the prosocial behavior. In study 2, the recalling and savoring an event that had made the participants feelgrateful was utilized (Lyubomirsky, Sousa, & Dickerhoof, 2006; Watkins et al., 2003). Participants (N= 49) were asked to recall an eventthat had made them feel gratitude, or an event that had made them feel indebtedness, or an event that they had chatted with theirfriends. After that, they were requested to join another survey as long as they could by other experimenter.

The result of this studyshowed that the difference of three conditions made little difference of an effect on the prosocial behavior. As a consequence of the twostudies, we could not reveal the effects of the emotional states of gratitude and indebtedness on the prosocial behavior.

Keywords • emotional gratitude, emotional indebtedness, prosocial behaviors References: Lyubomirsky, S., Sousa, L., &Dickerhoof, R. (2006). The costs and benefits of writing, talking, and thinking about life’s triumphs and defeats. Journal of Personalityand Social Psychology, 90, 692–708.Schueller, S. M., & Parks, A. C. (2015). The science of self-help. European Psychologist.Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. Americanpsychologist, 60(5), 410.Watkins, P. C., Woodward, K., Stone, T., & Kolts, R. L. (2003). Gratitude and happiness: Development of a measure of gratitude, andrelationships with subjective well-being. Social Behavior and Personality: an international journal, 31(5), 431-451.

POT009 - Strength Spotting: 10,000 hours not included.

M. Rodda (1)(1) Bucks New University, High Wycombe Campus, Buckinghamshire, UK In the context of studying on a MAPP programme at Bucks New University I have explored the subject of strengths spotting and havecreated a new model for this drawing on facial expressions, appreciative inquiry, sensory acuity, active listening and variouscommunication models.Do we ever encounter and engage with a colleague, friend or loved one with the express intention of spotting their strengths?Unfortunately due to our brains negatively-wired bias it is not something we naturally excel at, if anything the opposite is commonly seen,with the tendency to spot the worst in others.Useful aids to combat this bias are strength assessment tools, these can add some objectivity

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and develop a common language forstrength spotting. However the over reliance on strength assessment tools seems to be a common theme in the available literature.The poster will illustrate how these areas of skill may link together into a process of strengths spotting and summaries my experience inexploratory or early use.

Keywords • Strengths, Spotting, Model, Appreciative Inquiry, Facial Expressions, Sensory Acuity, Active Listening, Verbal Cues,Non-Verbal Cues, Strength Assessment Tools.

References: De Long and Miller (1993). Solution focused interviewing. http://lonmarshall.com/articles/solutionfocused/strengths.pdfEllerton R (2004). Sensory Acuity. Renewal Technologies Inc. www.renewal.ca.Ekman P (1989). The argument and evidence about universals in facial expressions. Handbook of psychophysiology.Ekman P (2015). Evaluating truthfulness and credibility.http://www.ekmaninternational.com/.Frankowski B et al (2009).

Strength Based Interviewing. Adoles. Med 20, 22-40Gorton G (2005) "Milton Hyland Erickson, 1901 - 1980."

American Journal of Psychiatry 162:1255.Govindji & Linley (2007) People who use their strengths more are more confidentLinley A (2008). Average to A+.Fig 6.1 Pg. 171. CAPP Press.Linley A. VIA Character Strengths Blog http://www.viacharacterblog.org/Linley A. VIA Character Strengths Assessment Tool. http://www.viacharacter.org/www/The-SurveyManthey et al (2011). Strengths-Based Practice and Motivational Interviewing. Advances in Social Work Vol. 12 No. 2, 126-151.Miller W (1989). Motivational Interviewing with Problem Drinkers. Behavioural Psychotherapy, Vol. 11, Issue 2.McQuaid & Lawn (2014) book Your Strengths Blueprint: How to be engaged, energized and happy at work.Rollnick S&Miller W (1995). What is motivational interviewing? Behavioural and Cognitive Psychotherapy, 23, 325-334.Seligman et al. (2005) People who use their strengths more are happierSharpley C (1984) Predicate Matching in NLP. Journal of Counselling Psychology.Stratton-Berkessel R (2014) Appreciative Inquiry – Overview of Method, Principlesand Applications. http://positivitystrategist.com/appreciative-inquiry-overview.Wilson A (2013). How to crack Strengths-based interviews. http://careersblog.warwick.ac.uk/2013/02/06/how-to-crack-strengthsbased-interviews/

POT010 - Constructive conflict resolution through mediation in Cuba L. Brode (1), C.-H. Mayer (1, 2)1) Institut für Therapeutische Kommunikation und Sprachgebrauch, EuropaUniversität Viadrina,Frankfurt (Oder), Germany, (2) Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa Mediation is often used in contemporary conflict resolution processes in Western societies. Structures, methods and techniques ofconflict resolution and mediation are characterized culture-specifically (Busch, Mayer & Boness, 2010). Therefore, it is assumed thatconflict resolution processes differ across cultures and interculturally.This study explores conflict mediation in socialist Cuba. In Cuba, conflict mediation has a tradition since the 1990s, however, hardly anyresearch has been conducted on conflict mediation theories and practices in Cuba.The aim of this study is to explore the concept of conflict mediation in Cuba from a culture-specific perspective of conflict mediatorspracticing mediation in Cuba to generate "thick descriptions" (Geertz, 1973) of the phenomenon.The study is based on a hermeneutical-constructivist, qualitative research paradigm. Data are collected through qualitative semistructuredexpert interviews and observations, gathered during a field stay in Cuba. Data are analyzed through the qualitative five-stepprocess of content analysis according to Terre Blanche, Durheim & Kelly (2006).Findings show that conflict mediation plays a crucial role in resolving conflicts in Cuba since the 1990s.

Since then, conflict mediators inCuba use Western tools and concepts of conflict mediation whilst adjusting them culture-specifically. Usually, the phase structure ofWestern mediation concepts is used. However, in mediation processes in Cuba collectivist interests and responsibilities are considered asmore important than individual problems and needs. Quality standards in mediation are valued as highly important to guarantee aenrichting and empowering conflict resolution process. Mediators explain that the professionalisation processes of mediation in Cubadepend primarily on the individual development of the mediator: the mediator needs to develop his/her personality constructively andpositively with regard to a constructive and positive attitude and the acknowledgement of self and others. Cultural aspects, such asimages of self and other, friends and enemies, as well as collectivism and individualism are important issues in conflict mediationprocesses in Cuba.In conclusion, conflict mediation in Cuba is viewed as a positive and constructive tool of intervention in conflict resolution processes.

Keywords • Conflict mediation, Cuba, attitude of mediator, culture in mediation, challenges

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References: Busch, D.Mayer, C.-H. & Boness, C. (2010). International and regional perspectives on cross-cultural mediation.

Studien zur interkulturellenmediation Band 5. Frankfurt: Peter Lang.Geertz, C. (1973). The interpretation of cultures: selected essays. New York: Basic Books.Terre Blanche, M., Durrheim, K. & Kelly, K. (2006). First steps in qualitative data analysis. In Terre Blanche, M., Durrheim, K. & Painter, D.(eds.). Research in practice. Applied methods for the social sciences. (pp. 321-344). Cape Town: University of Cape Town.

POT011 - "Kids´ Skills" - Implementation and evaluation of a systemic, solution-focused programme.

A. Perband (1) N. Haupts (1) J. Rogner (1)(1) Universität Osnabrück - Knollstraße 15 - 49069 Osnabrück - Germany The presentation contains the implementation and evaluation of the systemic solution-focused programme “Kids´ Skills” (Furman,2004, 2010) in a day-care facility for children. The programme, based on Ben Furman’s work, can be used to handle behavioural problems.But in contrast to common therapeutic approaches, which often pathologize behavioural problems, Kids´ Skills assumes that thoseproblems are best resolved by having the child learn a specific skill. The 15 steps of the programme support this learning process, amongother things by engaging the child´s social network and using the child´s strengths.Within a timeframe of six weeks, ten day-care teachers (w = 9/ m = 1; M: 43.6/ SD: 10.65) are trained in the programme and receivesupport in implementing it with a child selected by them (w = 6/ m = 4; M: 5.2/ SD: 0.92). Pre- and post-interviews as well as follow-upinterviews (five months later) investigate the effectiveness and acceptance of the programme. Thematic analysis (by Braun & Clarke,2006, 2013) is employed to perform qualitative evaluation. Both within the timeframe of implementation and at the follow-up time, thereis a notable improvement of symptoms in 6 of the 10 children, along with positive changes with regard to the children’s self-efficacy andself-esteem as well as an improved relationship between teacher and child. The programme is received with wide acceptance and provespossible to be integrated well into the teachers’ day-to-day work. The present study contributes to previously limited research on “Kids´Skills” and indicates the programme’s implementation potential. Furthermore it shows the importance of improving strengths rather than“fixing what is broken” (Seligman & Csikzentmihalyi, 2000, p. 7) and thereby gaining more than the absence of a problem.

Keywords • „Kids Skills“, solution-focused, systemic, behaviour problems, evaluation References: Braun, V. & Clarke, V.(2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77101.Braun, V. & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.Furman, B. (2004). Kids’ Skills. Playful and Practical Solution-Finding with Children. Bendigo: Innovative Resources.Furman, B. (2010). Kids´ Skills in Action. Stories of playful and practical solution-finding with children.

Bendigo: Innovative Resources.Seligman, M. E. P., & Csikszentmihaly, M. (2000). Positive Psychology: An introduction. American Psychologist, 55, 5-14.

POT012 - THE MORE WE LEARN THE MORE WE DO: ASSESING THE ROLE OF POSITIVE ATTITUDES A. Salas-Vallina (1)J. Alegre (2)R. Fernández (2)(1) Catholic University of Valencia, Spain(2) University of Valencia, Spain Both researchers and managers are interested in finding the factors that raise OCB, which are deemed particularly relevant in acontext of high workload. It is our belief that there is a lack of research regarding the learning conditions that might raise OCB,particularly in knowledge intensive contexts of public services. Our research is framed around medical staff working in Spanish publicallergy units, which is a particularly pertinent population to study, as they work under constant pressure to reduce waiting lists underchallenging working conditions, and in that framework it is essential that employees contribute to achieve an adequate climate ofcooperation via extra role behaviors. Despite the growing research attention to detect OCB antecedents, this has focused on analyzingdifferent OCB determinants, hence avoiding a contextual consideration from the learning perspective in public services. Jo and Joo (2011)found a need for an overall consideration of OCB antecedents, and other authors are waiting for an integrated approach of OCBdeterminants (Jha and Jha, 2010). Recent research tries to

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approximate OCB antecedents through commitment, organizational supportand justice (Perreira et a., 2015), and our research goes a step beyond by considering the role of happiness at work (HAW) andorganizational learning capability (OLC) as drivers of OCB. Our research is set in the public health sector. Public organizations,particularly public health services, have to tackle limited resources and a high workload, thus physicians face a complex working climate,in which they are overworked and must make additional collaborative effort to fulfill their job roles. In these circumstances, it is importantfor physicians to contribute voluntarily beyond their official job description. However, literature shows a particularly interesting andsuitable construct that might suit that scenario, namely, organizational citizenship behavior (OCB). Learning is a prime concern thatimproves profitability and job satisfaction (Leslie et al., 1998). It is known that organizational learning values expand employees’perspectives beyond their formal tasks, and further encourage organizational members to help their colleagues. In that way, learningmight be considered as an antecedent of altruistic behaviors like OCB. Happiness at work (HAW) is a wide attitudinal construct,comprised of an integrated perspective through different positive attitudinal dimensions (Salas et al., 2015), namely engagement, jobsatisfaction and affective organizational commitment. Its comprehensiveness can overcome the compatibility principle, which states thatbroader attitudinal constructs will better predict behavioral constructs (Harrison et al., 2010). In line with the above, our model proposesthat OLC might explain OCB, under those conditions which facilitate OLC. Keywords • Organizational learning capability, happiness at work, organizational citizenship behavior References: Allen, N. J, and Meyer, J.P. 1990. “The measurement and antecedents of affective, continuance and normative commitment to theorganization.” Journal of Occupational Psychology 63 (1): 1-18.Avey, J.B., Wernsing, T.S., and Luthans, F. 2008. “Can positive employees help positive organization change? Impact of psychologicalcapital and emotions on relevant attitudes and behaviors.” Journal of Applied Behavioral Science 44 (1): 48-70.Bateman, T. S., and Organ, D. W. 1983. “Job satisfaction and the good soldier: The relationship between affect and employee citizenship.”Academy of Management Journal 26 (4): 587-595.Chen, X. P. 2005. “Organizational citizenship behavior: A predictor of employee voluntary turnover.” In: Turnipseed DL (ed) Handbook oforganizational citizenship behavior, Nova Science, New York, pp 435–454.Chiva, R. 2004. “The facilitating factors for organizational learning in the ceramic sector.” Human Resources Development International 7(2): 233-249.Chiva, R., Alegre J., and Lapiedra, R. 2007. “Measuring organizational learning capability among the workforce.”

International Journal ofManpower 28 (3/4): 224-242.Chiva, R., and Alegre, J. 2009. “Organizational learning capability and job satisfaction: An empirical assessment in the ceramic tileindustry.” British Journal of Management 20 (3): 323-340.Chivato-Pérez, T., Campos-Andreu, A., and Negro-Álvarez, J. M. 2011. “Professional Burnout and Work Satisfaction in Spanish Allergists:Analysis of Working Conditions in the Specialty.” Journal of Investigational Allergology and Clinical Immunology 21(1): 13-21.Cropanzano, R., and Mitchell, M. S. 2005. “Social exchange theory: An interdisciplinary review.” Journal of Management 31 (6): 874–900.Dibella, A. J., Nevis, E. C., and Gould, J. M. 1996. “Understanding organizational learning capability.” Journal of Management Studies 33(3): 361-379.Diener, E., Suh, E. M., Lucas, R. E., and Smith, H. L. 1999. “Subjective Well-Being: Three Decades of Progress.” Psychological Bulletin 125(2): 276-302.Durham, C. C., Knight, D., and Locke, E. A. 1997. “Effects of leader role, team-set goal difficulty, efficacy, and tactics on teameffectiveness.” Organizational Behavior and Human Decision Processes 72 (2): 203-231.Easterby-Smith, M., and Araujo, L. 1999. “Organizational Learning: Current Debates and Opportunities”. In Easterby-Smith M, BurgoyneJ, Araujo L (eds.) Organizational Learning and the Learning Organization, Sage Publications, London, pp 1–21.Foote, D. A., and Tang, T. 2008. “Job satisfaction and organizational citizenship behaviour (OCB)”. Does team commitment make adifference in selfdirected teams? Management Decision 46 (6): 933-947.George, J. M. 1990. “Personality, affect and behavior in group.” Journal of Applied Phsycology 75 (2): 462-474.George, J. M., and Jones, G. R. 1997. “Organizational spontaneity in context.” Human Performance 10 (2): 153-170.Hedberg, B. 1981. “How organizations learn and unlearn.” Oxford University Press, New York.Harrison, D. A., Newman, D. A., and Roth, P. L. 2006 “How important are job attitudes? Meta-analytic comparisons of integrativebehavioral outcomes and time sequences.” Academy of Management Journal 49 (2): 305-325.Jha, S., and Jha, S. 2010. “Determinants of organizational citizenship behavior: a review of literature.” Journal of Management & PublicPolicy 1 (2): 27-36.Jo, S., and Joo, B. K. 2011.

“Knowledge Sharing: The Influences of Learning Organization Culture, Organizational Commitment, andOrganizational Citizenship Behaviours”. Journal of Leadership & Organizational Studies 20 (10): 1-12.Kesebir, P., and Diener, E. 2008. “In pursuit of happiness: Empirical answers to philosophical questions.” Perspectives PsychologicalScience 3 (2): 117-125.Kristensen, N., and Johansson, E. 2008. “New evidence on cross-country differences in job satisfaction using anchoring vignettes.”Labour Economics 15 (19): 96-117.Lefkovitz, J. 2000. “The role of interpersonal affective regard in supervisory performance ratings: A literature review and proposed causalmodel.” Journal of Occupational and Organizational Psychology 73 (1): 67-85.Lee, K., and Allen, N. 2002.

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“Organizational citizenship behavior and workplace deviance: The role of affect and cognitions.” Journal ofApplied Psychology 87 (1): 131-142.Leslie, D. R., Holzhalb, C. M., and Holland, T. P. 1998. “Measuring staff empowerment: Development of a worker empowerment scale.”Research on Social Work Practice 8 (2): 212-222.Locke, E. A. 1976.

“The nature and causes of job satisfaction.” In Dunnette MD (ed), Handbook of Industrial and OrganizationalPsychology, McGraw-Hill, New York, pp 1297-1349.Malhotra, N., Dávila, J. F. J., and Teviño, M. E. 2004. “Investigación de Mercados: un enfoque práctico.” Prentice Hall, Méjico.Mallén, F., Chiva, R., Alegre, J., and Guinot, J. 2015. “Organicity and performance in excellent HRM organizations: the importance oforganizational learning capability.” Review of Managerial Science, 9: 1-25.

POT013 - PROMOTING SOCIAL AND EMOTIONAL SKILLS AMONG TEACHERS AND SCHOOL LEADERS R. Castillo Gualda, M. Herrero Lázaro, O. Lecuona,C. García Rubio, P. Fernández-BerrocalMadrid, Spain The enhancement of those variables directly related to optimal teaching practices, such as emotion regulation abilities to facechallenging situations, and teachers’ sensitivity to their students needs beyond the academic difficulties, contribute to better classroomfunctioning. Effective teachers promote positive interactions and influence a wide range of student-level outcomes, including cognitive,emotional and social functioning.

Furthermore, teachers who are able to create an optimal learning environment, where communication oftheir feelings is adequate, have students who perform better academically. A key aspect is to develop teachers’ social and emotional skills,which have been shown to help teachers to deal with conflicts, manage unpleasant emotions, and improve classroom climate. Given thesefindings, there is increasing interest in interventions that can help teachers to promote their personal abilities and in consequence theirstudents functioning. In addition, there is scarce literature focused on enhancing teacher-specific outcomes such as, emotional skills,classroom supportiveness or closeness interactions. Because teachers are the primary implementers of SEL programs, it is important toknow how the mere training in SEL practices and tools influences their socio-emotional abilities. The INTEMO program is grounded in theAbility model of emotional intelligence. In order to implement this program in Spanish schools and promote emotional intelligence duringadolescence, we trained 52 teachers from different public schools and compare the effect of our SEL training to an active control group of23 teachers that received eLearning instruction. Multivariate Analysis of Covariance (MANCOVA) was conducted separately for emotionregulation, measured with Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) and selfreport teacher-student interactions.Consistent with our hypothesis, teachers who attended the INTEMO training as compared to the active control group, demonstratesignificantly higher scores on emotional regulation ability, greater personal interactions and better response to their students’ emotions.This study provides further support for the positive impact of SEL training on teacher personal and professional development.

Keywords • SEL intervention, teachers, emotional regulation, professional development

POT014 - Exploring the blackbox: An interview study of a positive psychology intervention for vulnerablepeople L. A. Weiss, G. J. Westerhof, E. T. BohlmeijerUniversity of TwenteDrienerlolaan 57522 NB EnschedeThe Netherlands Background: We have come to know a great deal about the effectiveness of positive psychology interventions in enhancing well-being.Yet little is known so far about how participants actually experience positive psychological interventions and how they change. The APAadvises to complement quantitative evidence with evidence from qualitative research in order to improve positive psychologyinterventions to better fit individual experiences. This interview study addresses the experiences of participants of the Happiness Route, apositive psychological intervention that aims to promote well-being in a vulnerable population by supporting participants in finding andrealizing an intrinsically motivated activity (Weiss et al.). It is based on the self-determination theory (Ryan & Deci, 2000). We examined ifthe three basis psychological needs of the SDT (autonomy, competence, relatedness) can be found in the stories of the participants and ifthere are other topics that are not addressed in the theory. To examine if the intervention works in the similar or different for eachparticipant, we looked if there were patterns of change in the fulfillments of the needs.Method: For this qualitative study, semi-structured interviews were conducted with twenty former participants of the intervention theHappiness Route. Participants felt lonely, had health problems and a low socio-economic status. Of the twenty participants, eighteenwere female and two were

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male. They had a mean age of 57.7 years with a range between 30 and 87 years. A semi-structured interviewscheme was used was used to let the participant tell the story about his or her experiences as freely as possible and to tell about thepossible role of the three basis psychological needs. The participants were assigned to one of four interviewers and were visited at home.On average, the interviews took 32 minutes. Two researchers coded the transcribed interviews with the use of a codebook.Results: We found autonomy, competence and relatedness back in the stories of all participants. Counselors played an important role. Inorder to succeed, participants had to feel related to their counselor and the counselor had to give them autonomy in the choice of theactivity. We also found four other important factors: motivation, activation, positive feelings and selfdevelopment. Self-developmentincluded six sub-categories: self-kindness, acceptance, purpose in life, personal development, self-perception, and optimistic attitude.Furthermore, we found four different patterns of change: the non-changers, the partly-improved, the specific need-improved and the alloverimprovers.Conclusion: The three needs of the theory on which the Happiness Route was based on played an important role and changed during thecourse of the intervention, but were not the only important factors. We found four different patterns of change. The role of the counselorseem to be crucial to for the success of the interventio Keywords • interviews; qualitative research; self-determination theory; positive psychology, basic psychological needs, change,well-being References: Anderson, N. B. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.American Psychologist, 55(1), 68.Weiss, L. A., Westerhof, G. J., & Bohlmeijer, E. T. (2013). Nudging socially isolated people towards well-being with the ‘Happiness Route’:design of a randomized controlled trial for the evaluation of a happiness-based intervention. Health and quality of Life Outcomes, 11(1), 1-11.

POT015 - From languishing dyslexia to thriving dyslexia C.Kannangara(1), J.Carson (1) and S.Puttaraju (2)(1) University of Bolton, Deane Road, Bolton, BL3 5AB, UK(2) Jain University, J C Road, Bangalore, India The Values in Actions (VIA) Character Strengths Inventory (Peterson & Seligman, 2004) has been one of the most influential elementsin the rapid development of Positive Psychology. As yet, the inventory has never been applied in a systematic way with individualsdiagnosed with dyslexia. The present study reports on the development of a dyslexia friendly web based version of the VIA Inventory andpresents an original model of ‘From Languishing to Thriving Dyslexia’ which showcases the new positive psychology approach to workingwith people with dyslexia (Kannangara, 2015). Some 42 individuals completed the survey. The five main “signature strengths” wereCreativity, Fairness, Judgement, Curiosity and Kindness. The authors outline how these strengths connect to the worlds of people withdyslexia. This approach to dyslexia represents part of a wider trend to see such individuals as having more strengths than the traditionaldeficit view of the condition. As the journalist Malcom Gladwell has stated in his book David and Goliath , it may even be desirable tohave dyslexia (Gladwell, 2013). This study attempts to investigate on possibilities of flourishing for people with dyslexia. Result ofstrengths study, case studies and intervention approach will be discussed with more details at the paper session.

Keywords • Strengths, Thriving dyslexia, Interventions, Positive Psychology References: Gladwell, M. (2013). David andGoliath. London: Allen Lane.Kannangara, C. (2015). From Languishing Dyslexia to Thriving Dyslexia: Developing a New Conceptual Approach to Working with Peoplewith Dyslexia. Frontiers In Psychology, 6. http://dx.doi.org/10.3389/fpsyg.2015.01976Peterson, C., & Seligman, M. (2004). Character strengths and virtues. Washington, DC: American Psychological Association.

POT016 - Helping people see the good in other people: Strength-spotting cards to promote shared positivity,pro-sociality and social connection A. Blickhan (1)(1) Inntal Institut, Germany (2) Anglia Ruskin University, UK Under the Values-in-Action (VIA) classification of character strengths and virtues, positive psychology research has identified positivecharacter traits embodied in people’s actions, morally valued across history and cultures,

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and measurably present in people world-wide.Existing research and applications have addressed the benefits of strengths use and strengths focus for individual well-being.Through the creation and distribution of social strengths-spotting cards, this project emphasises the social and pro-social side ofstrengths, which has received less attention in the literature. The aim is to spread awareness and appreciation for good character, andpromote pro-sociality and shared positive experiences, by encouraging positive social feedback about strengths use. The cards designedby the author are based on the character strengths from Peterson and Seligman’s (2004) classification. Each card features one strength,with an accessible definition and space for a personal example of its actualisation in someone’s actions. The instruction is simply to give acard to someone in whom the giver has seen the respective strength actualised, be it a friend or a stranger. Receivers are encouraged topass on cards of their own. Sets of cards can be used by coaches, trainers or teachers as a tool for group activities or individual tasks.The project is called Elevation Cards after the positive pro-social emotion triggered by seeing excellence and moral goodness realised inothers’ actions (Haidt, 2000). A similar uplifting effect is proposed in the VIA definition of character strengths to result from seeingcharacter strengths actualised in others.The application constitutes an easy-to-use tool for strengths-spotting and positive feedback. It is expected to have social and well-beingbenefits for both givers and receivers based on a number of theoretical considerations: Attribution to character and expectations of prosocialityin others have been shown to influence people’s own social and pro-social behaviour, and seeing the good in others mayencourage a pro-social attitude. Elevation cards will promote positive social feedback particularly on strengths use that impresses,inspires or benefits others, emphasising the moral and prosocial side of good character. Strengths-spotting cards as such make characterstrengths shareable and social as opposed to personal or private. This enhances the social benefits not just of inherently pro-socialstrengths, such as kindness or love, but also those with more abstract moral or pro-social value. The act of gifting a personalised ElevationCard may be a positive social experience for both giver and receiver, and involve shared positive emotions, mutual gratitude, and a senseof personal connection. The passing-on of cards in various contexts makes it possible for these positive social and well-being effects toreach more people, along with awareness of character strengths and their benefits.

Keywords • interventions; tools; character strengths; strength spotting; pro-sociality; shared positivity References: Haidt, J. (2000). The positive emotion of elevation. Prevention & Treatment, 3(3).Peterson, C., & Seligman, M. E. P. (Eds.). (2004). Character Strengths and Virtues: A Handbook and Classification. Cary, NC, USA: OxfordUniversity Press.

POT017 - An Alternative to Diagnosing Pathology: Comprehensive Positive Assessment G. McAuliffe729 West Princess Anne RoadNorfolk, VA 23517U.S.A. Strengths assessment methods are emerging but still pathology and disorder dominate mental health work. This session will introduceparticipants to the Context-Phase-Stage-Style (CPSS) positive assessment model. This model accounts for positive dimensions of humanfunctioning in a systematic fashion and gives the counseling profession a method for implementing its mission of enhancing individuals'appreciation for their assets, so that they might build on them. The CPSS model is an comprehensive alternative to pathology-orienteddiagnostic systems. It draws counselors' attention to four dimensions of a person's life: (1) cultural context and the strengths it brings, (2)normal life phase challenges that accompany developmental tasks, (3) cognitive developmental stage potentials, and (4) personality stylesthat reveal tendencies. With these four dimensions in mind, counselors can affirm the strengths and introduce the challenges that anindividual faces. Use of the CPSS model can serve a balancing function in working with individuals who are inclined to only see the deficitsin their lives.

Keywords • Positive Assessment, Culture, Life Phase, Cognitive Stage, Personality Style References: McAuliffe, G. J.(2016). Positive Counseling: Assessing and Intervening for Client Strengths. Thousand Oaks, CA. Sage Publications.McAuliffe, G. J., Eriksen, K. (1999). Toward a constructivist and developmental identity for the counseling profession: The Context-Phase-Stage-Style model. Journal of Counseling and Development, 77, 267280.

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POT018 - Mindfulness vs. Positive Psychology: The impact of the two interventions on Positive Emotions andBeing Mindful.

S. AL MakzomyNew York University Abu Dhabi, UAE Mindfulness and positive psychology are known to increase overall well-being, positiveemotions and enhance mental health. So far there has not been any comparison betweenmindfulness and positive psychology and their effect on positive emotions. In this study weinvestigated whether practicing to be mindfully aware of the present moment will increasepositive emotions equally to exercises which explicitly target positive emotions, as well aswhether positive psychology intervention could increase mindfulness. We tested thishypothesis in an experiment in which participants were randomly assigned to one of thetwo intervention groups. A total of 13 individuals participated in the experiment. Measure ofpositive emotions included Modified Differential Emotions Scale (mDES), and a measureof mindfulness included Mindful Attention Awareness Scale (MAAS). In addition to thedaily measures there were also six additional questionnaires answered on three differentoccasions. The study used a between-subject replicated single-case design. Data wereanalyzed by graphical data analysis using by PASW (Predictive Analysis Software, SPSS),and randomization tests with R-package. Moreover, for daily measures the descriptiveanalyses was used as well. It was found that neither one of the interventions had astatistically significant impact on both the variables. The study limitations are discussed.

Keywords • Positive Psychology, Mindfulness, Intervention, Positive Emotions

POT019 - Gaining benefits from bittersweet experiences: The role of alertness to inconsistency of situation E. TrzebinskaSWPS University of Social Sciences and Humanities, Poland There are a lot of individual and cultural reasons to disregard the complexity of meaningful life events and to experience them in anoversimplified manner as a good or bad (Miyamoto, Uchida & Ellsworth, 2010; Larsen & McGraw, 2014). The aim of the present researchwas to check if the emphasize inconsistency of bittersweet situations facilitate mixed emotions and its hedonistic and cognitive gains). Intwo experiments we used scenes from the movie "Life is beautiful" as predominantly pleasant or predominantly unpleasant situation. Thefocus on positives in the predominantly unpleasant situation or on negatives in the predominantly pleasant situation was manipulated bycommentary preceding the film. In both experiments the level of mixed emotions was measured as magnitude of negative associationbetween positive and negative emotions in response to the situation (Grossmann, Huynh & Ellsworth, 2015). In Study 1 (N = 172) level ofmixed emotions in response to the situation was lower when participants were focused on inconsistency in both predominantlyunpleasant and predominantly pleasant situations. In predominantly unpleasant situation participants focused on inconsistencyexperienced lower anxiety than those not focused, whereas in predominantly pleasant situation participants focused on inconsistencyexperienced higher anxiety than those not focused. In Study 2 (N = 100) level of mixed emotions in response to the situation was lowerand situation was perceived as more complex when participants were focused on inconsistency in both predominantly unpleasant andpredominantly pleasant situations. Participants in predominantly pleasant situation, but not in predominantly unpleasant situation,focused on inconsistency felt more emotional movement and were more reflective to the situation than those not focused. There was apositive connection between perceiving complexity of situation and reflexivity to it mediated by experiencing mixed affective state ofemotional movement. The findings of the present research suggest that alertness to inconsistency results in (1) more mixed emotions and(2) hedonic gains in predominantly unpleasant situations or hedonic losses together with cognitive gains in predominantly pleasantsituations. These findings support the use of focusing techniques for expanding abilities to feel mixed emotion in response to meaningfulevents as a way of salvation in predominantly unpleasant situation and better comprehension in predominantly pleasant situations.

Keywords • bittersweet events, mixed emotions, emotional complexity, co-occurrence of positive and negative emotions,emotional ability References: Grossmann, I., Huynh, A. C., & Ellsworth, P. C. (2015). Emotional Complexity: ClarifyingDefinitions and Cultural Correlates. Journal of Personality and Social Psychology.Advance online publication. http://dx.doi.org/10.1037/pspp0000084.Larsen, J. T., & McGraw, A. P. (2014). The case for mixed emotions.

Social and Personality Psychology Compass, 8(6), 263–274.Miyamoto, Y., Uchida, Y. i Ellsworth, P. C. (2010).

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Culture and Mixed Emotions: Co-Occurrence of Positive and Negative Emotions inJapan and the United States.

Emotion, 3, 404–415.

POW020 - Developing sense of coherence and mindfulness in senior ecclesiastical professionals through adulteducation C-H Mayer, AM Viviers, A FlotmanDepartment of Industrial and Organisational Psychology, University of South Africa, Pretoria,South Africa Sense of coherence (SOC) and mindfulness (MI) have been defined as positive psychology constructs and are believed to promote thehealth and wellbeing of individuals and organisations. SOC is a life orientation based on comprehensibility, manageability andmeaningfulness, whilst MI refers to a consciousness discipline and a state of mind that focuses on the present moment. Both constructscontribute positively to mental health and wellbeing.The Catholic Church is challenged by complex changing world realities such as decreasing numbers in members, increasing multiculturalwork settings, a decrease in pastoral communities, and restructuring processes within the organisation. Therefore, ecclesiasticalprofessionals are trained to increase mental health and well-being through a strengthened sense of coherence and mindfulness to copewith these complex challenges.The aim of this longitudinal study was to explore the development of sense of coherence and mindfulness constructs in a group of seniorprofessionals attending adult educational trainings in the German Catholic Church. A 12-day educational training course spread over aperiod of nine months was offered and was entitled: “Becoming intercultural and interreligious mediators”.This qualitative study was based on a longitudinal case study approach within the phenomenological and interpretative hermeneuticalparadigms with specific reference to constructivism, temporality, development processes and change.A sample of eight participants, the total of the adult educational training group, voluntarily enrolled for a 12-day training programme(spread over a period of nine months) to develop SOC and MI. Quantitative scores of the pre- and post-test SOC and MI questionnaireswere qualitatively analysed.At the commencement of the training, participants were invited to complete three questionnaires, as well as at the end of the trainingprogramme:• A biographical and demographical questionnaire• The 29-item Life Orientation Questionnaire (LOQ) (Antonovsky, 1979)• The 14-item Freiburger Mindfulness Inventory (FMI-14) (Walach, Buchheld, Buttenmuller, Kleinknecht & Schmidt, 2006).Results indicate that the majority of participants scored lower on the post-test on SOC and slightly higher in MI. Individual sub-scores onthe questionnaires were analysed as well as trends with individual candidates.The discussion explores trends as well as the pitfalls in the development of SOC and MI and highlights the implications for theory andpractice. Practical training implications for developing SOC and MI are therefore offered.

Keywords • Sense of coherence, mindfulness, adult education, training, Catholic Church, Germany References: Antonovsky, A. (1979). Health, stress and coping. San Francisco: Jossey-Bass.Walach, H., Buchheld, N., Buttenmuller, V., Kleinknecht, N., & Schmidt, S. (2006). Measuring mindfulness – the FreiburgMindfulnessInventory (FMI). Personality and Individual Differences, 40, 1543-1555.

POW021 - Strength-based, Solution-focused Decision Making E. QuickKaiser Permanente, San Diego, California, USA This paper describes a strength-based, solution-focused approach to decision making in daily life. Sometimes life decisions are inareas that are life-changing, including relationships, work/career/ school, hobbies, spirituality, wellness, and sometimes they are in areasthat seem minor, such as hair, piercing, or which movie to view. In all of these areas, people sometimes struggle to decide what to do, andoften they consult life coaches or other professionals to request support with the decision making process.The paper briefly reviews the solution-focused approach and describes the many features it shares in common with positive psychology.There will be discussion of how to use difference and relationship questions, future scenarios (for example, a decision has been made andone is reflecting back on what supported the process), and scaling questions.In this process, clients are asked to reflect on a decision made in the past. How did they know that they knew? What signature strengthsand interpersonal resources supported them? Because solution-focused practitioners believe that pieces of the solution are probablyalready happening, we will discuss the many clues that let people know that they are already on the road to a decision.We will also explore how to recognize and use one’s personal style. For example,

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intuition is central for some people. For others, carefullyanalyzing alternatives is critical. Conversation with friends and family, consulting with “experts,” “doing the math,” are other ingredients ofsolution. For some people, traits that may seem on the surface to be “problems” are actually strengths. The “defensive pessimist,” forexample, may seem to others to worry excessively, but this person is most comfortable with a decision after carefully anticipating whatcould go wrong and how he or she might handle it. Sometimes taking one’s time and allowing “not knowing” are components of thesolution. There is discussion of the concept of allowing a decision, like a piece of fruit, to “ripen.”There is also discussion of how to incorporate methods and tools from other perspectives into a strength-based, solution-focusedapproach. For some people, it is helpful to consider perspectives on stages of change and other concepts from the literature on decisionmaking.Finally, the paper reviews the results of a small qualitative study. In interviews and focus groups, participants described how they knewthey had reached a decision in some area of life, and they described strengths that had supported them. The themes that emerged wereclustered. The results support the idea that life coaches—and teachers, psychotherapists, clergy, and others as well—can encourage theirclients to recognize and utilize the strengths, styles, and resources that support them, as they make the many decisions, large and small,that shape their lives.

Keywords • decision making, solution-focused, strength-based, life coaching, positive psychology References: Quick, E.(2008). Doing What Works in Brief Therapy: A Strategic Solution Focused Approach, (2nd ed.). Academic Press.Quick, E. (2009). SFBT and Positive Psychology: Similarities, Differences, and Questions. Workshop, Solution Focused Brief TherapyAssociation Conference.Quick, E. (2015). Solution focused decision making. Workshop, Solution Focused Brief Therapy Association Conference.Terni, P. (2015).Solution-Focus: Bringing Positive Psychology Into the Conversation. International Journal of Solution-focused Practices. 3(1).

POW022 - I feel engaged beacause I am capable: validation and implementation of the knowledge managerialcompetencies scale A. Salas Vallina (1)F. Lara (1)(1) Catholic University of Valencia "San Vicente Mártir", Spain To develope sustainable and competitive advantages firms have to manage knowledge (Hine et al., 1993). Our research aims tomeasure and conceptualize the knowledge managerial competencies, which are definedas characteristics that lead to better performance (Boyatzis, 1982). Our first objective is to propose a model that includes 7 knowledgemanagerial competencies, that represent key elements in literature. Bailey et al. (2015) claim the need of examining areas of particularinterest related to engagement antecedents, such as the effect of strategies to promote engagement levels. However engagementantecedents have traditionally been focused on psychological states, perceived leadership, individual perceptions of organizationalcharacteristics and job resources (Bailey et al., 2015). Through the job demands-resources theory (JD-R), which states that job resources(physical, psychological, social, or organizational characteristics of a job) stimulate positive attitudes such as engagement (Schaufeli andBakker, 2004), our second objetive is to examine if the knowledge managerial competencies affect managers engagement. We know thatresources enhances employees energy and increase engagement, fostering performance (Schaufeli, 2014), while job demands might leadto fatigue and tiredness as a result of expending additional effort. Following the JD-R theory, when employees have enough resources,they are more engaged with their work. We consider the knowledge managerial competencies as a job resource that may explainengagement levels. Our research is framed in Spanish SME’s managers. Higher job levels require higher capabilities and abilities. In thatcontext. the knowledge managerial competencies might be particularly interesting to be analysed. If we can better explain engagementantecedent, we will be able to achieve a better performance (Schaufeli et al., 2002).

Keywords • Knowledge management; competencies; engagement References: Anderson, J.C. and Gerbing, D.W. (1982),“Some methods for respecifying measurement models to obtain unidimensional constructs measures”, Journal of Marketing Research,Vol. 19, pp. 453-60.Ángel Cabrera , William C. Collins , Jesús F. Salgado. (2006). Determinants of individual engagement in knowledge sharing. , Vol. 17 No.2., pp. 245-264.Bentler, P.M. and Bonett, D.G. (1980), “Significance tests and goodness-of-fit in the analysis of covariance structures”, PsychologicalBulletin, Vol. 88 No. 3, pp. 588-606.Bollen, K. (1989), “A new invremental fit index for general structural equations models”, Sociological Methods and Research, Vo. 17 No. 3,pp. 303316.Camisón, C. (1999): Sobre cómo medir las competencias distintivas: Un examen empírico de la fiabilidad y

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validez de los modelos multiítempara la medición de los activos intangibles. The Iberoamerican Academy of Management, First International Conference, Madrid,DiciembreGerbing, D.W., Anderson, J.C., 1988. An updated paradigm for scale development incorporating unidimensionality and its assessment.Journal of Marketing Research 25 (2) 186-192.Hair, J.F.Jr., Black, W.C., Babin, B.J. Anderson, R.E. and Tatham, R.L. (2006), Multivariate data analysis, 6th Edition, Prentice Hall, NewJersey, NJHine, D.C., Parker, R., & Ireland, D. (2010). The knowledge exchange intermediary as service provider: A discussion and an Australiancase. The Service Industries Journal, 30(5), 713–729.Hobfoll, S. E. (1989), “Conservation of resources: A new attempt at conceptualizing stress”, American Psychologist, Vol. 44 No. 3, pp. 513-524.Lara, F.J. (2015), Knowledge of Managerial Competencies: Cross Cultural analysis between US and EU MBA students. GeorgetownUniversity, ECUSA Washington D.C.Del Libano, M., Llorens, S., Salanova, M. and Schaufeli, W.B. (2012). About the dark and bright sides of self-efficacy: workaholism andwork engagement. Spanish Journal of Psychology, 15, pp. 688–701.Gatignon, H., Tushman, M.L., Smith, W. and Anderson, P. (2002), “A structural approach to assessing innovation: Construct developmentof innovation locus, type, and characteristics”, Management Science, Vol. 48 No. 9, pp. 1103-22.Luthans, F. (2002).

The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23, 695706.Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.Ouweneel, E., Le Blanc, P.M. and Schaufeli, W.B. (2012). Don’t leave your heart at home: gain cyclesof positive emotions, resources, andengagement at work. Career Development International, 17, pp. 537-556.Schaufeli, W.B. and Bakker, A.B. (2004), “Job demands, job resources, and their relationship with burnout and engagement”, Journal ofOrganizational Behavior, Vol. 25 No. 3, pp. 293-315.Schaufeli,W. B., Salanova, M., Gonzalez-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A confirmativeanalytic approach. Journal of Happiness Studies, 3, 71-92.Schaufeli, W. B., Bakker, A. B., and Salanova, M. (2006), “The measurement of work engagement with a short questionnaire a crossnationalstudy”, Educational and Psychological Measurement, Vol. 66 No. 4, pp. 701-716.Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.

American Psychologist, 55, 5-14.Xanthopoulou, D., Bakker, A.B., Demerouti, E. and Schaufeli, W.B. (2009).

Reciprocal relationships between job resources, personalresources, and work engagement. Journal of Vocational Behavior, 74, pp. 235–244.

POW023 - A Course in Flourishing: A Training in Applied Positive Psychology D. BlickhanFree University, Berlin & Inntal Institut, Rosenheim, Germany This training in applied Positive Psychology addresses a general population group aiming at increasing their level of subjective wellbeing.In eight sessions, Participants learn interventions to increase their subjective happiness, and life satisfaction, while also learning tocope with stress. The goal is to help them flourishing and prevent burnout. The course has recently been approved by the GermanZentrale Prüfstelle Prävention (federal agency for prevention). Therefore it is now part of the preventive programmes of German healthinsurance agencies and they fund the participants’ fees. This will help to distribute the training to a broader public who would otherwisenot have access to interventions of Positive Psychology.A follow up study evaluated the effects of such a training in comparison to a control group and found statistically significant increases inflourishing and life satisfaction, and decreases in depression and burnout, both at the end of the course and two months later, thusindicating sustainable changes in psychological functioning. The course is short (eight 90-minute sessions every two weeks), thereforecost-effective, and available in form of a handbook. It can consequently be delivered by any experienced coach or psychologist andprovides a practicable course of action for “Flourishing 2051” as maintained by Seligman (2011) in times of increasing prevalence ofdepression and burnout in Europe.

Keywords • Flourishing; happiness; wellbeing; positive psychology intervention; depression References: Blickhan, D.(2015). Positive Psychologie. Ein Handbuch für die Praxis. Paderborn: Junfermann.

POW024 - Happ-I-ness: Exploring happiness from an introvert perspective U. McGarvieBucks New University, High Wycombe Campus, Buckinghamshire, UK Much of the thinking around positive psychology emanates from western culture, however, is this thinking sufficiently mindful of thepossible cultural bias to view extraversion as good and introversion as bad? This poster, based on research by a MAPP student andexecutive coach, suggests there is a danger in positive psychology that

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we get drawn into a mindset that equates happiness withgregariousness and that measures of happiness in use are influenced by this perspective. This perspective can impact the conclusions wedraw and the interventions we use with coaching clients.This poster begins by exploring if extraverts are valued more than introverts in western culture, if introverts should act more likeextraverts and if introverts experience of happiness differs to that of extraverts.To explore the emotional response of happiness on introverts, a new model for measuring emotional response is introduced which seeksto measure emotion on the basis of changes in physiological states based on perception intensity and physical symptoms. This posterdemonstrates how this model could be used to ‘plot’ emotional responses to events as a way to measure the intensity and feelingassociated with emotions such as happiness. This model seeks to respond to potential problems highlighted through research into thedifferent ways introverts and extraverts report on their feelings of happiness using existing happiness scales.

Keywords • Introvert, Extravert, Happiness, Coaching, Emotion, Measures, extrovert References: Argyle, M. & Lu, L.(1990b). The happiness of extraverts. Personality and Individual Differences, 11, 10, pp10111017.Brebner, J., Donaldson, J., Kirby, N. and Ward, L (1995) 'Relationships between happiness and personality', Personality and IndividualDifferences, 19, (2), pp 251-258Brebner, J. (1990) Personality and generalisation as a source of stress. In Sarason, I., Spielberger, C. D., Strelau, J. & Brebner, J. (Eds)Stress and Anxiety Vol. 13.

Washington, DC: Hemisphere. As quoted in Brebner, J., Donaldson, J., Kirby, N. and Ward, L (1995)'Relationships between happiness and personality', Personality and Individual Differences, 19, (2), pp 251-258Bryant, P.B. (2003), Savouring beliefs inventory (SBI): A scale for measuring beliefs about savouring. Journal of Mental Health, 12, 175196Cain, S. (2012), Quiet: The power of introverts in a world that can’t stop talking. London: Penguin Books LtdEvan Marc Katz Blog (2015), Are extraverts happier than introverts. Accessed online on 16th October 2015 at http://www.evanmarckatz.com/blog/communication/science-makes-introvert-extravert/Eysenck, H.J., (1991), Dimensions of Personality: 16,5 or 3? Criteria for a taxonomic paradigm. Personality and Individual differences, 12(8), p773-790Hills, P., Argyle, M. (2001),'Happiness, introversion-extraversion and happy introverts', Personality and Individual Differences 30, 595-608INTJ forum (2015) What does it feel like to be happy, accessed 16th October 2015 at http://intjforum.com/showthread.php?t=19407Kaufman, M. (2005) Meditation gives brain a charge, study finds. Washington Post, January 3. As quoted in Cain S. (2012), Quiet: Thepower of introverts in a world that can’t stop talking. London: Penguin Books LtdLyubomirsky, S. (2014). The How of Happiness: A practical guide to getting the life you want. London: Piatkus.Mauss., I. B., Robinson., M. D. (2009), Measures of emotion: A review. Cognition and Emotion, Feb 1; 23, (2), 209-237Zelenski, J.M., Whelan, D.C, Nealis L.J., Besner,C.M., Santoro, M.S., and Wynn, J.E. (2013) Personality and affective forecasting: Traitintroverts underpredict the hedonic benefits of acting extraverted. Journal of Personality and Social Psychology, 104(6), Jun, 2013. pp.1092-1108.Zelenski, J.M., Santoro, M. S., Whelan, D.C. (2012), Would Introverts Be Better Off if They Acted More Like Extraverts?; ExploringEmotional and Cognitive Consequences of Counterdispositional Behavior.

Emotion,12, No. 2, 290–303

POW025 - Happ App: Health promoting positive interventions app H. ArnardóttirThe Directorate of Health in Iceland Barónsstíg 47 101 Reykjavík, Iceland Happ App: Health promoting positive interventions appIn this presentation, a health promoting positive interventions app called HAPP APP will be presented. The app contains positiveinterventions in the form of exercises users can do to increase their well-being. According to Sin and Lyubomirsky’s paper; Enhancing wellbeingand alleviating depressive symptoms with positive psychology interventions: a practice friendly metaanalysis, positive interventionscan both increase well-being and lower symptoms of depression.The app is being developed in cooperation with the Directorate of health in Iceland together with a team of advisers including for examplea medical doctor, a mindfulness teacher, a psychologist and a director of the positive psychology programme at the University of Iceland.In the first edition of the app there are four different types of guided mindfulness meditation users can listen to and the exercise threegood things from the Seligman, Sten, Park and Peterson paper; Positive psychology progress: empirical validation of interventions. The aimis to incorporate a variety of evidence-based positive interventions for example gratitude journaling from Sonja Lyubomirksy’s book theHow of Happiness, identifying signature strengths and using signature strength in a new way from the Seligman, Sten, Park and Petersonpaper Positive psychology progress: empirical validation of interventions.A wellknown problem with health promotion is the barrier that often exists between scientifically supported methods and theirapplication by the general public; it is important to get people to use a method in order for it to have any

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effect. The aim of the app is tofacilitate the use of positive interventions by delivering them in a convenient way and free of charge to the general public. By using amobile app with attractive design and simple guided exercises the objective is to bridge this gap between science and its application.A group of 100 students at the University of Reykjavík agreed to form a focus group and gave feedback on the app and the interventions.They used the app to do mindfulness meditation exercises and the exercise three good things for two weeks and kept a journal abouttheir experience. That gave valuable information about user-experience and about experience of applying these positive interventions.Many reported that they liked doing the mindfulness exercises and that they felt it had a positive effect on their well-being. Many alsoreported experiencing a positive effect on their happiness from doing the three good things exercise. These results will be presented at theECPP in June; given this abstract will be accepted. These are however self-report measures from diaries of the students kept during theexperimental period. The effect of the exercises in the app is being measured using the WEMWBS and those results will be ready for thepresentation in June 2016.

Keywords • positive interventions, coaching, mobile app References: Seligman, M. E., Steen, T. A., Park, N., & Peterson, C.(2005). Positive psychology progress: empirical validation of interventions. American psychologist, 60(5), 410.Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well being and alleviating depressive symptoms with positive psychology interventions: Apractice friendly meta analysis. Journal of clinical psychology, 65(5), 467-487.

POW026 - A framework for attributional retraining in coaching M. StopforthLondon College of Fashion, UK Many authors have argued that coaching needs to adopt a more theoretical approach in order to enable researchers to measureeffectiveness, and therefore inform practitioners on what techniques are most effective in coaching practice. Attribution theory is atheory of motivation and emotion, and attributions themselves are the reasons that individuals use to explain an outcome. Depending onhow these attributions are categorised, they can impact on emotion, expectations of future success, and approach behaviour. They canbe a barrier to learning, and leave the individual without a clear way to move forward. Attributions represent thinking errors and can berelated to Automatic Negative Thoughts (ANTs) and negative self-evaluation. Attributional retraining has the potential to target theseANTs, reduce perceived barriers to action, and has been shown to increase self confidence, performance and communication ability.Although some research has investigated the impact of coaching on attributions, this has been limited. Attributions have been measuredas a coaching outcome but research has not supported changes in attributions as a result of coaching. However, this is not particularlysurprising considering that attributional retraining has not been specifically targeted in these studies. However, attributional retraininghas been shown to be successful in eliciting functional attributions in settings such as education, therapy and sport. This paper willtherefore present the case for the need for coaches to consider the importance and benefits of attributional retraining, identify situationswhen attributional training might be particularly useful, and propose a framework for incorporating attributional retraining in to coachingpractice.

Keywords • Attributional retraining, coaching, motivation, self confidence References: Dinos. S & Palmer, S. (2015). Selfesteemwithin cognitive behavioural coaching: a theoretical framework to integrate theory with practice. Coaching: An InternationalJournal of Theory, Research and Practice Vol. 8, Iss. 2.Gabriel, A.S., Moran, C.M., Gregory, J.B. (2015). How can humanistic coaching affect employee well-being and performance? Anapplication of self-determination theory. Coaching: An International Journal of Theory, Research and Practice 7 (1), 56-73Moen, F., Federici, R.A. (2012). The effect from external executive coaching. Coaching: An International Journal of Theory, Research andPractice 5 (2).Passmore, J. (2010)., A grounded theory study of the coachee experience: The implications for training and practice in coachingpsychology. International Coaching Psychology Review 5(1), 48-62.

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COACHING AND INTERVENTION • PRE WORKSHOP PW02 - Développer l’épanouissement : les outils de psychologie positive à destination du psychologue clinicien M. Regourd LaizeauPlanère Psychologie Positive, France La psychologie positive est un ensemble de recherches et de pratiques initiées par Martin Seligman en 1998 et qui se développentautour de l’étude des conditions et des facteurs qui favorisent le développement optimal et l’épanouissement de la personne.Si la définition de la psychologie positive est maintenant claire, le praticien en psychologie positive est à la recherche d'outils concrets etludiques permettant la prise en charge dans le paradigme de la psychologie positive. Les domaines d'études de la psychologie positivesont nombreux mais dispersés dans les différents domaines de recherche.Voici un atelier qui vous fournit des outils concrets utilisables en séance individuelle ou dans un travail en groupe. Ces outils sontintégrés dans ma pratique de psychologue positive, de coach mental, de consultante en formation.J'ai choisi de vous présenter plus de vingt outils comme l'anamnèse appréciative, des feuilles de travail pour déterminer les valeurs, dupatient et cheminer vers le sens. La boussole du bien être (Britton & Shaar ,2011) que j'utilise quotidiennement vous sera présentée, ainsique d'autres outils sur la gratitude, la reconnaissance, Lyubomirsky.Depuis quelques années, Neff, (2013) a fait un travail scientifique passionnant sur l'auto-compassion, permettant de travailler sur lescroyances. Les applications concrètes vous seront exposéesD'autres outils permettant de stimuler la ténacité mentale, la résistance psychologique, et la croissance post-traumatique (Dorotik-Nana, 2015) seront décrites.Pour les sportifs de haut niveau mais également dans la vie des personnes devant relever des challenges important , découvrir les vertusdu courage et du Sisu (Lahti,2015) sont un plus. Les pistes pour développer son réseau relationnel (les 5 heures magiques, Gottman &Silver 1999) et la pratique de l'optimisme seront décrites. Enfin un outil pratique de développement des attitudes de Flow (fluidité) seralui aussi présenté. Un manuel reprenant plus de 20 outils en psychologie positive sera offert aux participants de cette présentation.Le séminaire est limité à 60 personnes et sera donné en langue française, toutefois le document présenté en workshop sera en ventetraduit en langue anglaise.

Cross-Cultural Approach CROSS-CULTURAL APPROACH • SYMPOSIUM AS19 - The Hope-Barometer and Positive Attributes Survey 2015 in Switzerland, Germany, Poland, France, andthe Czech Republik – New Findings for Research and Practice Andreas Krafft (1)Charles Martin-Krumm (2)El bieta Kasprzak (3)Pawe Izdebski (3)Fabien Fenouillet (4)Robert J. Vallerand (5)Jean Heutte (7)Yann Delas (2)Alena Slezackova (6)(1) University of St. Gallen, Switzerland(2) University of Bretagne Occidentale in Rennes, France(3) Kazimierz Wielki University, Bydgoszcz, Poland(4) Université Paris Ouest Nanterre La Défense, Nanterre Cedex, France(5) Université du Québec à Montréal, Canada(6) Masaryk University Brno, Czech Republic(7) Univ. Lille, EA 4354 - CIREL - Centre Interuniversitaire de Recherche en Education de Lille, F-59000 Lille, France.

This Symposium aims to present three papers with selected results from a large research performed in Switzerland, Germany, France,the Czech Republic and Poland.The first presentation shows the distinction between Perceived Hope, Dispositional Hope and Optimism comparing german and frenchspeaking samples. The mostly used instrument to measure hope is the dispositional hope scale from Snyder et al. (1991). In the context ofthe ‘Hope Barometer’ we developed an additional hope scale which allows us to assess the self-reported level of hope directly perceivedby the respondents. Based on german and french speaking samples we did 3 studies with the following objectives: 1) Test the validity ofthe newly developed scale; 2) find out salient differences between the aspects measured by the different scales; and 3) discover culturalcommonalities and differences between the german and the french speaking population.The second presentation addresses passion and optimal functioning in society and the mediating effects of hope. The Dualistic Model ofPassion (Vallerand et al., 2003) suggests the existence of two forms of passion to explain high involvement in people’s favorite activities.Harmonious passion is positively related to various indicators of well-being, while obsessive passion is negatively related or unrelated tothese indicators. Research has shown that harmonious passion is positively associated with both hope and the Optimal Functioning inSociety (OFIS). The purpose of the present study was to test an integrated model in which

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harmonious passion promotes hope whereasobsessive passion does not. In turn, hope was expected to facilitate the experience of all OFIS constructs. This causal model was testedthrough SEM analysis with a sample of 468 respondents from four European countries (Switzerland, Germany, France, Czech Republic).The results confirmed the proposed model. Areas for future research on the concepts of passion and optimal functioning are proposed.The third presentation assesses the question if Polish people are less happy than the rest of Europeans.

The study reveals that Poles areless satisfied with life in comparison to German, Swiss and Czech people. Peterson, Park and Seligman highlighted 3 ways to reach andmaintain satisfaction with life: by affect, engagement and meaning in life. Three factors account for 62% variation of life satisfaction inGermany, 54% in Switzerland, 56% in Poland, and 51% in Czech. In these countries different factors boost life satisfaction. In Czech it isaffect, in Switzerland activity and thinking about goal and ways to reach it, in Germany and in Poland the same effect have 2 factors:activity directed to goal and meaning in life. However, Polish people are more depressive than the rest, analysis in detail yields thesupport that negative emotions of Polish people are suppressed by meaning and activity. The perceived hope of Polish people is lowerthan in the other countries.

Keywords • Hope, Optimism, Passion, Satisfaction with life, Affect, Engagement, Meaning References: Snyder, CharlesR., et al. "The will and the ways: development and validation of an individual-differences measure of hope." Journal of personality andsocial psychology 60.4 (1991): 570.Vallerand, Robert J., et al. "Les passions de l'ame: on obsessive and harmonious passion." Journal of personality and social psychology85.4 (2003): 756.Vallerand, Robert J. "Passion and optimal functioning in society: A eudaimonic perspective." (2013).

CROSS-CULTURAL APPROACH • INVITED SYMPOSIUM IS11A - Flourishing F. A. HuppertInstitute for Positive Psychology and Education, Australian Catholic University, Sydney Australia Flourishing

IS11B - The impact of the global financial crisis on flourishing across Europe K. RuggeriPolicy Research Group, Department of Psychology, University of Cambridge, UK The economic crisis has been considered for its impact on well-being in Europe. Using data from the well-being module of the 2006and 2012 rounds of the European Social Survey, flourishing was tested in 21 countries using an existing framework. Using thiscomprehensive approach, clear and significant patterns emerged for national outcomes as well as within specific demographic groups.Descriptive approaches also highlight specific areas of improvement and concern. These insights are vital for policymakers to considerwhen developing relevant approaches to ensuring well-being of a population in such circumstances and not simply focusing on GDP.While it may have been assumed that the recession experienced in the past decade had a directly negative impact on the prevalence ofthose flourishing, these results support similar findings that the actual impact is far more nuanced.

IS11C - Mindfulness Based Flourishing: Practical Wisdom in Modern Buddhism F. MckayCommittee on Conceptual and Historical Studies of Science, Department of Anthropology, University of Chicago, USA In the past decade, mindfulness meditation has acquired sustained attention from the biomedical and psychological communities as ahealth and wellness practice. During that time, an assumption has also emerged that mindfulness promotes the flourishing, well-being, oreudaimonia, of those practitioners who undertake it.

There is, however, an important cultural problem that arises at this point. Thoughmindfulness stems from the Buddhist tradition, the concept of eudaimonia does not. Eudaimonia is not a Buddhist term at all, but anancient Greek one. How, then, did an ancient Greek concept of happiness—eudaimonia (flourishing)—become the referent for the kind oflong term well-being supposedly associated with Buddhist practice? In this talk I will argue that although mindfulness scholars haverecently promoted the view that mindfulness is a technique for cultivating eudaimonia, they lack a theory of eudaimonia on which toground their view and to make the translation from ancient Greece to modern Buddhism. Based on two years of ethnographic research onmindfulness in the US, I will provide the grounds for that translation, offering a culturally situated theory of eudaimonia, so as to makethe case that mindfulness can indeed be considered, at times, a eudaimonic practice, but only insofar as it provides practitioners with ahistorically specific form of phronesis (practical wisdom). This point, I argue, has important consequences for how we think aboutmindfulness as a health and wellness practice, for it reveals how

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mindfulness is both able to function as a form of therapy for suchvarious mental health conditions as depression, anxiety, and PTSD, while also have a deep and lasting effect on one’s life in general,providing a resource for dealing with existential concerns beyond the therapeutic.

IS11D - Engaging Communities: Improving Resilience and Wellbeing: Positive psychology in media basedapproaches M. W. deVriesMaastricht University, Mind Venture International, The Netherlands At a time that mental health problems continue to weigh heavily in Europe, the role of media in agenda setting is key. The humanmind and community life are today delicately inter-twined through the experience of mass and social media. Media can by means of itsreach provide innovative tools for improving the wellbeing of many.

Accordingly, we have developed a media approach, anchored inconcepts of positive thinking at the individual level, and empowerment and participation at the community level. Mutual learning andstorytelling stand central in this powerful tool for the improvement of wellbeing. The media intervention is thus shaped interactively.

Theuser/community is not just “the object” of the production but a co-producer, increasing identification and facilitating social engagement.In this presentation video material and research data as well as a model that illustrates the relationship between co-production,psychosocial impact and social participation will be used. While others may be shown, one example is drawn from a soap series Bianca inthe Neighborhood in the Netherlands, now in its third season, with demonstrated positive psychosocial impact. Another is drawn from theother side of the social spectrum depicting co-produced documentary footage made with street children in Kenya providing a voice to thedisadvantaged and illustrating their hopes, strength and struggles; resilience on the street. The development of and open-distributedhorizontal communication network that evolved out of these approaches as an alternative to top-down psychosocial interventions willalso be discussed. These examples aim at serving as food for thought for deploying population-based media approaches more broadly forpositive mental health in Europe.

IS13 - Positive cultures of criticism: how positive psychology may learn from, and contribute to good criticism H. H. Knoop (1), D. Gudmundsdottir (2), J. A. Walburg (3)(1) the University of Aarhus, Denmark(2) University in Iceland, Iceland(3) Twente University, The Netherlands We could not live without criticism. Criticism in the right context and form is nothing less than a precondition for wellbeing. It is thebedrock of democracy and trustworthy business life. It lies at the heart of any game, play, indeed any human activity worth mentioning ifwe take a close look at what’s going on when we interact in the world, constantly adapting to ever so slightly changing circumstances,learning from pain also. And it is the essence of scientific endeavor. No science could exist without proper critique of methodology andresults.However, critique is not to be confused with negativity, just like acceptance is not to be confused with positivity. Critique is just critique,yet it cannot function without its counterpart: openness. Critique and openness are complementary values in human interaction. Thus,democracy clearly depends on people being both open to one another’s viewpoints and skeptically reflecting on what they learn. Likewise,science will not work without combined openness towards new ideas and critical scrutiny of these ideas to weed out the bad ones. Thisgoes for positive psychology as for all other branches of science.Thus, interestingly on the one hand positive psychology has received criticism for not sufficiently accepting criticism, so to speak; whileon the other positive psychology may indeed hold important keys to a better, indeed more positive (that is: effective and humane), cultureof critique in the future.Firstly, it will focus on some of the most important criticism forwarded against positive psychology, on how this criticism has beenanswered by the field, and where we stand on the issues today.Secondly, the psychology of criticism, and especially the potential for creating a culture of criticism, where criticism can be understood asnot only a necessity but indeed as a gift, and where the all-too-well-known humiliation following critique is minimized to the leastnecessary, will be explored. Of special interest will be the contributions to this coming directly from research within positive psychologyitself.As preparation for the session, participants are encouraged to exercise three justified critiques to peers in ways that, without any doubt,leaves the criticized part grateful and warm. Have fun!

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CROSS-CULTURAL APPROACH â&#x20AC;˘ PAPER SESSION P10A - The relationship between affect arousal, satisfaction and happiness in life domains: A cross-nationalstudy I. Brdar (1)A. Delle Fave (2)M. P. Wissing (3)E. Carlquist (4)T. Freire (5)J. Nakamura (6)(1) Department of Psychology, University of Rijeka, Rijeka, Croatia(2) Department of Pathophysiology and Transplantation, University of Milano, Milano, Italy(3) Africa Unit for Transdisciplinary Health Research, North-West University: Potchefstroom Campus, Potchefstroom, South Africa(4) Department of Psychology, University of Minho, Braga, Portugal(5) Department of Psychology, Faculty of Social Sciences, University of Oslo, Norway(6) Department of Psychology, Claremont University College, Claremont, CA, USA From the hedonic perspective, happiness consists of subjective experiences of pleasure and satisfaction.

Subjective well-being refersto cognitive and affective evaluations of one's life.In recent years, scientists have begun to study the relationship between different levels of affective arousal and well-being. Researchindicates cultural and age-related differences in valuing and experiencing low-arousal and high-arousal affect. People from moreindividualistic (e.g., Western) cultures favour high-arousal positive states, while people from more collectivistic (e.g., Eastern) culturesvalue low-arousal ones (Tsai et al., 2007). Similar differences have been detected between younger and older people. Older adults are lesslikely to experience highly intense emotions (Scheibe et al., 2013), associating happiness with peacefulness and low-arousal emotions(Mogilner et al. 2011). On the other hand, younger adults report more experiences of highly intense emotions and they tend toconceptualize happiness in terms of excitement and high- arousal states.The aim of the present study was to examine the relationship between affect arousal, satisfaction with life and happiness in life domains.The sample, balanced by country, age, gender and education, consisted of 1296 adult participants from six countries. Age ranged from 30to 60 years (mean age 44.3). Participants completed the PANAS, the Satisfaction with Life Scale and the Eudaimonic and HedonicHappiness Investigation instrument (EHHI; Delle Fave et al., 2011), in which they rated their level of happiness across ten life domains on7-point scales.The pattern of correlations between domain-related happiness and affect suggests that happiness is more linked with low arousal positiveaffect (relative to high-arousal positive affect) and high-arousal negative affect (compared with low-arousal negative affect). Results ofregression analyses show that positive and negative affect together with happiness in ten domains account for 44% of the variance in lifesatisfaction. Happiness in four life domains (standard of living, family, community and spirituality), together with high-arousal negativeand low-arousal positive affects significantly predicted life satisfaction.

Country differences were found in levels of low arousal and higharousal, both for positive and negative affect.These findings emphasize the importance of investigating low arousal and high arousal emotions separately.

The study also supportsprevious findings that happiness in this age range is defined as a low arousal positive state.

Keywords â&#x20AC;˘ Affect arousal, life satisfaction, happiness in life domains References: Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing, M. (2011). The eudaimonic and hedonic components of happiness: Qualitative and quantitative findings. SocialIndicators Research, 100, 158207.Mogilner, C., Kamvar, S. D., & Aaker, J. (2011). The shifting meaning of happiness. Social Psychological and Personality Science, 2, 395-402.Scheibe, S., English, T., Tsai, J.L., & Carstensen, L.L. (2013). Striving to feel good: Ideal affect, actual affect, and their correspondenceacross adulthood. Psychology and Aging, 28, 160-171.Tsai, J.L., Miao, F.F., Seppala, E., Fung, H., & Yeung, D. (2007). Influence and adjustment goals: Sources of cultural differences in idealaffect. Journal of Personality and Social Psychology, 92, 1102-1117.

P10B - Cross-Cultural Differences in Gratitude Experience B. Morgan (1)L. Gulliford (1)L. Waters (2)(1) Jubilee Centre for Character and Virtues, University of Birmingham, UK(2) Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia As is well known, gratitude has been related to a host of intrapersonal, interpersonal and health benefits.

However, gratitude researchtends to have had the narrow aim of increasing gratitude experience without much opportunity for probing the meaning of the conceptitself. We believe a more effective method of fostering moral values, such as gratitude, would be to encourage reflection on whatgratitude is, and when and why it is

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experienced (Morgan, Gulliford & Carr, 2015; Carr, Morgan & Gulliford, 2015).We have developed instruments to shed light on both children’s and adults’ understanding of the concept. We have used theseinstruments to examine developmental differences in the understanding of gratitude in both the UK and Australia and report the extentto which understandings of gratitude differ cross-culturally.Findings from a prototype analysis of gratitude conducted in Australia will be compared with our UK study (Morgan, Gulliford &Kristjansson, 2014), and the earlier findings of Lambert, Graham and Fincham’s (2009) US study. This cross-cultural comparison of‘gratitude features’ reveals that, relative to Australia and US, our UK sample demonstrates more negative associations with the construct.We also present findings from a vignette questionnaire probing intuitions about gratitude. The questionnaire was compiled following anextensive literature review on how gratitude is conceptualised (Gulliford, Morgan, & Kristjánsson, 2013). It presents various scenarios towhich respondents decide whether (and to what degree) gratitude is appropriate. For instance, if a benefactor has ulterior motives, areyou still grateful for the benefit they bestow? Should you be grateful to someone who is doing their job? We compare UK responses tothis questionnaire with our Australian sample of young people and adults. Australian adults, for example, deem benefits that do notmaterialise as more worthy of gratitude than do UK adults, and UK adults report less gratitude in response to non-valuable benefits.Finally we report on the findings from our gratitude stories for children. The stories incorporate themes elaborated in the vignettes,enabling us to examine the way in which different factors that may impact on gratitude differ across the lifespan and between differentcultures. Whilst in need of further replication, these results seem to suggest that Australian children may place fewer conditions on whengratitude is due.This research provides important insights into the conception of gratitude, how this might change and develop across the life-span, andthe degree to which it differs cross-culturally. Such differences will inevitably impact upon gratitude interventions and gratitudemeasurement. Furthermore, educational interventions are currently adopted from different countries (primarily from the USA) withoutappropriate sensitivity to cultural differences. We believe these cross-cultural differences deserve further scrutiny.

Keywords • Gratitude, Cross-Cultural Differences References: Carr, D., Morgan, B., & Gulliford, L. (2015). Learning andteaching virtuous gratitude. Oxford Review of Education, 41(6), 766-781.Gulliford, L., Morgan, B. & Kristjansson, K. (2013). Recent work on the concept of gratitude in philosophy and psychology. The Journal ofValue Inquiry, 47(3), 285–317.Lambert, N. M., Graham, S. M., & Fincham, F. D. (2009). A prototype analysis of gratitude: Varieties of gratitude experiences. Personalityand Social Psychology Bulletin, 35(9), 1193–1207.Morgan, B., Gulliford L., & Carr, D. (2015). Educating gratitude: Some conceptual and moral misgivings. Journal of Moral Education, 44(1), 97-111.Morgan, B., Gulliford, L., & Kristjánsson, K. (2014). Gratitude in the UK: A new prototype analysis and a cross-cultural comparison.

TheJournal of Positive Psychology, 9(4), 281-294.

P19A - The Moderating Effects of Individual and Organizational Characteristics on the Relationship betweenLife and Job satisfaction among European Workers V. Gakopoulou (1, 2)L. Sovet (3)F. Zenasni (2)(1) Université Paris 1 – Panthéon-Sorbonne, Paris, France(2) Université Paris Descartes, Paris, France(3) Conservatoire National des Arts et Métiers, Paris, France Governments around the world are taking a keen interest in the measurement of life satisfaction by trying to identify the mostpromising levers of change. As work is central for many individuals, job satisfaction may be considered as an important determinant of lifesatisfaction. Indeed, in the international study conducted in 128 countries by Morrison, Tay, and Diener (2011), a mean correlation wasreported between life and job satisfaction (r = .26) despite the effect size for the correlation was higher among the richest countries. Thelink between these two variables was extensively explored leading to the conclusion of a reciprocal relationship (Diener & Seligman,2009).

However, several variables such as individual characteristics (e.g. age, gender) and organizational characteristics (e.g. salaries,employment contracts) may cause variations on the correlation between life and job satisfaction. The current study aimed to examine thecross-cultural differences in the relationship between life and job satisfaction among workers from twenty-eight European countries.Moderating effects of both individual and organizational characteristics were also analyzed. The sixth wave of the European Social Surveywas used. The database includes more than 52,000 representative people from twenty-eight countries across different regions of Europe.Only participants who reported to have a work were selected. In our final sample, the labor force represented around 50% of the totalpopulation. Life and job satisfaction were assessed using single items. Correlations between life and job satisfaction were ranged from r= .24 (Cyprus and Portugal) to r = .44 (Estonia and Switzerland) with a

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mean effect of r = .35. Further analyses were conducted amongthese four countries presenting correlations with extreme values (respectively the lowest and the highest correlations). Moderatingeffects of individual and organizational characteristics were similar across countries. Implications of these results for enhancing wellbeingand quality of life policies in Europe are discussed.

Keywords • Life satisfaction, job satisfaction, individual characteristics, organizational characteristics, European workers.

P19B - Well-being and materialism as predictors of financial investment – Croatian case Z. Prizmic Larsen (1), Lj. Kaliterna Lipovcan (2)(1) Psychological & Brain Sciences, Washington University in St. Louis, USA (2) IvoPilar Institute of Social Sciences, Zagreb, Croatia Research suggests that people are happier if they spend money on experiential purchase such as travel and going out with friendsrather than on material purchases such as clothes and electronics (Carter & Gilovich, 2014). On the other side, people with highmaterialistic values experience lower levels of well-being (Dittmar et al., 2014). This study examined the predictive values of well-beingvariables and materialism for the persons’ financial investments into savings, experiential or material purchases.Subjects were a representative sample of Croatian citizens (N=1000, 51% women). The survey was conducted by in-person interviews inthe respondents’ homes. They reported their life satisfaction, and completed Personal Wellbeing Index (Cummins, 2002) which includessatisfaction with 7 life domains: material status, health, achievement, relationships, safety, community and future security, and thematerialism scale (Richins et al., 2004). Also, they reported how they would spend their extra money either in experiential purchases, inmaterial purchases or putting into savings.While controlling for gender, age, and income, hierarchical regression analyses showed that being younger, with higher income, satisfiedwith the life as a whole and satisfied with their achievements were the strongest predictors of experiential purchases. People who wouldinvest in material purchases were younger and more materialistic than their counterparts. People who would rather save their money wereolder, with lower income, and less materialistic than their counterparts.The results about experiential and material purchase and well-being confirmed the findings from the literature. Additionally, we foundthat savings was an important category within Croatian society as the most people would choose to put money into savings than on anypurchase. That might reflect the economic situation in Croatia. Economic and cultural environments are discussed as possible contextualinfluences for how people choose to spend or save their money.

Keywords • Well-being, Materialism, Financial Investment References: 1. Carter, T. J., & Gilovich, T. (2014). Getting themost for the money: The hedonic return on experiential and material purchases. In M. Tatzel (Ed.), Consumption and well-being in thematerial world (pp. 49–62). New York: Springer.2. Cummins, R.A. (2002) International Wellbeing Index, Version 2 http://acqol.deakin.edu.au/inter_wellbeing/Index-CoreItemsDraft2.doc3. Dittmar, H., Bond, R., Hurst, M., & Kasser, T. (2014). The Relationship Between Materialism and Personal Well-Being: A Meta-Analysis.Journal Of Personality & Social Psychology, 107, 879-924.4. Richins, M. L., Mick, D. G., & Monroe, K. B. (2004). The material values scale: Measurement properties and development of a shortform. Journal Of Consumer Research, 31, 209219.

P19C - Unraveling the relationship between religion and life satisfaction: A cross-cultural study S. Misir (1), S. Koydemir (2), S. Durhan (2)(1) Middle East Technical University, Ankara, Turkey (2) Middle East Technical UniversityNorthern Cyprus Campus, Mersin 10 Turkey Life satisfaction, the cognitive component of subjective well-being, refers to a general sense of satisfaction with life as a whole, andhas been cited as one of the most important concepts in understanding the quality of life of individuals, and the well-being of countries.One of the commonly studied concepts in relation to life satisfaction is religion. However, research findings regarding the effect of religionon life satisfaction have been contradictory.

Although most of the studies reported a positive relationship between religion and wellbeing,some others found no significant relationship. We proposed that it could be not only religiosity per se that predicts life satisfactionbut rather the characteristics of the social context it offers. We specifically expected that the relationship between religion and lifesatisfaction could vary depending on the general well-being level in a specific country. Using data from four waves (between 1981 and2008) of European Values Survey including 47 countries,

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in the present study, we examined the relationship between religion and lifesatisfaction both at the individual and country level. Variables used included life satisfaction, and different indicators of religion such asreligious affiliation, frequency of religious practice and the importance of religion in individuals’ lives. Using R, linear mixed modeling wasemployed to analyze the data. Findings suggested that the effect of religion on life satisfaction can be either positive or negativedepending on the general life satisfaction level of the countries. We specifically found that as the life satisfaction at the country levelincreased, religion tended to have a more positive impact on individual life satisfaction. In other words, we found strong evidence for theeffect of life satisfaction at the country level on the relationship between religion and individual life satisfaction. Individuals with higherreligiosity had higher life satisfaction in countries with higher life satisfaction level. This study documented the importance of context inunderstanding the factors contributing to well-being.

Keywords • Life Satisfaction, Subjective Well-Being, Religion, Culture, European Values Survey References: Headey, B.,Schupp, J., Tucci, I., & Wagner, G. G. (2010). Authentic happiness theory supported by impact of religion on life satisfaction: Alongitudinal analysis with data for Germany. Journal of Positive Psychology, 5, (1), 73-82.Lewis, C. A., Lanigan, C., Joseph, S., Fockert, J. (1997). Religiosity and happiness: No evidence for an association among undergraduates.Personality and Individual Differences, 22, (1), 119-121.Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6, (1).Poloma, M. M. & Pendleton, B. F. (1990). Religious domains and general well-being. Social Indicators Research, 22, 255-276.R Development Core Team (2008). R: A language and environment for statistical computing. R Foundation for Statistical Computing,Vienna, Austria. ISBN 3900051-07-0, URL http://www.R-project.org.Snoep, L. (2008). Religiousness and happiness in three nations: A research note. Journal of Happiness Studies, 9, 207-211.

P19D - Work-related Flow Inventory: Initial evidence of validity of the Brazilian version C. P. P. de Freitas (1), B. F. Damásio (2), S. H. Koller (1)(1) Federal University of Rio Grande do Sul, Brazil(2) Federal University of Rio de Janeiro, Brazil This study investigated the Work Related Flow Inventory (WOLF, Bakker, 2008) factor structure and its adequacy in the Braziliancontext. Participants were a nationwide sample of 477 professional (73% women), aged 19 to 73 years (M = 36.23, SD = 14.99). The factorstructure of WOLF was evaluated using an independent sample (n1 = 237). The number of factors to be retained was based on the resultsof three extraction criteria: theoretical assumptions; factors’ eigenvalues, and Parallel Analysis. After deciding the number of factors to beretained, an Exploratory Structural Equation Modeling (ESEM) (WLSMV estimation method with an oblique rotation (Geomin)) wasperformed. The exploratory factor analysis supported the first-order three-factor structure of the scale (absorption, work enjoyment andintrinsic work motivation, (gl) = 121.27* (42), CFI = .99, TLI = .99, and RMSEA = .08 (90% CI = .07 – .10). A confirmatory factor analyses(CFA, WLSMV estimation method) with a second independent sample (n2 = 240) was executed to confirm the most adequate structure ofthe WOLF. CFA supported the oblique first-order three-factor structure as being the most reliable to the data ( (gl) = 252.80* (62), CFI= .99, TLI = .99, and RMSEA = .11 (90% CI = .10 – .13). A Multigroup CFA using the total sample achieved full measurement invariance forgender (male, n = 128; female, n = 349, CFI = .000, CFI = .003) and employment status (autonomous, n = 101; non-autonomous, n = 376,CFI = .000, CFI = .002) groups. Evidence of convergent validity was investigated using the total sample. Associations of flow dimensionswith occupational self-efficacy (evaluated

by Occupational Self-Efficacy Scale – Short Form, Rigotti, Schyns, & Mohr, 2008) andengagement (assessed by Utrecht Work and Well-being Survey, Schaufeli & Bakker, 2003). Flow dimensions were positively related tooccupational self-efficacy (absorption, r = .48*, work enjoyment, r = .56*, and intrinsic work motivation, r = .49) and engagement (vigor(absorption, r = .68*, work enjoyment, r = .82*, and intrinsic work motivation, r = .77*), dedication (absorption, r = .76*, work enjoyment, r= .90*, and intrinsic work motivation, r = .82*), and absorption (absorption, r = .78*, work enjoyment, r = .87*, and intrinsic workmotivation, r = .80*)). The associations of flow dimensions with the listed variables presented medium effect size. The most appropriatesolution to the Brazilian version of WOLF was the first-order three-factor structure. The associations of flow dimensions withoccupational self-efficacy show the cyclical process of well-being at work, in which occupational self-efficacy promotes flow at work. Therelations of flow dimensions with engagement dimensions show that flow and engagement dimensions constitute as complementaryphenomes on the organizational context. Our results point to initial evidence showing that the WOLF is a useful tool in assessing flow inthe Brazilian context.

Keywords • flow, inventory, evidence of validity, cross-cultural

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References: Bakker, A. B. (2008). The work-related flowinventory: Construction and initial validation of the WOLF. Journal of Vocational Behavior, 72(3), 400–414. http://doi.org/10.1016/j.jvb.2007.11.007Rigotti, T., Schyns, B., & Mohr, G. (2008). A Short Version of the Occupational Self-Efficacy Scale: Structural and Construct ValidityAcross Five Countries. Journal of Career Assessment, 16(2), 238–255. doi:10.1177/1069072707305763Schaufeli, W. B., & Bakker, A. B. (2003). UWES - Utrecht Work Engagement Scale. Utrecht: Utrecht University.

P19E - Complexity: Towards a new measure of societal well-being D. Gruner (1, 2)M. Csikszentmihalyi (1)(1) Department of Psychology, Claremont Graduate University, USA(2) Graduate School of Education, Harvard University, USA Current positive psychology discourse emphasizes micro-level interventions that provide short-term gains. But to reach sustainablelevels of eudaimonic well-being, we must better understand how civic institutions structure individual goals. This talk first presents ananalysis of archival data collected by the European Social Survey (N = 39,710) from the viewpoint of an evolutionary model ofsociocultural complexity, defined as increasing levels of differentiation (measured as political freedom) and integration (measured associal trust). I then discuss how a broad evolutionary context can provide a theoretical foundation for moving the science of positivepsychology forward. Confirmatory factor analysis substantiated a hypothesized oblique 2-factor solution of sociocultural complexity,with three items loading on the freedom factor and three items loading on the trust factor. Next, a hybrid structural equation model wasspecified and evaluated using AMOS to examine relationships between sociocultural complexity, personal income, positive emotions,negative emotions, and life satisfaction. Maximum likelihood estimation demonstrated excellent model fit indices, indicating that takentogether, complexity is a stronger predictor of positive emotions, and in turn, life satisfaction, than personal income.

Additionalcontributions of health and education will be discussed. These findings suggest that boosting political freedom concomitant withtrustworthy expectations of others contributes significantly to positive emotions and life satisfaction, and may indeed provide a reliablemetric worthy of inclusion in current measures of societal wellbeing.

Keywords • societal well-being, freedom, social trust, psychological complexity

CROSS-CULTURAL APPROACH • POSTER POF020 - Towards a positive cross-cultural lexicography: Enriching our emotional landscape through‘untranslatable’ words pertaining to wellbeing T. LomasDepartment of Psychology, University of East London, UK Although much attention has been paid to culture-specific psychopathologies, there have been no comparable attempts to chartpositive mental states that may be particular to certain cultures. This presentation outlines the beginnings of a positive cross-culturallexicography of ‘untranslatable’ words pertaining to wellbeing, culled from across the world’s languages. A quasi-systematic searchuncovered 216 such terms, which were organised using grounded theory into three categories: feelings (comprising positive and complexfeelings); relationships (comprising intimacy and pro-sociality); and character (comprising personal resources and spirituality).

Thepresentationn has three main aims. First, it aims to provide a window onto cultural differences in constructions of wellbeing, therebyenriching our understanding of wellbeing. Second, a more ambitious aim is that this lexicon may help expand the emotional vocabulary ofEnglish speakers, and consequently enrich their experiences of wellbeing. Finally, it is hoped that the presentation will lead towards a thecreation of a 'positive linguistics' paradigm, involving research on the impact of language on our understanding and experiences ofwellbeing. The presentation concludes by setting out a research agenda to pursue these aims further.

Keywords • cross-cultural; linguistics; lexicography; wellbeing; happiness References: Abley, M. (2005). Spoken Here:Travels Among Threatened Languages. London: Random House.Ambreen, M., & Mohyuddin, A. (2013). Power structure and conflict resolution among Pashtun tribes. Asian Journal of ManagementSciences and Education, 2(1), 55-68.Andersson-Segesten, K. (1991). Patients' experience of uncertainty in illness in two intensive coronary care units. Scandinavian Journal ofCaring Sciences, 5(1), 43-48. doi: 10.1111/j.1471-6712.1991.tb00080.xBecker, D., & Marecek, J. (2008). Dreaming the American dream: Individualism and positive psychology. Social and PersonalityPsychology Compass, 2(5), 1767-1780. doi:

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10.1111/j.1751-9004.2008.00139.xBlumberg, S. H. (2006). To know before whom you stand: A philosophy for a spiritual and moral liberal Jewish education for the 21stcentury. In M. de Souza, K. Engebretson, G. Durka, R. Jackson & A. McGrady (Eds.), International Handbook of the Religious, Moral andSpiritual Dimensions in Education (pp. 717-729). New York: Springer.Bowen, W. R. (2014). Engineering Ethics: Challenges and Opportunities. New York: Springer Science & Business Media.Chang, C.-y. (2013). Tao - A New Way of Thinking: A Translation of the Tao Tê Ching with an Introduction and Commentaries. London:Singing Dragon.Conway, O. (2004, 22 June). Congo word 'most untranslatable', BBC.Creel, A. B. (1972). Dharma as an ethical category relating to freedom and responsibility. Philosophy East and West, 155-168.De Boinod, A. J. (2007). The Meaning of Tingo: And other Extraordinary Words from Around the World. London: Penguin.Fang, T. (2012). Yin Yang: A new perspective on culture. Management and Organization Review, 8(1), 25-50.Faruqi, S. R. (1999). Conventions of love, love of conventions: Urdu love poetry in the eighteenth century. Annual of Urdu Studies, 14, 3-32.Ferguson, W. (2003). Happiness. London: Canongate Books.Freud, S. (1955). The uncanny (J. Strachey, Trans.) The Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 17).New York: Vintage Classics.Gabriel, B. (2004). The unbearable strangeness of being: Edgar Reitz’s Heimat and the ethics of the unheimlich. In B. Gabriel & S. Ilcan(Eds.), Postmodernism and the Ethical Subject. New York: McGill-Queen's Press-MQUP.Geertz, C. (1973).

The Interpretation of Cultures: Selected Essays. New York: Basic books.Harrow, S., & Unwin, T. A. (2009).

Introduction. In S. Harrow & T. A. Unwin (Eds.), Joie de Vivre in French Literature and Culture: Essaysin Honour of Michael Freeman (pp. 17-33). Paris: Rodopi.Hatim, B., & Munday, J. (2004). Translation: An Advanced Resource Book. New York: Routledge.Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature,466(7302), 29-29.Ho, D. Y. (1995). Selfhood and identity in Confucianism, Taoism, Buddhism, and Hinduism: Contrasts with the West. Journal for theTheory of Social Behaviour, 25(2), 115-139.Hormes, J. M., & Rozin, P. (2010). Does “craving” carve nature at the joints? Absence of a synonym for craving in many languages.Addictive Behaviors, 35(5), 459-463. doi: http://dx.doi.org/10.1016/j.addbeh.2009.12.031Hussein, B. A.-S. (2012). The Sapir-Whorf hypothesis today. Theory and Practice in Language Studies, 2(3), 642-646.Izquierdo, C. (2005). When “health” is not enough: Societal, individual and biomedical assessments of well-being among the Matsigenkaof the Peruvian Amazon. Social Science & Medicine, 61(4), 767-783. doi: http://dx.doi.org/10.1016/j.socscimed.2004.08.045Joshanloo, M. (2014). Eastern conceptualizations of happiness: Fundamental differences with western views. Journal of HappinessStudies, 15(2), 475-493. doi: 10.1007/s10902-013-9431-1Jones, D. T. (2012). The five niy mas as laws of nature: An assessment of modern Western interpretations of Therav da Buddhist doctrine.Journal of Buddhist Ethics, 19, 545-582.Kang, C., & Whittingham, K. (2010). Mindfulness: A dialogue between Buddhism and clinical psychology. Mindfulness, 1(3), 161-173.Kay, P., & Kempton, W. (1984). What is the Sapir-Whorf hypothesis? American Anthropologist, 86(1), 6579. doi: 10.2307/679389Lazarus, R. S. (2003). The Lazarus manifesto for positive psychology and psychology in general. Psychological Inquiry, 14(2), 173-189. doi:10.2307/1449828Lomas, T. (2015). Positive social psychology: A multilevel inquiry into socio-cultural wellbeing initiatives. Psychology, Public Policy, andLaw, 21(3), 338-347. doi: http://dx.doi.org/10.1037/law0000051Lomas, T., Edginton, T., Cartwright, T., & Ridge, D. (2014). Men developing emotionalintelligence through meditation? Combining narrative, cognitive, and electroencephalography (EEG) evidence. Psychology of Men andMasculinity, 15(2), 213-224. doi: 10.1037/a0032191Lomas, T., & Ivtzan, I. (2015).

Second wave positive psychology: Exploring the positive-negative dialectics of wellbeing Journal ofHappiness Studies. doi: 10.1007/s10902-015-9668-yLopate, P. (1986). Against Joie de Vivre. Ploughshares, 11-32.McMahon, D. M. (2004). From the happiness of virtue to the virtue of happiness: 400 BC-AD 1780. Daedalus, 133(2), 517.Messick, S. (1995). Validity of psychological assessment: validation of inferences from persons' responses and performances as scientificinquiry into score meaning. American Psychologist, 50(9), 741-749. doi: http://dx.doi.org/10.1037/0003-066X.50.9.741Myers, F. R. (1991). Pintupi Country, Pintupi Self: Sentiment, Place, and Politics among Western Desert Aborigines. Los Angeles: Universityof California Press.Nassar, H. (2011).

Darwish and the need for a new poetry of resistance for the Arab Spring. Near East Quarterly, 4, 1-7.Nilchian, E. (2011). Sufi-Romantic Self Loss: The Study of the Influence of Persian Sufism on English Romantic Poetry. (MA), University ofLeicester.Oishi, S. (2010). Culture and well-being: Conceptual and methodological issues. In E. Diener, J. F. Helliwell & D. Kahneman (Eds.),International differences in well-being (pp. 34-69). New York: Oxford University Press.Ostergaard, G. (1977). Duality in non violence. Peace News, 48.Perlovsky, L. (2009). Language and emotions: Emotional Sapir–Whorf hypothesis. Neural Networks, 22(5–6), 518-526. doi: http://dx.doi.org/10.1016/j.neunet.2009.06.034Pesmen, D. (2000). Russia and Soul: An Exploration. New York: Cornell University Press.Pinker, S. (1995). The Language Instinct: The New Science of Language and Mind. London: Penguin.Pope, S. (1991). Expressive individualism and true self-love: A Thomistic perspective. The Journal of religion, 384-399.Prusinski, L. (2013). Wabi-sabi, mono no aware, and ma: Tracing traditional Japanese aesthetics through Japanese history. Studies onAsia, 2(1), 21-45.Racy, A. J. (2004). Making Music in the Arab World: The Culture and Artistry of Tarab. Cambridge: Cambridge University Press.Rao, K. R. (2007). Purposeful living. In N. K.

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Shastree, B. R. Dugar, J. P. N. Mishra & A. K. Dhar (Eds.), Value Management In Professions:Present Scenario, Future Strategies (pp. 63-71). New Delhi: Ashok Kumar Mittal.Rheingold, H. (2000). They Have a Word for it: A Lighthearted Lexicon of Untranslatable Words & Phrases. London: Sarabande Books.Ryan, R. M., Huta, V., & Deci, E. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of HappinessStudies, 9(1), 139-170. doi: 10.1007/s10902-006-9023-4Saarni, C. (1999). The Development of Emotional Competence.

London: Guilford Press.Safi, O. (2000). Bargaining with baraka: Persian sufism, “mysticism,” and pre-modern politics. The Muslim World, 90(3-4), 259-288. doi:10.1111/j.1478-1913.2000.tb03691.xSapir, E. (1929). The status of linguistics as a science. Language, 207-214.Scheibe, S., Freund, A. M., & Baltes, P. B. (2007). Toward a developmental psychology of Sehnsucht (life longings): The optimal (utopian)life. Developmental Psychology, 43(3), 778-795. doi: 10.1037/0012-1649.43.3.778Schwartz, E. (2007). Waldeinsamkeit: Subjective ambivalence in German romanticism. International Journal of the Humanities, 5(4), 201-210.Silva, Z. B. (2012). Saudade–a key Portuguese emotion. Emotion Review, 4(2), 203-211.Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nd ed.).Thousand Oaks, CA Sage.Suzuki, D. T. (1959/1973). Zen and Japanese Culture. Princeton: Princeton University Press.

POF021 - Views of Meaning in Life: A Cross-Cultural Comparison of Francophone and American Cultures E. MuellerConcordia UniversityPsychology Department2811 NE Holman StreetPortland, Oregon 97211 USA The concept of meaning in life is existential in nature; essential to being human yet elusive at times. As Frankl (1959) wrote, “Man’ssearch for meaning is the primary motivation in his life…This meaning is unique and specific in that it must and can be fulfilled by himalone” (p. 121). Grasping what, exactly, it is composed of can be challenging.

Moreover, the question of the universality of what goes intoeach individual’s meaning in life likely connects with culture. Culture is an inherent part of being human, and it has considerable impacton development. Thus, could there be differences in what people experience as adding meaning in life, as well as the process of searchingfor and discovering this meaning? For this exploratory study, I hypothesized that there would be differences in views of meaning in lifeacross three Francophone cultures (i.e., Angers, France; Montréal, Québec; Carrefour, Haiti) as well as an American sample (Portland,Oregon). A total of 135 individuals consented to participate in this study. I administered the meaning of life questions on the World HealthOrganization Quality of Life Spirituality, Religiousness, and Personal Beliefs instrument (WHOQOL-SRPB; Mandhouj, Etter, Courvoisier, &Aubin; 2012).

Also, I utilized the Schedule for Meaning in Life Evaluation (SMiLE; Fegg, Kramer, L’hoste, & Borasio, 2008) and the Meaningin Life Questionnaire (MLQ; Steger, Frazier, Oishi, & Kaler, 2006). All surveys have been published previously in French by the authors ofthe surveys, and I also utilized the English versions. Results indicated that meaning in life was an important concept across these threeFrancophone cultures, as well as the American one.

Many significant group differences were found across the three measures utilized. Forexample, a one-way analysis of variance (ANOVA) for independent samples, followed by post-hoc Tukey HSD tests of the WHOQOLSRPBmeaning in life item showed that the American sample had a significantly higher endorsement than the French and Haitian samples, andthe Québécois sample had a significantly higher endorsement than the Haitian sample, F (3,129) = 7.95, p <0.001. The effect size,estimated with 2, was 0.16. On the SMiLE, eight of the 13 themes identified by Fegg, Kramer, Bausewein, & Borasio (2007) showedsignificant cross-cultural differences: family, work, leisure, friends, health, partnership, spirituality, and altruism. There were significantdifferences between the cultures on ratings of importance of these domains, F (3,128) = 2.70, p = 0.049. The effect size, estimated with 2,was 0.06. Tukey HSD post hoc tests showed that the French sample had significantly lower importance ratings than both the Haitian andAmerican samples. On the MLQ, the Haitian sample had significantly higher Search for meaning scores than the other three groups, F(3,123) = 11.34, p <0.001. The effect size, estimated with 2, was 0.22.

These and many other findings are further elucidated in my paper.

Keywords • meaning in life, cross-cultural, Francophone, American References: Fegg, M. J., Kramer, M., Bausewein, C., &Borasio, G. D. (2007). Meaning in life in the Federal Republic of Germany: Results of a representative survey with the Schedule forMeaning in Life Evaluation (SMiLE). Health and Quality of Life Outcomes, 5, 59-66. doi:10.1186/1477-7525-5-59Fegg, M. J., Kramer, M., l’Hoste, S., & Borasio, G. D. (2008).

The Schedule for Meaning in LifeEvaluation (SMiLE): Validation of a new instrument for meaning-in-life research.

Journal of Pain and Symptoms Management, 35, 356-364. doi:10.1016/j.jpainsymman.2007.05.007Frankl, V. E. (1959). Man's search for meaning. New York: Washington Square Press.Mandhouj, O., Etter, J. F., Courvoisier, D.,

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& Aubin, H. J. (2012). French-language version of the World Health Organization Quality ofLife Spirituality, Religiousness and Personal Beliefs Instrument. Health and Quality of Life Outcomes, 10, 39-49. doi: 10.1186/14777525-10-39Steger, M. F., Frazier, P., Oishi, S., & Kaler, M. (2006). The Meaning in Life Questionnaire: Assessing the presence of and search formeaning in life. Journal of Counseling Psychology, 53, 80-93. doi:10.1037/00220167.53.1.80

POF022 - Happiness – modern vs ancient Greek perceptions P. FavroUniversité de la Polynésie françaiseFaa'aBP 657098702 Polynésie française Several academics have pointed out that the word “happiness” means one thing in modern positive psychology, and meant another inancient Greek philosophy.This paper aims at exploring these differences and suggests that modern views might be complemented in the light of Plato’s views onwhat is today called « happiness ».First, modern views will be briefly reviewed. Positive psychology considers happiness in two ways. Hedonic happiness derives its meaningfrom the notion of subjective well-being with its affective and cognitive components. The salient features of eudaimonic happiness includefirst the experience of life purpose, challenges and growth, in keeping with Abraham Maslow’s pyramid of needs, and second Carl Rogers’ideas about the fully functioning person.Other approaches are close these two previous notions. The good life (Seligman 2002) overlap with the concepts of hedonic andeudaemonic happiness. Experiencing “flow” (Csikszentmihalyi, 1990) is one of the characteristics of the fully functioning person, living inthe here-and-now.Hedonism has its roots in Greek philosophy (Democritus).Eudaimonism is inspired from Aristotle’s Nicomachean Ethics; eudaimonia can be defined as leading a meaningful and moral life.However, Plato’s works, that is Socrates’ teachings, suggest a form of happiness beyond hedonism and eudaimonia: makarios. Thisconcept will be discussed, based on precise references in Plato’s works. Makarios might correspond to the notion of ideal happiness asdefined by Tatarkiewicz (1976), which he opposed to actual happiness. Ideal happiness corresponds to a lasting form of happiness; beingideal, it appears as difficult to attain. Actual happiness is closer to the usual human experience, as is studied in positive psychology.Exploring the concept of makarios, close to Maslow’s “peak experience” might open new vistas of research for positive psychology.

Keywords • happiness, positive psychology, Greek philosophy, makarios References: Aristote. (2004). Ethique àNicomaque. Paris : Flammarion.Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.Maslow, A. M. (1971). The Farther Reaches of Human Nature.

New York: Viking.Seligman, M. E. P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. NewYork: Free Press.Platon. (1991). Le banquet (The Symposium). Paris : Le Livre de Poche. Traduction de Philippe Jacottet.Tatarkiewicz, W. (1976). Analysis of happiness. Warsaw: Polish Scientific Publishers.

POF023 - Marital Interaction and Marital Satisfaction of Taiwanese Couples: A longitudinal and dyadic study Ying-Ling Hsiao (1)Tsui-Shan Li (1)(1) Department of Child and Family Studies, Fu Jen Catholic University, No. 510 Zhongzheng Rd ,Xinzhuang Dist., NewTaipei City, 24205 Taiwan The association between marital interaction and marital satisfaction has been well established in the Western literature. It is generallyfound that couples who engaged more in negative (e.g., criticize, stonewall) than positive (e.g. positive problem description, assent)behavioral exchanges were more likely to have a dissatisfying marriage (Gottman, 1994). Furthermore, another type of positive behavior,the expression of gratitude, has been found to be positively related to marital satisfaction (Gordon, Arnette & Smith, 2011). One’sgratitude expression behaviors motivate the partner to repeat more supportive actions and in turn, enhance the quality of relationship(Lambert, Clark, Durtschi, Fincham, & Graham, 2010).However, in Chinese society including Taiwan, to say “thank you” normally is a polite expression to outsiders, not so easy to say it outloud to the closest person like spouse. Does the expression of gratitude really make a difference in terms of couple relationships? Also,relational harmony is the emphasis of Chinese culture where people are socialized to try to avoid conflict in the interpersonal domain.When Taiwanese couples encounter disagreement, they tend to use different types of forbearance behaviors to alleviate conflict.According to Li (2012), forbearance behaviors are composed of three types:

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suppression, concession and tolerance. The effects ofnegative behaviors, expressed gratitude and the different types of forbearance behaviors on Taiwanese couples’ marital satisfaction areworthy of further exploration.This study examined the effects of marital interaction (negative behaviors, the expression of gratitude and forbearance behaviors) onmarital satisfaction in Taiwanese married couples over 5 years. Also, partner effects of marital interaction were also assessed. The samplefor the current study was the 146 couples who completed all the measures over 5 waves of data collection. HLM models showed thatcontrolling for age, education and income, negative behaviors (e.g., criticizing, fighting) were associated with marital satisfaction forhusbands and wives.

Couples who reported more negative behaviors towards spouse were more likely to be dissatisfied with theirmarriage. Gratitude expressed by couples were positively related to their marital satisfaction. Couples who tended to express gratitudetowards their spouse were more likely to have a satisfying marriage. The wife’s expression of gratitude was associated with her husband’ssatisfaction; surprisingly, the husband’s expressed gratitude has no effect on his wife’s satisfaction in marriage. Finally, tolerance wereonly positively related to husbands’ marital satisfaction but not to the wives’. Suppression has a negative impact on marital satisfactionfor both husbands and wives. In conclusion, current findings underscore the salient roles for the expression of gratitude and forbearancebehaviors in Taiwanese marriage.

Keywords • expression of gratitude, forbearance, negative behaviors, marital satisfaction, Taiwanese couples References: Gordon, C. L., Arnette R. A.M. & Smith R., E. (2011). Have you thanked your spouse today? Felt and expressed gratitude amongmarried couples. Personality and Individual Differences, 50(3), 339-343.Gottman, J. M. (1994).

What predicts divorce? The relationship between marital processes and marital outcomes. Hillsdale, NJ: ErlbaumLambert, N. M., Clark, M. S., Durtschi, J., Fincham, F. D. & Graham, S. M. (2010). Benefits of expressing gratitude: expressing gratitude toa partner changes one’s view of the relationship. Psychological Science, 21(4), 574-580.Li, T. S. (2012). Ren (forbearance) in couple relationship and how it is related to marital satisfaction.

Formosa Journal of Mental Health,25(3), 447-475.

POF024 - Personal growth among mothers of children with and without intellectual disabilities in the Arabsociety Authors: (1) L. Findler (2) L. Uda (3) S. ReiterAddress: (1) Gabi and Louis Weisfeld School of Social Work, Bar-Ilan University,(2) Al Quasemi, Academic College for Education; Levinsky College of Education(3) School of education, Haifa UniversityGabi and Louis Weisfeld School of Social Work, Bar-Ilan University, Ramat-Gan 5290002, Israel Raising a child with an Intellectual Disability (ID) entails numerous emotional and practical demands, pressures and changes, andoften requires families to contend with extended stress. Most families cope well with this challenge and adjust, and some of them evenexperience positive outcomes. However, this experience varies from parent to parent, from family to family and from culture to culture.Adopting the Model of Tedeschi and Calhoun (1996), the aim of this research was to examine the internal resources of sense ofcoherence, mental health, and coping strategies and the external resource of social support to stress and personal growth among mothersof children with ID in comparison to mothers of children with typical development in the Arab society.Eighty nine mothers of children with ID and 105 mothers of typically developed children completed the following questionnaires:Stress (McCubbin, Patterson, & Wilson, 1981); personal growth (Tedeschi & Calhoun, 1996); sense of coherence (Antonovsky, 1983);mental health (Veit & Ware, 1983); coping strategies (Carver, Scheierand & Weintruab, 1989); and social support (Dunst, Trivette & Deal,1988).Our results show that mothers of children with ID were characterized by higher levels of stress and greater use of problem-focused copingstrategies than mothers of children with typical development. The groups did not significantly differ in sense of coherence, level ofsupport, well-being and personal growth. The resources contributing to personal growth included number of children, level of education,sense of coherence and problem-focused coping strategies.Additionally, personal growth was associated with high levels of well-being only among mothers of children with ID indicating that due tothe unique status of these mothers in the Arab society, they must achieve emotional adjustment before they can experience personalgrowth.In addition, among both groups, there was a negative association between the level of stress and the levels of well-being but thisassociation was stronger among mothers of children with disabilities. In contrast to previous findings, there was no association betweenpersonal growth and the level of stress in either group suggesting that regardless of unique circumstances, personal growth is related tothe actual experience of motherhood, the most significant and central role for a woman in the Arab society.

Keywords • Personal growth, Arab mothers, children Intellectual disabilities

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References: Tedeschi, R.G., & Calhoun, L.G.(1996). The Posttraumatic Growth Inventory: Measuring the positive legacy of trauma. Journal of Traumatic Stress, 9, 455-472.Tedeschi , R.G., & Calhoun, L.G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15,1-18.. Findler, L. (2014). The experience of stress and personal growth among grandparents of children with and without intellectual disability.Intellectual and Developmental Disabilities

POF025 - Values in Action Inventory of Strengths: Translation into Urdu, Validation and Factor StructureExploration A.Anjum (1), N.Amjad(1)Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan Values in Action (VIA) classification is claimed to be universal across cultures and religions (Peterson & Seligman, 2004) and itsmeasure, VIA -Inventory of Strengths (VIA-IS) is translated and validated in many cultures. The present study aimed at development ofUrdu translation of VIA-IS and its first validation and factor structure determination in a largely interdependent Muslim Pakistani culture.Three different samples (N=772) were recruited. The translated version VIA-IS-Urdu proved to be a valid and reliable measure of strengthsassessment in Pakistani culture. Associations with demographic variables and social desirability were explored. Criterion validity, usingpositive and negative affect and life satisfaction scores and test retest reliability on a 6-months interval was determined. Factorexploration disproved proposed 6 factor structure resulting in a theoretically meaningful four factor structure. Factors were named asinterpersonal, cognitive, vigor and transcendence and were comparable to factor structures proposed in studies on VIA-IS from few othercultures.

Keywords • Values in Action Inventory of Strengths, Urdu translation, validation, factor structure, Pakistani culture, test-retestreliability References: Azañedoa, M.C., Fernández-Abascalb, G.E, & Barracac, J. (2015). Character strengths in Spain:Validation of the Values in Action Inventory of Strengths (VIA-IS) in a Spanish sample. Clínica y Salud, 25, 123-130. doi: http://dx.doi.org/10.1016/j.clysa.2014.06.002Basto, M. & Pereira, J. M. (2012). An SPSS R-Menu for Ordinal Factor Analysis. Journal of Statistical Software, 46(4), 1-29.Brdar, I., Anic, P., & Rijavec, M. (2011). Character strengths and well-being: Are there gender differences? The Human Pursuit of Well-Being, 145-156.Brdar, I., & Kashdan, T. B. (2010). Character strengths and wellbeing in Croatia: An empirical investigation of structure and correlates.Journal of Research in Personality, 44, 151-154. doi:10.1016/j.jrp.2009.12.001Courtney, M. G. R. (2013).

Determining the number of factors to retain in EFA: Using the SPSS R-Menu v2.0 to make more judiciousestimations. Practical Assessment, Research and Evaluation, 18(8), 1-14.Crowne, D. P. & Marlowe, D. (1960). A New Scale of Social Desirability Independent of Psychopathology. Journal of ConsultingPsychology, 24, 349-54.Dahlsgaard, K. (2005). Is virtue more than its own reward? Dissertation Abstracts International: Section B: The Sciences and Engineering,66(6-B) (UMI No.AAI3179723).Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.Dinno, A. (2009). Exploring the Sensitivity of Horn’s Parallel Analysis to the Distributional Form of Random Data. Multivariate BehavioralResearch. 44(3): 362- 388. doi: 10.1080/00273170902938969Duan, W., Ho, S. M. Y., Yu, B., Tang, X., Zhang, Y., Li, T. & Yuen, T. (2012). Factor Structure of the Chinese Virtues Questionnaire.Research on Social Work Practice, 22(6). 680-688. doi: 10.1177/1049731512450074Glorfeld, L. W. (1995). An improvement on Horn’s parallel analysis methodology for selecting the correct number of factors to retain.Educational and Psychological Measurement, 55, 377-393.Haghighat, R. (2007). The development of the brief social desirability scale. Europe’s Journal of Psychology, 3(4). Retrieved from http://dx.doi.org/10.5964/ejop.v3i4.417Leontopoulou, S. & Triliva, S. (2012). Explorations of subjective wellbeing and character strengths among a Greek University studentsample.

International Journal of Wellbeing, 2(3), 251-270. doi:10.5502/ijw.v2.i3.6Littman-Ovadia, H. (2015). Short form of the VIA Inventory of Strengths: Construction and initial tests of reliability and validity.International Journal of Humanities Social Sciences and Education, 2(4), 229-237.Macdonald, C., Bore, M. & Munro, D. (2008). Values in action scale and the Big 5: An empirical indication of structure. Journal ofResearch in Personality, 42, 787–799. doi:10.1016/j.jrp.2007.10.003Mann, N. B. (2014). Signature strengths: Gender differences in creativity, persistence, prudence, gratitude, and hope. DissertationAbstracts International: Section B: The Sciences and Engineering, 74(7-B(E)), np.MAPI Development Trust. (2014). Mapi guidelines for translation and adaptation.

Retrieved from www.rmdq.org/downloads/Translation%20process.docMcGrath, R. E. (2014). Scale- and item-

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level factor analysis of the VIA inventory of strengths. Assessment, 21, 4–14.McGrath, R. E. (2015a) Character strengths in 75 nations: An update. Journal of Positive Psychology, 10(1), 41-52. doi:10.1080/17439760.2014.888580McGrath, R. E. (2015b) Integrating psychological and cultural perspectives on virtue: The hierarchical structure of character strengths.The Journal of Positive Psychology, 10(5), 407- 424, doi: 10.1080/17439760.2014.994222McCullough, M. E., & Snyder, C. R. (2000). Classical sources of human strength: Revisiting an old home and building a new one. Journalof Social and Clinical Psychology, 19, 1–10.Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of thevalues in action inventory of strengths for youth. Journal of Adolescence, 29, 891–909.Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 110.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23,603-619.Park, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fiftyfour nations and the fifty US states. Journal of PositivePsychology, 1, 118–129.Peterson, C., & Park, N. (2004).

Classification and measurement of character strengths: Implications for practice. In P. A. Linley & S.Joseph (Eds.), Positive psychology in practice (pp. 433–446). Hoboken, NJ: John Wiley and Sons Inc.Peterson, C., Park, N., Pole, N., D’Andrea, W., & Seligman, M. E. P. (2008). Strengths of character and post-traumatic growth. Journal ofTraumatic Stress, 21, 214–217.Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A classification and handbook. Washington, DC: AmericanPsychological Association.Proyer, r. T., Gander, F., Wellenzohn, S. & Ruch, W. (2013). What good are character strengths beyond wellbeing: the contributions of thegood character on self-reported health oriented behavior, physical fitness, and the subjective health status.

The Journal of PositivePsychology, 8(3), 222-232.Ruch, W., Proyer, R. T., Harzer, C., Park, N., Peterson, C., & Seligman, M.E. P. (2010). Adaptation and Validation of the German Version ofthe Values in Action Inventory of Strengths (VIA-IS) and the Development of a Peer-Rating Form. Journal of Individual Differences, 31, 138149.Sandage, S. J., Hill, P. C., & Vang, H. C. (2003).Toward a multicultural positive psychology: Indigenous forgiveness and Hmong culture.Counseling Psychologist, 31, 564–592.Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.American Psychologist, 55, 5–14.Schmukle, C. S., Egloff, B., & Burns, R. L. (2002). The relationship between positive and negative affect in the Positive and Negative AffectSchedule.

Journal of research in personality, 36(5), 463-475.Shimai, S., Otake, K., Park, N., Peterson, C., & Seligman, M. E. P. (2006). Convergence of character strengths in American and Japaneseyoung adults. Journal of Happiness Studies, 7, 311-322.Shryack, J., Steger, M. F., Krueger, R. F., & Kallie, C. S. (2010). The structure of virtue: An empirical investigation of the dimensionality ofthe virtues in action inventory of strengths. Personality and Individual Differences, 48, 714–719. doi:10.1016/j.paid.2010.01.007Singh, K., & Choubisa, R. (2010). Empirical Validation of Values in Action-Inventory of Strengths (VIA-IS) in Indian Context. NationalAcademy of Psychology (NAOP) India Psychological Studies, 55(2), 151–158.Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41, 321-327.Van Eeden, C., Wissing, M. P., Dreyer, J., Park, N., & Peterson, C. (2008). Validation of the values in action inventory of strengths foryouth among South African learners. Journal of Psychology in Africa, 18, 143–154.Watson, D., Clark, L. A., & Tellegan, A. (1988). Development and validation of brief measures of positive and negative affect: The PANASscales. Journal of Personality and Social Psychology, 54(6), 1063–1070.

POF026 - Understanding Compassion: A few perspectives from Buddhist monks and nuns T. Choedon (1) & P. Jijina (1)The Maharaja Sayajirao University of Baroda, India Understanding Compassion: A few perspectives from Buddhist monks and nunsT. Choedon & P. JijinaCompassion is a concept which is very central to Buddhism. The objective of this study was to understand compassion from theperspective of practicing Buddhist monks and nuns.A list of questions for semi-structured interview was prepared. A pilot study was carried out with a senior monk in Delhi, India, hisfeedback was then incorporated and certain additions and deletions to the questions were made.With the revised interview schedule, five practicing senior male monks (Geshe-la) and five senior nuns (Geshe-ma) residing at monasteriesand nunneries in Dharamshala, India were individually interviewed and were requested to share their personal experiences.They were interviewed on the methods they used to cultivate compassion, the difficulties and challenges they faced, the transformationthat took place within themselves due to cultivation of compassion. Further, they were interviewed on how cultivation of compassionhelped dealing with destructive emotions such as anger and the methods of sustaining compassion. The five senior nuns interviewed wereadditionally asked if compassion comes more naturally to women.The interviews were transcribed and findings are discussed in conjunction with the personal

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vignettes shared by the monks and nuns. It ishoped that this study throws light on understanding cultural aspects of compassion from a Buddhist perspective.

Keywords • Compassion; Buddhist monks and nuns

POF027 - VALUES' BECOMING AS CRITERIONS OF WELL-BEING IN CONTEXT OF POSITIVE PSYCHOLOGY:CROSS-CULTURAL STUDY Lyudmyla RomanyukTaras Shevchenko National University of Kyiv, Russia Values has received considerable attention in both research and practice in recent years. The concept of values was derived fromAllport who working on them in the 1930s, it’s generally acknowledged that attitudes have their foundation in values, and has constantlydeveloped over the past years. One of the most popular definitions of values is “the consistent, personal assumptions we make whichunderpin our attitudes” (Hayes, 1993). Schwartz's (1992) theory of universals and structure of basic values, defined as desirable goals,varying in importance, that serve as guiding principles in people's lives. Thus, values are socially approved verbal representations of basicmotivations (Schwartz, 1992). Schwartz proposed ten distinct types of values (self-direction, stimulation, achievement, benevolence,hedonism, universalism, power, security, conformity, and tradition) deemed to be comprehensive antecedents of motivations common topeople across cultures. Extant research has provided considerable support for this theory (Schwartz, 1994; Schwartz & Sagiv, 1995) buttheir relation to well-being is less studied. In fact, very few studies have taken in consideration the relation of values and well-being andspecifically in cross-national comparisons (Sagiv & Schwartz, 2000). As mentioned above, personality values are closely linked withhuman well-being in respondents within and outside of job or study occupation. Investigating these types of values allows for a morecomprehensive understanding of relations of motivational antecedents to psychological well-being across various cultural groups. In thisresearch a comparative perspective of the relationships between values and subjective well-being by extending the available research incross-cultural research. This analysis reviews studies on samples from 2 countries (total N 664), all using the Schwartz’s model of values inorder to investigate how subjective well-being is related to the importance attributed to values. Results lead to the conclusion thatsatisfaction of people tend: to favor values that promote conservation of social and individual order (conformity, security and to a lesserextent, tradition) and, conversely, to dislike values that promote openness to change and autonomy (stimulation, self-direction); also, tofavor values that allow for a limited selftranscendence (benevolence, but not universalism), and to a lesser extent values that promoteself-enhancement (achievement, power). Results showed that a) Ukrainians compared to their Macedonian peers reported higher scoreson all values except for power; b) conformity and security values correlated with well-being, as predicted, but only in the Macedoniansample. Results partly supported our hypotheses regarding the values conducive to well-being among students in both countries. Findingsare discussed in terms of values’ influence for well-being of youth in Macedonian and Ukrainian contexts.

Keywords • Values, Well-being, Personality, Positive Psychology Context References: Allport, G. (1961). Pattern andgrowth in personality. New York: Holt, Rinehart & Winston.Diener, E. (2006).

Guidelines for national indicators of subjective well-being and ill-being. Journal of Happiness Studies, 7(4), 397404.Sagiv, L. & Schwartz, S.H. (2000). Value Priorities and Subjective Well-Being: Direct Relations and Congruity Effects. EuropeanJournal of Social Psychology, 30(2): 177-198.Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M.Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 1–65). Orlando, FL: Academic Press.Schwartz, S. H., & Bardi, A. (2001). Value hierarchies across cultures: Taking a similarities perspective. Journal of Cross-CulturalPsychology, 32, 268–290.Romanyuk, L. (2013). Personality values and Well-Being: Becoming in University Space of Socialization. In: Actual problems ofpsychology, XI (6, II) Social psychology, 259-273. Kirovograd: ImexLTD.Romanyuk, L. (2013). Values’ Psycology: Becoming in Personality Development. Kamyanets-Podilskiy: PE Moshinskiy V.S.

POT020 - Resilience of Students in Chinese Private University Yina Wang (1), Yuan Peng (2)Xi'an International University, 18 Yudou Lu, Yanta District Xi'an Shaanxi, China The mainstream of Chinese research has revealed that university students in general can have anxiety and depression due toadjustment issues, academic pressure, and job-seeking uncertainty. However, most of

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counselling services applied in China normallyadopt crisis prevention and intervention which can only be applied to a limited student population in certain contexts. In the wave ofboosting the mental health of general student population in China, counselling services is gradually changing the focus on negative eventsto studentsâ&#x20AC;&#x2122; strengths, one of which captured a deal of attention from researchers and educators is resilience.Resilience, increasingly becomes a interest of researchers and educators because of its transformative ability to turn the negative into thepositive (Masten, 2001). Resilience is broadly defined as successful adaptation in the face of adversity (Luthar, Cicchetti, & Becker,2000). Resilience studies in China mostly examine the issues of Chinese students in public university, whereas resilience of privateuniversity students has been seldom studied. However, it is imperative to study resilience among students in Chinese private universities.Since compared to students in Chinese public universities, students in private universities in China are revealed to have more challengessuch as financial pressures due to higher tuition fees, low esteem and anxiety even depression caused by lower social recognition on theirdegrees, and social bias on private universities in China. Unfortunately, there is a dearth of studies of how students exert their resiliencein facing these challenges in the context of private universities in China. Therefore, this research is to examine resilience among studentsin Chinese private university.The research is conducted in a large private university in China with more than 20000 students on campus. Participants in this studywere 6130 undergraduate students (3704 female, 2426 male) were randomly selected from different colleges at universities.

Participantsresponded to The Child and Youth Resilience Measure (CYRM).CYRM is a 5-point-likert scale with 28 items to measure resilience from thethree aspects: individual, relationship, context. CYRM has been applied and tested with high validity among youth and adults in manycountries with diverse cultural backgrounds. Therefore, this culturally- and contextually-embedded scale of resilience allows us to accesshidden resilience of private university students undiscovered by researchers.U test shows that the mean score of total scale and three subscale (Individual, Relationship and Context) are all lower than the normmean score with significant difference (p<0.01). Additionally, the gender and the number of children in family have significant differenceon total scale and sub-scales scores. The results suggest that resilience of students in Chinese private university need to improve in thefuture.

Keywords â&#x20AC;˘ Resilience, Chinese, Students, Private university References: Masten, A. S. (2001). Ordinary magic: Resilienceprocesses in development. American Psychologist, 56, 227-238. doi: 10.1037//0003-066X.56.3.227Luthar, S. S., Cicchetti, D., & Becker, B.(2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562. doi: 10.1111/1467-8624.00164

POT021 - Quiet Ego and Its Predictors: Comparing Turkey and the United States E. Akca (1), N. Sumer (2), H. A. Wayment (3), M. Demir (3)(1) Ege University, Izmir, Turkey (2) Middle East Technical University,Ankara, Turkey (3) Northern Arizona University, USA This study aims to examine the moderating role of culture on the relationship between quiet ego and the big five personalitycharacteristics. A total of 248 Turkish and 683 American university students completed the Quiet Ego Scale and the Big Five PersonalityInventory. Results demonstrated that openness to experience was the strongest predictor of the quiet ego in both Turkish and the UScultures. Furthermore, extraversion, conscientiousness, and agreeableness in the US, and agreeableness and neuroticism in Turkeysignificantly predicted quiet ego. Interaction between culture (Turkey vs. the US) and agreeableness as well as neuroticism also predictedquite ego, suggesting that higher levels of agreeableness among the US students and lower levels of neuroticism among Turkish studentswere the critical predictors of quite ego. Results were discussed considering cultural values in Turkish and the American contexts.

Keywords â&#x20AC;˘ Agreeableness, big five personality, culture, neuroticism, quiet ego.

POT022 - Race, Ethnicity and Subjective Well-Being in the United States T. Wadsworth (1)P. Pendergast (1)(1) Department of SociologyUniversity of Colorado BoulderUCB 327Boulder, CO 80302U.S.A. Over the last several decades social scientists have done a good job of documenting the demographic characteristics associated withsubjective well-being in the United States. From this work we know that married individuals report higher levels of well-being than singles,and that younger and older respondents report being

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happier and more satisfied than the middle aged. We also know that levels ofsubjective well-being vary across different racial and ethnic groups. On average Blacks, Latinos, and Asians all report lower levels ofhappiness and life satisfaction than Whites. We also know how some of these trends have changed over time. With some exceptions,scholars have recently demonstrated that the difference in subjective well-being between Blacks and Whites in the U.S. has decreasedsince the 1970s, primarily as a result of increasing subjective well-being among the Black population, yet a significant disparity remains. Inthe current work we draw on recent waves of the Behavioral Risk Factor Surveillance System (BRFSS) and the General Social Survey (GSS)to document these disparities and evaluate their resilience when controlling for a variety of well-established correlates of subjective wellbeing—characteristics that also tend to vary by race and ethnicity.Our findings suggest that contemporary disparities in life satisfaction between Blacks, Latinos and Whites in the U.S. arestatistically significant, but are dependent on differences in a variety of individual characteristics. When we control for socio-economicand health related factors the racial and ethnic differences in subjective well-being disappear. In fact, after controlling for health, income,employment status, and marital status for some comparisons both Blacks and Latinos report higher average levels of life satisfaction thanWhites. However, the differences in life satisfaction between Whites and Asians actually increase after controlling for socio-economic andother individual characteristics. In the paper we discuss possible explanations for these findings as well as their implications for bothpublic policy and research on subjective well-being.

Keywords • Life Satisfaction, Race, Ethnicity, Happiness, Subjective Well-Being

POT023 - Representations of hope, goals and meaning in two cultural contexts A. Wilson (1), M. Wissing (1), L. Schutte (1)(1) Africa Unit for Transdisciplinary Health Research (AUTHeR), NorthWest University:Potchefstroom Campus, Potchefstroom, South Africa The constructs hope, goals and meaning are sometimes linked from theoretical perspectives (Battista & Almond, 1973; Wong, 2012)and in quantitative empirical studies (Feldman & Snyder, 2005; Hedayati & Khazaei, 2014). They may share a cognitive facet and a futureorientation.This implies that hope, goals and meaning are connected in some way, but few empirical studies explored the dynamicsthereof, and there is in particular a lack of research on lay people’s representations of these phenomena and the links between them. Theaim of this study was to qualitatively explore the representations of hope, goals and meaning as expressed in narrative representations bylay people in two African contexts.Data were collected in Ghana (n=18; 17-22 years of age) where personal narratives of hope were gathered, and in South Africa (n=18; 22-25years of age) where participants reported on important goals and meaningful things in their lives as well as the reasons therefore.Thematic data analysis was performed.Hope, goals and meaning are associated in lay people’s representations thereof. Hope was portrayed as encompassing a feeling ofconfidence in the individual’s ability and intention to create pathways to desired goals.

Relationships and spirituality as sources of hopewere important in meaning-making. Factors that provided meaning included future aspirations that these individuals exerted efforts toachieve, and that had the potential of producing a beneficial future for the individual. The goals that were described as important seemedto have some relevance and bearing on meaning-making. Interpersonal relationships played a role in the dynamics of hope, goals andmeaning.Lay persons’ representations of these constructs across two different cultural settings depicted a nomological network in which meaningand goals had a close and reciprocal relationship, and hope was closely associated with goals, but also linked to meaning. Despite thedifferent cultural contexts, the factors providing meaning were similar to those engendering hope. We conclude that goals and hopefulthinking are part of the dynamics of meaning-making when examined from lay people’s experiences.

Keywords • Hope, Goals, Meaning, African Context.

References: Battista, J., & Almond, R. (1973). The development ofmeaning in life. Psychiatry, 36(4), 409-427.Feldman, D., & Snyder, C. (2005). Hope and meaningful life: Theoretical and empirical associations between goal-directed thinking andlife meaning. Journal of social and clinical psychology, 24(3), 401-421.Hedayati, M., & Khazaei, M. (2013). An investigation of the relationship between meaning in life and adult hope. Procedia-Social andBehavioural Sciences, 114(21), 598-601.Wong, P. (2012). Toward a dual-systems model of what makes life worth living. In P. Wong, & P. Wong (Ed.), The human quest formeaning (2nd ed., pp. 1-20). New York: Taylor and Francis group.

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POT024 - Psychological and social functioning among older adults in Italy and the United States: A crossculturalcomparison E. Friedman (1), C. Ruini (2)(1) Purdue University, USA(2) University of Bologna, Italy Background Recent sociodemographic changes and increases in life expectancy have led to a growing scientific interest inpositive aging. Around the world, some countries have been identified as for having a high rate of population longevity. Italy is one ofthem, together with other well developed Western countries, such as the United States. The scientific investigation of cross-culturalsimilarities and differences in aging processes between these countries, however, is scarce.Method Samples of men and women (N=168; Italy: n=65, US: n=103), age 60 and older, living independently in Northern Italyand the Midwestern US community of Kenosha County, Wisconsin, were recruited by advertisements and through contact with outreachorganizations. All interested individuals were screened for cognitive impairment using the Mini Mental State Examination, and consentedfor participation. Participants completed questionnaires that included items on demographic characteristics and diverse assessments ofsocial and psychological functioning: Ryff’s PWB scales, Social Well-Being scale, Satisfaction with Life scale, Kellner SymptomQuestionnaire, UCLA Loneliness Scale, Geriatric Depression Scale, and items related to sleep quality. Differences between the twosamples were assessed using linear regression models adjusted for age, sex, and marital status; race was not included as a covariate, asthe samples were almost exclusively Caucasian.Results Across both samples, levels of positive functioning – psychological and social wellbeing, satisfaction with life – tendedto be high while measures of depression, loneliness, and physical symptoms tended to be low. Compared to the US sample, older adultsliving in Italy had higher scores on psychological wellbeing (P<.01), social well-being (P<.01), and life satisfaction (P<.01) along with lowerlevels of loneliness (P<.001), and fewer complaints of poor sleep (P<.05). The only exceptions to this general pattern of results were higherscores on the PWB domain of personal growth in the US sample and equivalent scores on the Geriatric Depression Scale in both samples.Conclusion This assessment of diverse aspects of psychological and social functioning suggests that older Italians arefaring better than their peers in the US on virtually every measure.

Most of these differences were modest, but some, such as loneliness,were larger (the difference in adjusted scores was more than 0.5 SD). There are marked cultural differences between these two samples –older adults in Italy are more likely to live with their families while older adults in the US are more likely to live alone – that could explainthese differences in psychological and social well-being, and these will be the subject of future research.

Keywords • cross-cultural; healthy aging; psychological well-being; social well-being

POW027 - Comparison of a Local Conception of Happiness with Western Conception G. EsatMarmara UniversityDepartment of Guidance and Counseling,Faculty of Education Goztepe, Istanbul The preliminary research we had done on happiness, revealed that the meaning of happiness in Turkiye culture and Muslim religion isnot classical mean of Western happiness but more durable version of it which is called “huzur (hoozour)”. In the Turkish dictionary, theconcept of “huzur” is described as peace of mind, ease of heart and comfort (TDK, 1967). In English the word does not have a singlecorrespondant but encompasses the meanings of serenity, tranquility, peace, contentment and ataraxia. The word of huzur originatesfrom Arabic and means availability, being here and now, present and relaxed. In Turkey the meaning expanded to a state of feeling atease, both mindfully and heartfully. Rumi (1207-1273) stresses that true happiness has an inward orientation, in contrast with externalhappiness which comes and goes alternating with feelings such as sadness, unhappiness and depression.Therefore true happiness is notdependent on whether one is enjoying material comfort or enduring hardship, it is a stable state of being, not doing (Homayouni, 2014).The purpose of our study is to be able to develop a theory of psychological health, grounded on the qualitative and quantitative datagathered around the concept of huzur. And thus comparing the eastern concept of huzur with western happiness in terms ofpsychological health. During the first phase of the study expert opinions of academicians and therapists were gathered, in order toscientifically conceptualize this untouched construct. The expert opinions converge on the following components depicting huzur:gratitude (mindfulness, awe, thankfulness), internal comfort, attunement with the social atmosphere, positive outlook, acting in harmonywith his or her value system. As of the second phase of the study, huzur is chosen to be studied on emerging adultood stage ofdevelopment, in order to understand how the state of huzur is experienced on a personal basis. Focus group interviews, and individualinterviews from different educational, work experience ( has a job or unemployed) and urban, rural residence backgrounds wereconducted with 22 young adults of age 18-25. The content analysis of the interviews will be completed with utlization of Maxqda program,by the end of February 2016. So far the data is suggesting

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that huzur is a good and long term indicator of psychological health. It hadbeen decided that the final phase of the study should be testing the hypothesis of “Happiness together with huzur is a better indicator ofpsychological health than happiness on its own.” by Structured Equation Modeling. 300 randomly selected emerging adults will beadministered Oxford Happiness Scale, the Huzur Scale (which is being developed by a colleague), The Symptom Checklist-90 R (SCL 90)and they will be asked to list the stressfull life events they experienced in their lives.

Psychological health is defined by using the SCL-90 Rself-report questionnaire which is designed to evaluate somatization, obsessive-compulsive tendencies, interpersonal sensitivity,depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism, and a category of "additional items" which helps cliniciansassess other aspect of the clients symptoms (e.g. "poor appetite") (Derogatis & Savitz, 2000).A Structured Equation Model (SEM) will be built by the variables of happiness, huzur, pschological health and stressfull life events. SEMis comprehensive statistical analysis that combines confirmatory factor analysis with path analysis with the possible error factors takeninto consideration (Celik & Yılmaz, 2013) If the hypothesis is validated with this work, huzur would be used as a positive indicator ofpsychological health instead of happiness particularly in Turkey. The construct of huzur can be studied multiculturally and see if it can beused in a broader context. With the help of this study, a baseline will be formed for upcoming researches about cultivating people ofhuzur and the ways of ensuring huzur. In addition, new therapeutic techniques would find their ways in establishing huzur in individualtherapy and group therapy.

Keywords • Huzur, happiness, peace, serenity, tranquility, emerging adulthood, psychological health, cultural interpretation ofhappiness.

References: Çelik, Eray; Yılmaz, Veysel (2013) Yapısal E itlik Modellemesi: Temel Kavramlar, Uygulamalar,Programlama. Anı Yayıncılık, Ankara.Derogatis, L.R. & Savitz, K.L. 2000. The SCL-90-R and the Brief Symptom Inventory (BSI) in Primary Care In: M.E.Maruish, ed. Handbookof psychological assessment in primary care settings, Volume 236 Mahwah, NJ: Lawrence Erlbaum Associates, pp 297-334.Homayouni, Hamid (2014). Dear Rumi What Is True Happiness?. Web article. Melbourne. http://www.innerchange.com.au/archives/1772?print=pdfTürk Dil Kurumu (1967) Tarama SoÅNzlü ü. Ankara.

POW028 - The Paradoxical Perspective of Chinese Couple Counseling Model: The Construction of CultureInclusive Theory T.C. HuangNo 1 Jen De Road, National Chunghua University of Education, Department of Guidance & Counseling, Taiwan From the paradigm of realism, this study attempts to construct and examine the possibility of assimilating the paradoxical philosophyof Taoism and I Ching into a theoretical model for counseling Chinese families. From literature review and clinical practices, theresearchers have found that when dealing with family relationships, the values of individualism in Western family counseling emphasizehaving clear and well-defined personal boundary, candor, forthrightness, non-evasive and non-repressive ways of expressing needs andfeelings in interpersonal interactions. Yet for the Chinese who are still influenced by relationlism, the incorporation of these principlesoften produces incompatibility and conflict Hwang, 2014 . However, to maintain family relationships, Chinese couple often have to livewith repressed and unspoken grievances (Huang, 2010). This study believes that despite cultural collectivism among the Chinese, a couplecounseling model that embraces personal self-esteem and personal development is possible, and should be actively pursued.A total of 56 couples from 30-50 years old were recruited. Data were collected using semi-structured in-depth interviews as well as twofocus group discussions.

The methodology of this research was based on hermeneutic phenomenology, and took the thematic approachin text analysis to restore the essence of the couple counseling experience.The researchers integrated the Chinese Taoism and I Ching idea that something cannot be created out of a single entity alone, wherefortune and calamity is reciprocal, and where the essence is “both/and” rather than “either/or”. In describing individualism andcollectivism, “being oneself” and “doing unto others” may appear contradictory and mutually undermining, yet one cannot exist withoutthe other. From a positive psychology perspective (Seligman, 2012), it is through confrontation between the two that one side gives life tothe other. Therefore, in response to a specific discord, reestablishing or achieving harmony through a cycle of homeostasis seems to be afeasible and less diametric approach that could be applied to counseling for Chinese families.Data from the analyses also showed several unique features of Chinese intimate relationship. In addition, the results indicated thatsocial and cultural structures play a very crucial role in the shaping and development of close relationship. Given the differences

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betweenChinese and Western cultures, it is plausible that some aspects of the couple counseling may be meaningful in one cultural context whilebeing irrelevant or having a very different meaning in the other. However, The influential cultural-specific effects such as Confucianrelationalism, social responsibility, harmony, as well as clinical applications were discussed.

Keywords • couple counseling, culture inclusive, I Ching, positive psychology, Taoism References: Seligman, Martin E. P.(2012). Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press.Huang, T. C. (2010). Typology of triangulation among college student couples and their satisfaction to intimate relationships: Dyadicanalysis of matched couples. Chinese Journal of Psychology, 52(1), 25-46.Hwang, K. K. (2012). Escape from dual framework of thinking. Indigenous Psychological Research in Chinese Societies, 37, 191-210.

POW029 - Positive and negative life events and well-being - preliminary analysis L. Kaliterna Lipovcan (1)Z. Prizmic Larsen (2)(1) Institute of Social Sciences, Zagreb, Croatia(2) Psychological & Brain Sciences, Washington University in St.Louis, USA Research shows that there is dynamic relationship between high well-being and important outcomes in individuals’ lives with effectsrunning in both directions (De Neve et al., 2013). The previous studies on life outcomes and wellbeing mostly focused on negative lifeevents. More research is needed to gain better insight on well-being and positive life events.This study explores the relationship betweenlife outcomes defined as positive and negative life events and well-being. The aim is to examine whether the different components of wellbeingsuch as life satisfaction, positive and negative affect, and psychological well-being are distinctly associated with positive andnegative life events and perceived level of events’ controllability and intensity. This study is initial survey which is a part of thelongitudinal research on well-being and life events in Croatia that investigate whether well-being can be considered not only an indicatorof good life, but also an ingredient for positive outcomes and favourable life events (CRO-WELL project). The data are in the process ofgathering.The sample consists of adult internet users in Croatia who voluntarily decide to participate in the study. The plan is to recruitaround 5000 participants who will complete the initial survey consisting of battery of questionnaires. The following measures of wellbeingare used: Scale of Positive and Negative Experience (Diener et al., 2010), one-item measure of Life satisfaction and Happiness, andFlourishing Scale (Diener et al., 2010). The list of Life events contains 90 positive and negative events, and was constructed using the lifeevent repertories employed in previous studies (adapted from Leist et al., 2010). It captures the major and minor life events, andparticipants report the level of events’ controllability and intensity. Demographic variables which include participants’ age, gender,education and income level, will be controlled in the analyses. The survey is administrated on-line.The predictive values of well-being variables will be examined in relationships to life outcomes and their controllability and intensity. Wehypothesize differential relationships between well-being components, positive and negative life events and their attributes.

For example,the experience of positive emotions would be the strongest predictor of the frequency and intensity of positive life events, while negativeaffect and lower psychological well-being will be related to negative life events. The data are in the process of gathering, so that firstpreliminary results of these relationships will be presented.The obtained results on relationships between well-being and life outcomescan be used to improve the work of professionals in healthcare, social work, education and other sectors.

Keywords • Life events, Life satisfaction, Positive and Negative Affect, Psychological Well-being References: De Neve, J.-E., Diener, E., Tay, L., & Xuereb, C. (2013). The objective benefits of subjective well-being. In J. Helliwell, R. Layard & J. Sachs (Eds.), Worldhappiness report 2013 (pp. 54-79). New York: United Nations.Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D.-w., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Shortscales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143156.Leist, A. K., Ferring, D., & Filipp, S.-H. (2010). Remembering positive and negative life events: Associations with future timeperspective and functions of autobiographical memory. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 23(3),137.

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POW030 - Voices of Arab Mothers of Children with Disabilities – A Qualitative Research L. Odeh (1) L. Findler (2)(1)hatzinut 96 a haifa/ AL-Qasimi Academic College for Education- Baqa-el Garbeia, Israel 2) Gabi and Louis Weisfeld School of SocialWork, Bar-Ilan University Raising a child with a disability can be an extremely challenging mission. It is often accompanied by ongoing physical, emotional,spiritual, and relational challenges which might result in chronic stress of all family members, particularly mothers (Beresford, Rabiee, &Sloper, 2007; Ha-Hong, Seltzer, & Greenberg, 2008; Olsson & Hwang, 2001; Singer, 2006). Mothers of a child with a disability mightexperience a wide range of emotions, which deplete their personal resources and undermine their adjustment. Despite the seeminglynegative elements, the majority of mothers of a child with a disability adjust well to the unique circumstances and at times evenexperience personal growth (Affleck & Tennen, 1993; Scorgie & Sobsey, 2000). The current study explored the experiences of Arabmothers of children with intellectual disabilities in Arab society in Israel, a group that has not been studied yet. In Arab society,motherhood is one of the most, if not the most, important role for women. Arab mothers value the uniqueness of the role, and embody itand their relationships with their children, in a way that safeguards their tradition.Qualitative methods, namely semi structured interviews, were utilized in order to gain a nuanced and comprehensive narrative of 13 Arabmothers from north Israel.According to our findings, Arab mothers perceived motherhood as an all-encompassing, personal and internal experience that provides asense of self-worth, power and control, alongside tenderness and gentleness. Mothers often emphasized that the Arab society putsobstacles in their paths that came through the form of judgmental attitudes and lack of accessibility. Despite this, participants exhibited afighting spirit, which diverged from the traditional and acceptable social code for women.

They presented themselves as assertive andindependent, necessary requirements of being a mother of a child with an ID. Participants also reported increased self-esteem, empathyand maturity, and greater interpersonal skills that resulted from their unique role and responsibility. Mothers reported changes in theirrelations with others and in their social resources. For example, they reported developing more authentic, open and trusting relationshipswith family and friends, building relationships with, and feeling closer to, other mothers and families in similar situations. They discoverednew possibilities in life, developed their own set of priorities, values, and beliefs.

Mothers also reported greater appreciation of socialresources and a greater sense of belonging. These changes in self-perception, the perception of others, worldviews, and life philosophyare compatible to those presented in Tedeschi & Calhoun’s (1995) model of posttraumatic growth.The study sheds light on the unique experiences of Arab mothers of children with ID and may serve to promote intervention programsaimed to empower these mothers.

Keywords • personal growth, arab society, arab mothers, motherhood, child with Intellecual disability References: Ha,J. H., Hong J., Seltzer M. M., & Greenberg J. S. (2008). Age and gender differences in the well-being of midlife and aging parents withchildren with mental health or developmental problems: report of a national study. Journal of Health and Social Behavior, 49, 301-316.Scorgie, K., & Sobsey, D. (2000). Transformational outcomes with parenting children who have disabilities. Mental Retardation, 38, 195-206.Tedeschi, R. G., & Calhoun, L. G. (1995).

Growing in the aftermath of suffering. Thousand Oaks, CA: Sage Publications.Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry,15, 1-18.

POW031 - Are Polish people less happy than the rest of Europeans? The role of affect, engagement andmeaning and hope. International comparisons.

E.Kasprzak (1), P. Izdebski (1)(1) Kazimierz Wielki University, Bydgoszcz, Poland International survey of Hope Barometer (carried on for 7 years by the leader of this research – Swiss Future) was conducted for thefirst time in Poland in 2015. This study reveals that Poles are less satisfied with life in comparison to German, Swiss and Czech People(ANOVA, F=107,3, p<.0001). Peterson, Park and Seligman (2005) in their Model of full life (sustainable happiness) highlight 3 ways(factors) to reach and maintain satisfaction with life: by affect (hedonism), by engagement (flow) and meaning (Eudaimonia) in life.Three factors account for 62% variation of life satisfaction in Germany, 54% in Switzerland , 56% in Poland , and 51% in Czech. In thesecountries different factors boost life satisfaction. In Czech it is affect, in Switzerland activity and thinking about goal and ways to reachit, in Germany and in Poland the same effect have 2 factors: activity directed to goal and meaning in life. However, Polish people are moredepressive than the rest, analysis in detail (semi correlation coefficient, partial satisfaction) yields the support that negative emotions ofPolish people are suppressed by (high) meaning

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and (high) activity and facilitated by low perceived hope.Hope is the last factor which is likely important to feel satisfaction with life. Respondents from 4 countries reveal the same level ofdispositional hope and the different level of perceived hope. The perceived hope of Polish people is lower than hope of German, Swissand Czech people (ANOVA F=27,9; p<.0001). In order to improve hope Poles engage family and friends, save money and act (look forinformation, analyse it, initiate activity as an entrepreneur and work hard) more often than the rest of Europeans (differences statisticallysignificant p<.00001). The role of hope as a factor of high depression symptoms and low satisfaction with life will be discussed..

Keywords • life satisfaction, Model of full life, meaning, engagement, affect, hope References: Peterson, C., Park, N.,Seligman, M.E.P. (2005). Orientation to Happiness and Life Satisfaction: The Full Life versus the Empty Life. Journal of HappinessStudies, 6, 25-41.Lyubomirsky, S., Sheldon, K.M., Schkade, D. (2005).Pursuing Happiness: The Architecture of Sustainable Change. Review of GeneralPsychology, 9, 2, 111-131.Frijda, N.H. (1999b). Emotions and hedonic experience. W: D. Kahneman, E. Diener, N. Schwarz (red.), Well-being. The foundation ofhedonic psychology (s. 190-210). NY: Russell Sage Foundation.Fredrickson, B.L. (2004). The broaden-and-build theory of positive emotions. The Royal Society, 359, 1367-1377.

POW032 - The Meaning and the Source of Happiness: A Cross-Cultural Study T. Dogan (1), F. T. Aydin (2)(1) Uskudar University, Istanbul, Turkey(2) Sigmund Freud University, Vienna, Austria Given the significance of cultural context on individuals, cross-cultural studies are fundamental in the field of psychology. A universalconcept of happiness receives diverse meanings and determiners across cultures (Pflug, 2009; Diener & Diener, 1995; Lou & Gilmour,2004). Hence, an inquiry to the examination of happiness in Turkey, a developing country that lay between Europe and Asia, cancontribute to a humble, but growing number of literature in happiness with unique insights. The aim of this study is to measure Turkishand American University students’ level of happiness, investigate the meaning attributed to this concept and identify their perceivedsources of happiness. 394 undergraduate students (224Turkish/170 American) participated in the study. Single Item Happiness Scaleprovided quantitative data complimented with following open-ended written questions: 1) What is happiness according to you? 2) Whatmakes you happy? /What would make you happier? The results obtained from the preliminary analysis of perceived levels of happinessfound statistically significant difference between Turkish students (x=3.33/5) and American students (x=3.92/5). Further analysis showedsignificantly higher subjective well-being among American students. Responses to qualitative questions revealed social relationships andthe family as major sources of happiness for both groups of participants. According to the obtained results, the leading sources ofhappiness stated by the Turkish University students are the following: (1) family time; (2) being with loved ones; (3) spending time withfriends; (4) reaching one’s goals; 5) feeling valuable; (6) academic success; (7) romantic love; 8) seeing the loved ones healthy, fine andhappy; (9) loving & being loved; (10) being healthy. The major sources of happiness stated by the American University students were: (1)being around people, friends; (2) family; (3) achieving goals; (4) academic success; (5) more money; (6) romantic relationships, love; (7)exercising, sport; (8) music; (9) helping others; (10) animals. These findings suggest that in general there exist both resemblances anddistinctions regarding the meaning and the source of the happiness cross-culturally among Turkish and American students.

Keywords • Source of Happiness, Well-Being, Cros-cultural Study References: Diener, E., & Diener, M. (1995). Crossculturalcorrelates of life satisfaction and self-esteem. Journal of Personality and Social Psychology, 68, 653-663.Lu, L., & Gilmour, R. (2004). Culture and conceptions of happiness: Individual oriented and social oriented subjective well-being. Journalof Happiness Studies, 5, 269-291.Pflug, J. (2009). Folk theories of happiness: A cross-cultural comparison of conception of happiness in Germany and South Africa.

SocialIndicators Research, 92, 551-563.

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POW033 - Subjective Well-being or Ananda: Understanding from an Indigenous psychological perspective ofIndia Prof. KBL SrivastavaDepartment of Humanities and social Sciences, Indian Institute of Technology, Kharagpur,West Midnapur, india In this paper an attempt has been made to explore the indigenous psychological perspective to define subjective wellbeing orhappiness. The Indian intellectual heritage encourages the concept of satya (permanent) and nitya (eternal) than to Khainika(momentary) and Mithya (impermanent) to define all aspects of life including happiness.

Ancient Indian scriptures and texts state thatthe Indian culture is not only collectivist, but also transcendental in nature, and believes that the human beings are driven by emotions,mind concoction, and sense perception, resulting in attachment with the materialistic world. This attachment with the world generates“Pratyasha” (expectation) from “Karma” (activities) which reinforces a series of actions time and again infusing the soul in the spider websof this world known as “Samsara”. Thus the soul goes under the canopy (Kosha) of “Moha” (attachment) and “Maya” (illusionaryinfatuation), which restrict it to realize the real “self” (original condition) due to the sense specific cognitive interpretation of this world.This causes misery and suffering in life when the actual does meet with the standard set point. The type of “Karma” (activity) willdetermine the journey of soul in this life as well as for the next birth. The good “karma” (Manava Dharma) will lead the soul to heaven butthe exhaustion of the degree of good “karma” results the rebirth, and the birth and death cycle continues along with all the sufferings andmisery of life. The Indic literature defined that the ultimate purpose of human existence is the realization of “Brahman” (Sudha chaitanya/consciousness) or “Atman” (innate potential) in order to free them from the physical cycle of birth to obtain “Moksha” (Liberation), atheory of non-attachment, which helps us to free from all the sufferings of life and to enjoy the “Ananda” (permanent bliss) or subjectivewell-being, a state of selflessness. They urged that life is a journey towards the eternal realities which should be free from all theattachment and move as per the flow to upgrade the soul to a state of non dual existence through proper interventions like Dhyana(meditation), yoga (Exercise), concentration (Ekagrata) etc. Here lies the good health (Swastha) & true welfare (Kalyan). Thus theprescriptive traditional Indian literature defined Subjective well-being as a self realization approach to attain a state of selflessnesshappiness by realizing the absolute truth, which sets the human being free from all kinds of desires and re birth, resulting the liberation.In this process Prakriti (personality), Pragyata (wisdom) etc plays a vital role. The evidence can be traced from the Indian scriptures likeThe Bhagavat Gita, Vedas, Upanishads and Puranas. The modern psychology studies this as a theory of flourishing or theory ofsustainable happiness taking cognizance of cultural factors as a mediating variable.

Keywords • Subjective well-being, happiness, spirituality, transcendental,liberation, Indian culture, Indian Vedic concept References: Vinayachandra K. Banavathy, Anuradha Choudry (2014), Understanding Happiness: A Vedantic perspective,Psychological studies, Ps Vol-(59) 2, 141-152Kiran Kumar K. Salagame,(2013), Well-Being from the Hindu /Sanatana dharma perspective, Oxford Handbook of Happiness, Edition2013, Chapter-29, pp-375-382Jai B.P Sinha , Rajesh Kumar (2005) , Methodology for Understanding Indian Culture, The Copenhagen Journal of Asian Studies, Vol-(19),84-104.The Bhagavad- Gita as it is (2008) The Bhaktivedanta book trust.Dr S. K Kiran Kumar (2003). An Indian conception of Well being at European positive Psychology Proceedings 2002 , UK : BritishPsychological society ,2003.

Education EDUCATION • KEYNOTE K12 - Positive Education: Making Positive Psychology Tangible I. BoniwellPositran, France

EDUCATION • SYMPOSIUM AS01A - Constructive adjustment to first grade in South Africa and Finland: Lessons from the SISU project

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K. Kumpulainen (2), L. C. Theron (1)(1) Optentia Research Focus Area, North-West University, South Africa, (2) University of Helsinki,Finland Overall summary of symposium, which consists of three papers:The aim of this symposium is to report the social ecological determinants of Finnish and South African children’s positive adjustment tothe challenges of first grade.

In particular, we are interested in the resilience processes that come into play when first graders facecomplex challenges (i.e., they face the challenge of adjusting to first grade along with family-related challenges [such as divorce] and/orsystemic challenges [such as marginalization or socioeconomic disadvantage]), and how these processes reflect Global North and GlobalSouth contexts. All of the aforementioned represent under-resourced issues (Kumpulainen et al., in press; Masten, 2014; Theron &Theron, 2014; Ungar, 2015). Theoretically framed by the Social Ecology of Resilience Theory (Ungar, 2011), the three symposium paperseach address a facet of the aforementioned aim.The first paper interrogates children’s own experiencing of transitioning to grade 1 and foregrounds children’s voices in accounts of whatsupports resilience processes. The second explores teacher contributions to processes of positive adjustment. It does so from multipleperspectives, including those of teachers, parents and children. The third takes a more macro-ecological perspective and considers howgovernmental educational policy decisions and community-level actions regulate children’s social ecologies of resilience. As in theprevious paper, multiple perspectives (i.e., those of teachers, parents, children, and community members) inform the results.All three symposium papers draw on thematic analyses of visual participatory data that were generated in a funded, bi-lateral projectentitled ‘Social ecologies of resilience among at-risk children starting school in South Africa and Finland: A visual participatory study(SISU)’. Accordingly, the findings draw attention to the similarities in the resilience processes that support at-risk children in the GlobalNorth and South, but also the differences. Essentially, they illustrate that social ecologies (and school ecologies in particular) are centralto accounts of why children adjust well to the compound challenges of first grade and stressful life circumstances.These findings have important implications for policy makers, teachers and other school staff, as well as parents. In particular, children’stransitioning well to first grade relies on the active, context-sensitive interventions of adults at micro- and macro-level. This does not implythat children are not active contributors to the process of positive adjustment, but rather that their social ecologies have the greaterresponsibility to champion children’s resilience.

Keywords • Resilience, first grade, school transition, social ecology, school ecology, Finland, South Africa, visual participatorymethods References: Kumpulainen K., Theron, L. C., Kahl, C., Mikkola, A., Salmi, S., Bezuidenhout, C., Khumalo, T., &UusitaloMalmivaara, L. (in press). Positive adjusting to first grade in risk-filled communities in South Africa and Finland: The role ofschool ecologies. School Psychology International. Advance online publication. doi: 10.1177/0143034315614687Masten, A.S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6-20. doi: 10.1111/cdev.12205Theron, L. C., & Theron, A. M. C. (2014). Education services and resilience processes: Resilient black South African students’ experiences.Child and Youth Services Review, 10.1016/j.childyouth.2014.10.003Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journalof Orthopsychiatry, 81, 1-17. doi:10.1111/j.19390025.2010.01067.xUngar, M. (2015). Resilience and Culture: The diversity of protective processes and positive adaptation. In L. C. Theron, L. Liebenberg, &M. Ungar (Eds.), Youth resilience and culture: Commonalities and complexities (pp. 37-48). Dordrecht, the Netherlands: Springer.

AS01B - A child’s perspective of their transitioning to Grade 1 in Finland: A socio-ecological study on resilience K. Kumpulainen (2), S. Salmi (2)(2) University of Helsinki, Finland Aim: Transition to school is a widely researched topic. However, investigating the child’s own experiencing of transitioning to grade 1 isstill an overlooked and undertheorized phenomenon. The aim of the study is twofold.

First, we aim to uncover the multiple ways in whichchildren experience their transitioning to grade 1 as a means to inform educational research and practice on the protective mechanisms ofresilience during transitioning to school.

Second, we will explore how visual narration as a method of inquiry creates opportunities forresearching and understanding children’s experiencing of their transitioning to school within a socio-ecological framework (Ungar, 2012).Method: The data of our study derives from a yearlong visual ethnographic project, undertaken with 23

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preschool Finnish childrentransitioning to grade 1 in a sosio-economically diverse community. The empirical data consist of child-generated drawings and in-depthinterviews. Our analysis of the children’s experiencing draws on visual ethnography (Pink, 2007) and narrative approaches to children’sexperiences (Greene & Hogan, 2005). In our analysis, we attend to the meanings of children’s visual narration and further how thesemeanings, conceptualised as storied experiencing, are embedded within social, cultural, and institutional contexts.Findings: The findings illuminate the ways in which relational contexts, symbolic systems, and institutional practices mediate andstructure the child’s experiencing of their transitioning to grade 1 and how resilience processes are coconstructed and gain their meaningwithin the given social ecology of a child. The findings highlight the child’s holistic experiencing of their educational transitioning,underscroing the socio-emotional and embodied nature of their experiencing. The study also shows the value of visual narrative inquiry incapturing ’little’ but important things in children’s lives that account for their experiencing.Implications: The study shows how researching and recognizing the child’s experiencing of transitioning to grade 1 can provide a valuableframework for understanding inequity in access to participation in valued social practices and to the creation of educational pathways forchildren’s positive school start. The study evidences the importance of school ecologies being functional enough, in the face of economicand social adversity, to facilitate everyday resilience-supporting processes for children. Moreover, the study suggests that visual narrationcan function as a means of personal reflection and growth, and thus, in itself promote the child’s resilience in transitioning to school.

Keywords • resilience, educational transitioning, experiencing, socio-ecological framework, visual narrative methodology References: Greene, S., & Hogan, D. (Eds.). (2005). Researching children's experience: Approaches and methods. Thousand Oaks, CA:Sage.Pink, S. (2013). Doing visual ethnography. Thousand Oaks, CA: Sage.Ungar, M. (2012). Social ecologies and their contribution to resilience. In M. Ungar (Ed.), The social ecology of resilience (pp. 13-32).

NewYork, NY: Springer.

AS01C - Positive adjustment to first grade: South African teacher-drivers of social ecological resilience C. Bezuidenhout (1), C. Kahl (1), L.C. Theron, (1), I. Khumalo (1), A.M.C. Theron (1)Optentia Research Focus Area, North-WestUniversity, South Africa Aim: Literature is unambiguous about how important teachers are to the resilience processes of children. Most of this evidence comesfrom studies in the Global North (Masten, 2014). What is therefore less well understood is how teachers enable resilience in Global Southcontexts (Theron & Theron, 2014), particularly when children transition to first grade (Margetts & Phatudi, 2013). Thus, this paper willreport qualitative findings from the SISU project that illustrate how five urban and five rural South African teachers enabled Gr.1 childrento adjust well to Gr. 1, despite additional concomitant challenges of parental divorce and/or socio-economic disadvantage. The SocialEcology of Resilience theory frames the paper (Ungar, 2011).Method: A multiple case study methodology was conducted utilizing participatory visual methods, i.e., Draw-and-talk, Photo elicitation,Day-in-the-life video methodology and interviews. A community advisory panel’s criteria for positive adjustment to Gr.1 facilitatedselection of five boys and five girls aged 6-7 across both contexts. Inductive, iterative analysis allowed researchers to create a codingsystem for further deductive analysis within and across cases by independent coders, consensus discussions, and external review.Drawing on examples from all ten cases we illustrate how teachers provide purposeful support for positive school adjustment for learnerswho commenced Gr.1 in 2014.Findings: Resilience and positive transitioning to school is intertwined with children’s social ecological supports and own strengths. Inparticular, teachers purposefully drive resilience by engaging in three roles. These include: (i) flexible pedagogue; (ii) surrogate parent; and(iii) conscientious network builder. As such, teachers are active agents that mindfully, systematically, and systemically enable learners toadjust well to the challenges of first grade. Importantly, these roles were consistent in teacher support of both boys and girls in rural andurban contexts.Implications: These findings have three important implications: First, purposeful support by teachers has resilience-enabling value acrossdiverse educational settings. Despite the differences in settings, decisive support brought about positive adjustment to Gr.1 despite comorbidadversities (such as divorce and socio-economic disadvantages). This invariance provides valuable clues for the facilitation ofresilience and invites follow-up comparative research in other Global North and South contexts. Second, teacher training should includethe inculcation of a skill-set that enables meaningful classroom and communication practices that promote

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constructive, individualizedsupport toward academic, social, emotional, spiritual and pragmatic development.

Third, teachers are change agents within schoolecologies. This highlights the importance of sustaining teacher agency, particularly in challenging and/or poorly resourced schoolcontexts.

Keywords • Resilience; school transition; visual participatory study; draw-and-talk; photo elicitation; social ecologies; purposefulteacher support References: Margetts, K., & Kienig, A. (2013). (Eds.) International perspectives on transition to school.Reconceptualising beliefs, policy and practice. Abingdon, UK: RoutledgeMargetts, K., & Phatudi, N. C. (2013). Transition of children from preschool and home contexts to grade 1 in two township primaryschools in South Africa. European Early Childhood Education Research Journal, 21(1), 39-52. doi:10.1080/1350293X.2012.760341Masten, A. S. (2014).

Ordinary magic. Resilience in development. New York, NY: Guilford.Theron, L. C., & Theron, A. M. C. (2014).

Education services and resilience processes: Resilient black South African students’ experiences.Child and Youth Services Review, 47(3), 297–306. doi:10.1016/j.childyouth.2014.10.003Ungar, M. (2011). The social ecology of resilience: Addressing contextual and cultural ambiguity of a nascent construct. American Journalof Orthopsychiatry, 81, 1-17. doi:10.1111/j.1939-0025.2010.01067.x

AS01D - Championing the resilience of first graders in disadvantaged communities: Macro-level supports andhindrances 1. K. Kumpulainen, 2. L. Theron1. Kristiina.kumpulainen@helsinki.fiP.O. Box 9, FI-00014 University of Helsinki, 2.

Optentia ResearchFocus Area, North-West University Aim: The resilience literature as well as the education literature emphasize that processes of positive adjustment depend on morethan what an individual child brings. There is, in fact, growing consensus that positive adjustment to challenging circumstances (such asfirst grade) relies more on social ecological determinants (Ungar, 2015; Wessels, 2014). Despite this, too little attention is paid to howmacro-level factors enable and constrain resilience processes (Panter-Brick, 2015). This paper aims to address the aforementioned gap.Method: As principal coinvestigators of the Social ecologies of resilience among at-risk children starting school in South Africa andFinland: A visual participatory research (SISU) project we draw on the SISU data set (i.e., 10 South African and 10 Finnish cases). This dataset comprises 10 girls (SA 5, Fin 5) and 10 boys (SA 5, Fin 5). Using visual and narrative approaches, these children provided first personaccounts of what supported their positive adjustment to first grade, despite the additional challenges of living in marginalized ordisadvantaged communities, or living with single parent or in a blended family. The children’s parents, extended family and teachersamplified their accounts.

For the purposes of this paper we analyzed only those data that spoke to macro-level supports and hindrancesof children’s positive adjustment to first grade. By macro-level we mean governmental educational policy decisions and community-levelactions that regulate children’s social ecologies of resilience.Findings: Adjusting well to first grade hinges on enactment of educational policy that takes a holistic view of the child as its departurepoint. To this end, children transition well to school when this process facilitates their basic material needs (e.g., nutrition, accessible anddifferentiated education, and safe school spaces), nurtures their their sense of belonging, trust, competence and agency, and aligns withtheir cultural roots. Critically, such policy is directly mediated by teacher actions within enabling sociocultural contexts.Implications: Three implications flow from the above findings. First, macro-level education policy that makes provision for children’s basicneeds – in ways that acknowledge children’s universal rights – is key to children’s resilience. Second, resilience-enabling policy needs to bemeaningfully enacted by school ecologies. This likely requires macro-level support in the form of implementation guidelines. Third, teachereducation programs need to provide teachers with a skill-set that supports their mediation of macro-level resources.

Keywords • resilience, social ecology, macro level, education policy, holistic approach, enactment References: Panter-Brick, C. (2015). Culture and resilience: Next steps for theory and practice. . In L. C. Theron, L. Liebenberg, & M. Ungar (Eds.), Youthresilience and culture: Commonalities and complexities (pp. 233-244). Dordrecht, the Netherlands: Springer.Ungar, M. (2015). Practitioner Review: Diagnosing childhood resilience–a systemic approach to the diagnosis of adaptation in adversesocial and physical ecologies. Journal of Child Psychology and Psychiatry, 56(1), 4-17.Wessells, M. G. (2014). Commentary: A social environment approach to promotive and

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protective practice in childhood resilience–reflections on Ungar (2014). Journal of Child Psychology and Psychiatry. Epub ahead of print 20 November 2014. DOI:10.1111/jcpp.12367.

AS09A - Does Positive Education work: Enablers and disablers.

Dianne Vella-Brodrick (1), Nikki Rickard (1, 2), John Hattie (1), Donna Cross (3) & Tan-Chyuan Chin1 Justin Robinson (4) CharlieScudamore (4)(1) The University of Melbourne, Australia(2) Monash University, Australia(3) University of Western Australia, Australia(4) Geelong Grammar School, Australia This symposium will (a) provide an overview of a longitudinal study evaluating positive education (b) present background details on abest practice positive education program delivered to Year 10 students at Geelong Grammar School and C) report the findings from theresearch evaluation of the Year 10 Positive Education Program related to the online surveys, focus groups and experience sampling data.Charlie Scudamore will provide background information about the school context, infrastructure and the content and delivery of the Year10 Positive Education Program.Dianne Vella-Brodrick will summarise the mixed-method approach to evaluating positive education (including behavioural and biologicaldata) and the key findings from the on-line survey and focus group evaluations of the Year 10 Positive Education Program.TanChyuan Chin will elaborate on the mobile experience sampling method and illustrate how this data contributes to understanding theprogram effects against contextual factors, specifically for the Year 10 Positive Education Students.The symposium will include a discussion of the enabling and disabling factors associated with both the delivery and evaluation of positiveeducation and will conclude with some recommendations for those wishing to introduce positive education into their school.

Keywords • Positive education, well-being, young people, program evaluation, positive psychology, experience sampling method

AS09B - Implementing positive education – The Year 10 experience C. Scudamore(1) & J. Robinson(1)(1)Geelong Grammar School, Australia Since 2008 Geelong Grammar School (GGS) has been leading the way with the implementation of positive education. An overview ofthe GGS Model for Positive Education will be presented as will information about the GGS context and the strategic planning associatedwith the implementation of whole school positive education.

Details about the Year 10 Positive Education Program and ways in which thisprogram has evolved will be shared.

The challenges of integrating positive education, as well as the pre-requisites for successfulimplementation will be presented and framed around concepts of Learn It, Live It, Teach It and Embed It. The challenges and benefitsassociated with on-going assessment and evaluation will also be discussed

AS09C - Positive Education for Year 10 students: Is it working?

Dianne Vella-Brodrick1, Nikki Rickard1, 2, John Hattie1, Donna Cross3 & Tan-Chyuan Chin11The University of Melbourne2Monash University3University of Western Australia This study examined the effects of the Year 10 positive education program at Geelong Grammar School (GGS).

Mental health and wellbeingwere assessed before and after the year-long program for 245 students (162 from GGS and 83 from 2 best matched control schools).Findings indicate that the well-being of those students completing the positive education program improved over the year compared withthe control students, particularly in relation to increased hope and meaning. In addition six key dimensions of youth well-being wereidentified through a factor analysis of the on-line survey responses and compared with the GGS Model of Positive Education. Focusgroup data provide useful feedback about the importance of not just the program content but also the sequencing and delivery method.Teacher training and peer to peer learning are especially important. These findings will help guide school staff who are seeking to investin the development and delivery of positive education within their school.

Keywords • Positive education, evaluation, measurement, well-being, young people, implementation, positive psychology

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AS09D - Wuzzup?: A mobile experience sampling app for tracking program knowledge application in everydaylife T.-C. Chin1, N. Rickard1, 2, D. Vella-Brodrick11The University of Melbourne, Australia2Monash University, Australia Most evaluations of school-based well-being programs tend to focus mainly on outcome measures. This measurement approachprovides an indication of program efficacy, however it fails to capture the nuanced applications of program knowledge in everyday life. Acomplementary method for capturing and differentiating the impact of individual and contextual influences on program application is theExperience Sampling Method (ESM).

Wuzzup, a mobile application was developed and specially tailored to investigate programapplication of a schoolbased well-being program in Victoria, Australia. This paper will discuss the use of mobile-ESM to provide deeperinsights into the results of the well-being survey measures. Participants who reported improvements in ratings of hope and meaning overthe duration of the year-long program had also reported a greater use of program skills, whereas participants whose ratings did notimprove over the year were observed to have a significant reduction in their use of program skills. Findings clearly demonstrate that themobile-ESM can add depth and clarity to the interpretation of survey results, as well as the opportunity to understand the processes andcontextual factors that affect program outcomes.

AS10A - Character strengths and positive schooling: Focusing on teachers and students M. WeberUniversity of Kassel, Germany The present symposium is embedded in the theoretical framework of the “engine model of well-being”, which distinguishes inputs,processes, and outcomes of human well-being broadly construed (cf. Jayawickreme, Forgeard, & Seligman, 2012). (1) Inputs are resourcesthat enable well-being, and can be represented as exogenous factors (e.g., individuals’ income, education level), and as endogenousfactors (e.g., individuals’ personality characteristics).

(2) Processes include internal states or mechanisms that influence well-being (e.g.,emotions, cognitions). (3) Such processes in turn lead individuals to outcomes that reflect the attainment of well-being (e.g., meaningfulactivities, positive accomplishments). Harzer, Weber, and Huebner (2016) adapted this approach and presented a schoolingrelatedengine model of well-being that (1) includes inputs, processes, and outcomes on teacher level and on student level, (2) highlights that allinputs, processes, and outcomes are reciprocally related within the levels, and (3) emphasizes possible interactions between teacher leveland student level. (A) On the student level, the different contributions of the present symposium examined variables like teachers’character strengths and perceived instructional and teaching practices (e.g., classroom management, cognitive activating teaching) asexogenous input variables. Students’ character strengths were studied as endogenous input variables. Students’ satisfaction withschooling and teaching, and schooling-related emotions (e.g., enjoyment, boredom) were investigated as process variables. Finally,students’ academic performance/achievement was examined as an outcome variable. (B) On the level of teachers, the contributions of thepresent symposium examined teachers’ character strengths as endogenous input variables. Relevant process variables included, forexample, teachers’ job satisfaction and selfefficacy. Outcome variables were, for example, teachers’ instructional behavior, emotionalsupport, and their level of burnout. (C) Furthermore, also the interaction between the student level and teacher level has been examined,and initial results on such relations will be presented. For example, teachers’ character strengths and their instructional practices werestudied with respect to students’ satisfaction and students’ character strengths.

All in all, the present symposium will provide promisingresearch findings in order to evaluate different aspects of a schooling-related engine model of well-being. In doing so, the contributions ofthe present symposium examined different relations among input variables, process variables, and outcome variables. All contributionsfollowed the idea that both teachers’ and students’ character strengths (cf. Peterson & Seligman, 2004) play a significant role in thecontext of positive schooling.

Keywords • character strengths, positive schooling, teachers, students, engine model of well-being References: Harzer,C., Weber, M., & Huebner, E. S. (2016). School as a positive learning and working environment. In S. J. Lopez, & C. R. Snyder, The Oxfordhandbook of positive psychology (3rd ed.). New York, NY: Oxford University Press. Book chapter accepted for publication.Jayawickreme, E., Forgeard, M. J. C., & Seligman, M. E. P. (2012). The engine of well-being. Review of General Psychology, 16, 327-342.doi:10.1037/a0027990Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York, NY: OxfordUniversity Press.

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AS10B - On the relations between students’ character strengths, school satisfaction, academic emotions,perceived teaching behavior, and school achievement M. WeberUniversity of Kassel, Germany The present study followed the theoretical assumptions of a schooling-related engine model of well-being (Harzer, Weber, & Huebner,2016) by examining the relations between students’ character strengths, school satisfaction, academic emotions (i.e., enjoyment,boredom), perceived teaching behavior (e.g., a positive error culture, cognitive activating teaching), and school achievement. In moredetail, the associations among students’ endogenous input variables (i.e., character strengths), process variables (e.g., school satisfaction,academic emotions), and an outcome variable (i.e., school achievement) were examined. Additionally, the relations between exogenousinput variables (i.e., perceived teaching behavior) and students’ character strengths were studied. It was hypothesized that students’character strengths are positively related to students’ school satisfaction, enjoyment, and school achievement. Negative relations wereexpected between students’ character strengths and boredom. Furthermore, due to a lack of theory and empirical research in this field, anexploratory approach was used to examine the relations between students’ character strengths and perceived teaching behaviors. About300 students (aged between 10 and 17 years) provided self-reports on 24 character strengths (Values in Action Inventory of Strengths forYouth), school satisfaction, academic emotions, perceived teaching behavior, and school achievement. Results showed that the specificcharacter strengths of love of learning, zest, hope, perspective, perseverance, and teamwork were substantially positively related toschool satisfaction. With respect to enjoyment the specific character strengths of love of learning, zest, perspective, hope, creativity,appreciation, kindness, and curiosity showed the most substantial positive correlations. Higher levels of perseverance, teamwork, love oflearning, selfregulation, and forgiveness were in line with lower levels of boredom. Higher levels of perseverance and perspective were inline with higher levels of school achievement. Finally, a perceived cognitive activating teaching style was associated with higher levels ofcuriosity, bravery, and zest. Furthermore, a perceived positive error culture at class was associated with higher levels of students’ zest,gratitude, kindness, teamwork, perseverance, forgiveness, bravery, fairness, and hope. A path analysis showed indirect effects betweencertain relevant character strengths (e.g., love of learning, zest, perspective, hope; as inputs) and school achievement (as outcome)mediated by enjoyment (as process). The findings underline the benefit of studying inputs (e.g., character strengths), processes (e.g.,academic emotions), and outcomes (e.g., school achievement) simultaneously to better understand the interplay of such relevantvariables in the context of positive schooling. Implications, limitations, and future directions will be discussed.

Keywords • character strengths, students, school satisfaction, academic emotions, school achievement, perceived teachingbehavior References: Harzer, C., Weber, M., & Huebner, E. S. (2016). School as a positive learning and working environment.In S. J. Lopez, & C. R. Snyder, The Oxford handbook of positive psychology (3rd ed.). New York, NY: Oxford University Press. Bookchapter accepted for publication.

AS10C - The relationships between character strengths and work-related outcomes in teachers C. HarzerUniversity of Kassel, Germany School serves as a major learning environment for students, and it is a major working environment for teachers.

Hence, differentcriteria are needed to define a positive school for the two groups. On the one hand, a positive school could be one where studentsaccomplish their goals or are satisfied with their school experiences. On the other hand, from the perspective of teachers, the experienceof high levels of teacher self-efficacy leading to high quality education (i.e., instructional behavior like effective classroom management,providing cognitive activating lessons, and social support for students) as well as positive experiences (e.g., job satisfaction andenjoyment of work), and low levels of burnout are indicative of a positive school. Within the context of the present study, which is basedon the theoretical framework of the “engine model of well-being”, it was hypothesized that teachers’ character strengths serve asendogenous input factors that are related to teachers’ self-efficacy and positive experiences at work as process variables as well as toinstructional behavior and burnout as outcome variables.

Furthermore, it was hypothesized that process variables (partially) mediaterelations between input variables and outcomes. A sample of about 350 teachers filled in self-rating measures assessing characterstrengths, positive experiences at work, self-efficacy, burnout, and teachers’ instructional behavior like providing cognitive

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activatinglessons, and social support for students. Results showed that across process and outcome variables, character strengths showedcorrelation pattern indicating that character strengths foster teachers’ self-efficacy and positive experiences at work as well as some ofthe dimensions of instructional behavior. Furthermore, higher levels of character strengths went along with lower levels of burnout.Overall, leadership, hope, zest, and social intelligence were the character strengths, which showed the most robust correlations with theprocess and outcome variables studied here. Furthermore, the relationships between those four character strengths and burnout werepartially mediated by teacher self-efficacy. Additionally, effects of those four character strengths on the dimensions of instructionalbehavior appeared to be direct and not mediated by teacher self-efficacy.

Limitations regarding research design as well as research andpractical implications will be discussed.

Keywords • character strengths, teachers, burnout, self-efficacy, instructional behavior

AS10D - Effective classroom management and student satisfaction: Role of teachers’ character strengths P. Gradi ek (1), S. Pe jak (2)(1) University of Ljubljana, Faculty of Education, Slovenia(2) University of Ljubljana, Faculty of Arts, Department of Psychology, Slovenia Teachers’ character strengths play an important role in a classroom context, however, this area of research has not yet been studiedextensively. In present study, we investigated the relationship between teachers’ character strengths, classroom management andsatisfaction of students. The sample of participants consisted of 1151 middle school and high school students (mean age = 16.2 years),who reported about their teachers’ (N = 68) character strengths, classroom management and satisfaction with their teachers. Teachers’self-reported character strengths were measured using the VIA-IS survey. Results showed positive relationships between effectiveclassroom management and higher endorsement of teachers’ self-reported character strengths of zest, love, kindness, gratitude, hope,and humour. Students reported higher levels of satisfaction with teachers in which they recognised higher levels of transcendence,humanity and knowledge strengths; students also assessed classroom management of teachers with these strengths as more positive.Furthermore, hierarchical linear modelling was used to explain the relationships between studied variables on different levels of variationsimultaneously. Results showed significant relationships between student satisfaction, teachers’ classroom management and teachers’character strengths, perceived by their students. Differences in students’ satisfaction with teachers were almost completely explained bystudents’ perceptions of teachers’ character strengths, which were a stronger predictor of student satisfaction than students’ perceptionof teachers’ classroom management.

Keywords • character strengths, classroom management, satisfaction, teachers, students

AS11A - The Well-being Journey at the University of Melbourne: Framework, Strategies, and Measures ofSuccess M. L. Kern, G. R. Slemp, L. G. Oades (1)(1) The University of Melbourne, Australia A student’s years at university are a formative period of life. For many, it is a time of trying to find one’s sense of identity and purpose,negotiating relationships, building skills, establishing habits, and learning important life lessons. Choices made can have a long-termimpact. Tertiary students have unique needs, which if not properly addressed, can result in academic difficulties, mental health issues,and ultimately dropping out. There is growing concern around the world to find ways to better support the mental health of universitystudents.Positive education draws together the science of positive psychology, best practices in education, and concepts from organizationalscholarship to identify strategies to build and support well-being and character in young people. A growing amount of evidence supportsthe value of formally and informally incorporating positive psychology within the values, curriculum, and co-curricular activities of aschool. But most successful programs have occurred at the primary and secondary levels, where schools are a closed environment withina relatively contained system. Many universities are large, complex systems. At the very time that students need the skills and behaviorsoffered by positive education programs, they can find themselves lost within the system.The University of Melbourne has begun the journey of implementing positive education at the tertiary level, with both challenges andsuccesses along the way. This symposium focuses on the well-being journey at the university. The first talk provides a historicalpanorama, highlighting complex factors that many universities face in any attempts to implement positive education. Despite pressureson multiple sides, programs and classes at the undergraduate, graduate, and post-graduate level have successfully been established. Thesecond talk describes the pedagogy and framework of

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these programs, briefly demonstrating methods used to teach positive psychologyin a manner that caters to the needs and interests of tertiary students. However, such programs can only continue if they demonstratethat they have value. The third talk describes innovative methods for assessing the impact of such programs.Although there is much to learn about best practices for implementing positive education within universities, this symposium illustratesframeworks and strategies that can provide a foundation for other universities to build upon.

Keywords • Positive Education, tertiary, students, well-being, methods, pedogogy

AS11B - The Seeds of Change: Lessons Learned from Implementing Positive Education at the Tertiary Level Lindsay G. Oades (1)(1) The University of Melbourne, Australia The University of Melbourne was founded in 1853 as the oldest university in the state of Victoria, Australia, with degrees in arts,medicine, law, and music. Classes began two years later with sixteen students, only four of which successfully graduated. Over 160 yearslater, the University is now a vibrant research university, ranked 33rd in the world and first in Australia. It aims to be one of the bestuniversities in the world, priding itself in a tradition of excellence. The community includes over 47,000 students and 6500 staff members,including international students from 130 countries around the world.Within this context of achievement, prestige, and excellence, mental health issues are a growing concern. Well-being is a prominent partof the University’s strategic vision, but what this looks like in reality is less clear. Often, well-being programs focus on recognizing andtreating mental illness after it has already occurred, or offering extra-curricular activities such as a modern gym and social opportunities.Positive psychology offers potential strategies for building character and resilience in students within the demanding universityenvironment. Yet how can positive psychology be introduced and incorporated into a massive university environment, with multiple levelsof governance, competing demands, and financial constraints?Spearheaded by the Centre for Positive Psychology within the Melbourne Graduate School of Education, positive psychology has nowbeen introduced to the university. A suite of teaching programs are available, including a Master of Applied Positive Psychology, a breadthtrack of three undergraduate subjects in positive psychology, Professional Certificates in Positive Education and Positive Psychology, anda growing number of PhD students. Short-classes are offered within residential colleges. Public lectures have raised the profile of the field.And yet these have not occurred without struggle, and the long-term sustainability and impact of such efforts is yet to be seen.This talk will describe the well-being journey at the University to date, highlighting the complex factors that many universities mustwrestle with if attempts to incorporate positive psychology within the university setting are to be successful. Key insights and lessonslearned along the way will be shared. Finally, the open question of what the future holds, including questions around scalability andsustainability will be considered.

Keywords • Positive Education, tertiary education, systems, historical perspective

AS11C - The Positive University Classroom: Pedagogy, Framework, and Strategies Gavin R. Slemp (1)(1) The University of Melbourne, Australia The increasing momentum of the positive psychology (PP) and positive education (PE) movements has seen a corresponding increasein PP-related programs being delivered in higher education institutions. A key question is how to apply best-practice pedagogy withinthese programs. PP is taught at University of Melbourne at the undergraduate level (across three subjects) and postgraduate levelsthrough the Masters of Applied Positive Psychology (MAPP), the Professional Certificate in Positive Education, and ProfessionalCertificate in Positive Psychology programs. All of the programs apply the model of experiential learning (Kolb & Kolb, 2005) as a keypedagogical framework. Within the undergraduate program, students plan and run a university-wide “wellbeing campaign”, a projectdesigned to foster team-work, positive relationships, civic engagement, and provide an opportunity for students to apply evidence-basedinterventions. In 2014, the MAPP and undergraduate students were teamed up through a strengths-based coaching program designed tooptimise the university experience for undergraduate students and to provide a practical tool for the application of PP coaching for MAPPstudents. This partnership helped build vertical relationships between undergraduate and postgraduate students and provided a safeenvironment to apply evidence-based tools. MAPP students complete a capstone unit, in which each student develops a researchproposal or evidence-based intervention. Finally, students at all levels are encouraged to explore well-being from a multidisciplinaryperspective that moves beyond an individual level focus and instead

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guides students to explore PP at multiple levels: at the individual,group/organisation, and societal/system levels.

Within the undergraduate and MAPP programs, subjects are strategically developed toexplore PP at these different levels of focus.

Keywords • Positive education, tertiary education, pedagogy, experiential learning References: Kolb, A. Y., & Kolb, D. A.(2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning &Education, 4(2), 193-212.

AS11D - The Added Value of Positive Education in Universities: Innovative Measures of Impact Margaret L. Kern (1)(1) The University of Melbourne, Australia At its core, the university is a large organization. In the modern university, success is marked by ranks achieved, research impact,quality of teaching, and the employability of its graduates. Classes or well-being programs can be introduced, but unless clear value isdemonstrated, such programs and classes will not be sustainable. For positive psychology to take root, both in terms of classes offeredand co-curricular activities available to students and staff, then a clear return-on-investment is needed.Using the programs offered at the University of Melbourne as a case study, this talk identifies both traditional and novel methods forassessing the impact of positive education programs, using information already collected during the course of a semester. Traditionally,student evaluation ratings and enrollment rates have been used to determine course value. Awards provide further evidence.

Forinstance, in 2015, a positive psychology undergraduate breadth course was rated as one of the ten best subjects offered by the university.But on a deeper level, do student ratings properly capture the value of the course? On the one hand, students are the consumer, so theirsatisfaction matters. On the other hand, the purpose is to convey knowledge and life skills. Alternative metrics of success are needed thatalso capture the amount of learning that occurs.Fortunately, a growing number of tools are now available. For example, analyzing student evaluation comments across six iterations of anundergraduate positive psychology class, the most frequent words included “engaging”, “interesting”, “intellectually stimulating”, and“practical”. Such methods allow qualitative information to be analyzed at scale, peering beyond the numbers to capture actual learningthat occurred. By creatively combining new methods and different types of information, positive education programs will be well suited todemonstrate their added value to the university.

Keywords • Positive education, tertiary level, evaluation, methods, impact

AS13A - Embedding a Strengths Focus at School D. Quinlan (1)S. Roffey (2)J. Burke (3)(1) University of Otago, Dunedin, New Zealand(2) Western Sydney University, Parramatta, Australia(3) University of Dublin, Dublin, Ireland Introducing strengths to a school is easy; developing a strengths-focused school culture is more challenging. It involves building ashared strengths language, everyday practice of strengthspotting by teachers and students, and a genuine strengths focus for even themost challenging students. This requires a long-term commitment and effort. This symposium will share practical strategies to implementthe ASPIRE principles, proven to develop ‘fertile ground’ for strengths to flourish. We will share results of a strengths programmedemonstrating a range of student benefits and showing how teacher strengthspotting mediates student outcomes. We will discuss recentresearch on school bullies that offers a genuine strengths-focus in working with students involved in social and emotional harm in theirschool community.

Keywords • strengths intervention, strengths spotting, bullying, social and emotional learning, school well-being, strengths focus

AS13B - Golden opportunities to embed strengths in schools: Planning, reflection, and strengthspotting D. Quinlan (1)(1) University of Otago,362 Leith StNorth DunedinDunedin 9016New Zealand

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A recent study examining the effects of a classroom-based strengths intervention with 9-12 year old students found benefits forengagement, well-being, relatedness, autonomy, and strengths use (1). However, most student outcomes were mediated by teacherattitude to and practice of strengths spotting (2). In addition, in a qualitative study, students reported enhanced self-concept throughstrengths identification, and valuing their strengths.

However, almost all students reported not noticing their strengths during use, andinfrequent consideration of strengths in planning or reflection. In response to these findings we propose training for teachers as well asstudents in the skills of and rationale for strengths spotting. We also propose ongoing consideration of strengths in planning for tasksand reflection afterwards to enhance benefits from a strengths programme.

Keywords • strengths intervention, strengths spotting, teacher mediation of student outcomes, bullying, social and emotionallearning, school well-being, strengths focus References: 1. Quinlan, D. M., Swain, N., Cameron, C., & Vella-Brodrick, D. A.(2015). How ‘other people matter’ in a classroombased strengths intervention: Exploring interpersonal strategies and classroomoutcomes. The Journal of Positive Psychology, 10(1), 77-89.2. Quinlan, D. M., Vella-Brodrick, D. A., Gray, A., & Swain, N. (in preparation). Teachers matter: student outcomes following a strengthsintervention are mediated by teacher attitude and behaviour.

AS13C - Building strengths through circles-based social and emotional learning S.RoffeyWestern Sydney UniversityJames Ruse Dr,ParramattaNSW 2150,Australia Circle Solutions is a strengths and solution focused pedagogy for social and emotional learning and whole school wellbeing. It isbased in the ASPIRE principles for positive relationships. ASPIRE stands for: Agency: to promote authentic collective responsibility foreach other and the classroom climate. Safety: physical, psychological and emotional, for both students and teachers. This is not atherapeutic space, issues are addressed but never incidents. Positivity: to promote positive emotions within a group, including having funtogether. Inclusion: everyone experiences a sense of belonging, especially those who are most often marginalised. Respect: listening toeach other and not pre-judging. Equality: valuing both unique and diverse strengths. Participants in this symposium will have theopportunity to take part in activities that illustrate how Circles develop an environment in which strengths and whole class cohesion candevelop Keywords • social and emotional learning, school well-being, strengths focus, positive relationships References: Roffey,S. Positive Relationships in C, Proctor Positive Psychology Interventions in Practice, to be published by Springer in 2016.

AS13D - Helping school bullies develop character strengths to reduce bullying and enhance prosocialbehaviours.

J. BurkeUniversity of DublinTrinity CollegeCollege GreenDublin 2Ireland Anti-bullying interventions in schools are largely deficit-based and viewing young people involved in bullying pejoratively. In order todevelop a strength-based approach to combatting bullying, it is important to firstly identify character strengths associated with bullyingbehaviours. Therefore, a cross-national study was carried out in Ireland with 2799 participants, aged 12-19. The results showed that youngpeople involved in school bullying (faceto-face and cyber) have less developed character strengths compared to those who are notinvolved in bullying.

Furthermore, significant differences in character strengths have been found across all groups of school bullyingparticipation: bullies, targets of bullying, those who defend targets, reinforce a bully, or prefer to stay out of this. Recommendations willbe made as to how these findings can be used to introduce a strength-based antibullying and pro-social intervention in secondaryschools.

Keywords • pro-social behaviour, bullying, strengths-based approach, character strengths, school well-being

AS20A - Character Strengths Use in Schools S. Lavy (1)C. Harzer (2)(1) Department for Policy and Leadership in Education, University of Haifa, Israel(2) Department of Psychology, University of Kassel, Germany

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Character strengths are the components of a good character, and are defined as positively valued personality characteristics. Theiruse is hypothesized to provide the basis for thriving of individuals and societies, paving the way for individuals' fulfillment of theirpotential. Thus, discussion of character strengths, their development and use is very valuable in educational context, as education(according to several theoreticians) aims to nurture personal fulfillment of children and adolescents, for the benefit of these individualsand the societies in which they live. Furthermore, as teachers' feelings, attitudes, and functioning at work have robust effects on students'feelings and functioning, it is also important to incorporate teachers' strengths use into the educational discourse, and highlight teachers'strengths use and its effects on their well-being, functioning, and students. Despite its evident relevance to education, discussion ofcharacter strengths (and of strengths more generally) is rare in contemporary education literature, and studies about character strengthsand their use in schools are almost non-existent. The present symposium is an attempt to fill this void, and provide a combined theoreticaland evidence-based discussion of character strengths use and its effects among teachers and students.The first presentation in this symposium provides an integrative discussion of potential benefits and hazards of identifying anddeveloping character strengths among students and educators. Focusing on perseverance as a beneficial strength, which is oftenoverlooked, the first presenter will delineate challenges related to underuse and overuse of strengths in educational settings, and suggestways of overcoming these challenges.The second and third presentations focus on the effects of teachers' use of character strengths: The second presentation providesempirical evidence for the positive effects of teachers' use of character strengths on these teachers' experiences at work (e.g., increasedenjoyment and decreased burnout) and on their performance. Furthermore, teachers' use of their character strengths also positivelyaffects their students, as will be described in the last part of this contribution.The third presentation comprises evidence from two studies. The first study of a relatively large teacher sample, establishes the positiveassociations of teachers' strengths use at work with teachers' work attitudes, motivation, and well-being. The second study points tospecific strengths related to learning, courage, and justice as key to emotional and behavioral aspects of teacher functioning.Taken together, the three contributions of the symposium provide complementary perspectives of different effects of the use of characterstrengths in schools, highlighting its benefits for teachers and students. They also pave the way for future studies, focusing on questionsthat arise from their results.

Keywords â&#x20AC;˘ character strengths; strengths use; application of strengths; deployment of strengths; teachers; students; workrelatedoutcomes

AS20B - Perseverance and the well-being journey M. L. Kern (1)(1) Melbourne Graduate School of Education, The University of Melbourne, Australia Character strengths form a vital foundation for positive education programs, providing pillars from which physical, mental, social, andacademic well-being can arise. Students benefit from identifying the strengths in both themselves and in other students. Characterstrengths help teachers see the best in their students, and can be used to personalize the classroom learning experience. Yet strengthscan also be overplayed, and their overuse can be just as detrimental as their underuse for both the individual and the school communityas a whole.Positive education often focuses on building and supporting student and teacher wellbeing, with a focus on interventions and strategiesthat feel good. Unfortunately, this can lead to an attitude in both students and parents that shies away from challenge. For long-termsuccess, perseverance is a key attribute. It is related to higher levels of achievement, as well as health, social, and career benefits inadulthood. Yet perseverance can also mean a great deal of pain and struggle. Some of the greatest accomplishments come frompersevering through trials, even though wellbeing is compromised at the time.At the same time, many students have too much perseverance. They become our highest achievers, with the ability to push themselvesthrough extreme levels of suffering and pain. But they are also experiencing high levels of stress, resulting in anxiety, eating disorders,depression, suicidal thoughts, and other psychological disorders.A long term perspective, bigger picture perspective on the role of character in well-being is needed. While many positive psychologyinterventions focus on short-term benefit, it is the delay in gratification that often leads to the greatest benefit. This must be temperedwith the wisdom to know when it is best to push forward and when is best to back off. This talk will consider the role that perseveranceplays in the wellbeing journey, including its underuse, overuse, and a few strategies for building an optimal level of perseverance in staffand students.

Keywords â&#x20AC;˘ Character strengths; perseverance; resilience; strength regulation; lifespan perspective

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AS20C - The role of character strengths use in teachers for teacher-related and student-related outcomes C. Harzer (1)(1) Department of Psychology, University of Kassel, Germany Previous studies on the role of strengths use for work-related outcomes have shown that the application of the individually highestcharacter strengths (labeled as signature strengths) at work was positively associated with different aspects of job performance, positiveexperiences at work, and seeing the job as a calling. Mixed samples of employees from various occupations were studied predominantly,therefore, very little is known right now about job-specific effects of strengths use. As teachers are multipliers due to their intensivecontacts with students, they are an occupational group with a large impact. A sample of 359 teachers filled in self-rating measuresassessing character strengths as traits, the applicability of character strengths, positive experiences at work, and burnout, but alsoteacher-specific performance-related outcomes like providing cognitive activating lessons, and social support for students. Additionally,for some of the teachers, students rated teacher-specific performance-related outcomes but also how they experience school (this datacollection is still ongoing). Results of teacher data showed that the application of signature strengths fosters positive experiences at workand performance-related outcomes in teachers. Furthermore, latest results of the ongoing data collection regarding the effects of theapplication of signature strengths in teachers on students’ experiences at school, and perceptions of the teachers’ performance will bepresented. Limitations regarding research design as well as research and practical implications will be discussed.

Keywords • character strengths, application of character strengths, signature strengths, application of signature strengths,strengths use, teachers, students

AS20D - The good teacher: The (expected and unexpected) associations of character strengths use withteacher functioning S. Lavy (1)H. Littman-Ovadia (2)(1) Department of Leadership and Policy in Education, University of Haifa, Israel(2) Department of Behavioral Sciences and Psychology, Ariel University, Israel Identifying and nurturing the essential qualities of good teachers is one of the key roles of teacher education programs. To date, thesequalities have been discussed mainly in terms of professional competencies, beliefs and professional identity, despite the claim of certaintheoreticians that teachers’ personal positive attributes play a key role in the educational process. The present research attempts toexamine these ideas, by exploring associations of teachers’ use of strengths at work with their work attitudes and performance.Specifically, we hypothesized that teachers who make more use of their strengths in their work will have more positive attitudes andfeelings toward their work, and will experience less burnout. Based on theoretical literature about teacher required competencies, we alsohypothesized that deployment of specific strengths related to learning (i.e., curiosity, love of learning) and to interpersonal relationships(i.e., the capacity to love, kindness, social intelligence) will be most highly associated with teachers’ positive attitudes and performance. InStudy 1, 527 Israeli teachers completed self report measures assessing their use of strengths at work, and their work attitudes. Asexpected, the results indicated positive associations of teachers’ strengths use at work with their work engagement, job satisfaction, andsense of meaning at work, and negative associations of teachers’ strengths use with teachers’ burnout levels. In study 2, 177 teachers fromaround the world completed self-report measures of their use of the 24 VIA strengths, their work attitudes (job satisfaction, workengagement and work meaningfulness), and their performance. As expected, the results indicated positive associations of characterstrengths use with teachers' work attitudes and performance. However, when examining associations of using specific strengths at work,with work attitudes and performance, results surprisingly pointed to the use of curiosity, zest, hope, and love of learning (and to someextent honesty, humor and leadership), as most highly associated with positive work attitudes (job satisfaction, work engagement andwork meaningfulness). Teacher performance was most highly associated with the use of justice, self-regulation, honesty, prudence, andhumor. These findings suggest that in general, focusing more on using strengths at work may have positive effects on teachers’ attitudesand performance. The results also suggest that although the use of qualities related to learning may be important for good teachers,manifestation of other qualities, related to courage and justice, may also be crucial to teachers' functioning. The research findingshighlight the potential benefits of using strength in teachers' work, and call for further exploration of the use of specific strengths.

Keywords • Character strengths, teachers, work, work attitudes, performance

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EDUCATION • INVITED SYMPOSIUM IS02A - Promoting children’s emotional wellbeing… for life I. BoniwellPositran, France This symposium is focused on a selected range of positive psychology programmes developed for educational context. Positiveeducation is a new area that brings together the findings of positive psychology and education, with the aim of providing pupils withpsychological knowledge and skills that can help them to live a life of flourishing and become more resilient by coping with problems inproductive ways. This broad aim is often achieved by means of specific positive psychology interventions that have been developed andsuccessfully implemented at schools in various countries, including but not limited to the USA, Australia, and the UK. One of theobjectives of this presentation is to provide a general overview of the state-of-art evidence based interventions in education from aninternational perspective. Another, perhaps even more ambitious objective of this presentation is to offer a vision for futuredevelopments in positive education, respecting both the scientific foundations and cultural contexts.

IS02B - Implementing Personal Well-Being Lessons in the Anglophone and Francophone contexts I. Boniwell (1) L. Reynaud (2)(1) Positran, France(2) Scholavie, France Personal Well-Being Lessons is one of the first systematic attempts to teach well-being skills by means of a structured curriculum.Originally developed and tested in South-East London, Personal Well-Being Lessons are now used all over the world, from Australia toJapan. Dr Ilona Boniwell and Laure Reynaud, co-directors of ScholaVie, will examine the first implementations of the curriculum in France,drawing on the qualitative and quantitative data.

IS02C - From the start of school: Zippy’s Friends C. EgarThe Partnership for Children, UK Zippy’s Friends is one of the world’s most successful life skills programmes for young children, promoting children’s positive mentalhealth and emotional wellbeing in 30 countries around the world. It has now reached well over a million children worldwide, and runssuccessfully in a wide variety of cultures, from Canada to Kuwait, from Chile to China. A number of large RCTs have demonstrated itseffectiveness in improving children’s social and coping skills. Zippy’s Friends is produced by Partnership for Children, a UK-based nonprofitagency, which licenses partner agencies to deliver the programme around the world. Caroline Egar, Programme Director atPartnership for Children, will show how the programme has grown and been developed in recent years, with new activities for use athome, so that the family can support (and even learn from!) the child’s school-based programme.

IS02D - Reinforcing the skills in mid-primary years: Apple’s Friends M. PanisKids and Emotional Competencies (KEC), The Netherlands Apple’s Friends was created in response to teachers’ demands for a programme to reinforce Zippy’s Friends with slightly olderchildren. From its first pilot in Brazil, Apple’s Friends has been modified and re-tested, and is now being adopted across the world. It hasrecently been the study of a large RCT in the Netherlands, conducted by the Trimbos Institute, which demonstrated significant benefitsfor children taking part. Marion Panis, Director of KEC in the Netherlands, was instrumental in the development of Apple’s Friends, andwill show how it is effective in reinforcing children’s abilities to get on with each other and deal with everyday difficulties.

EDUCATION • WORKSHOP W01A - Who do strengths interventions actually work for: the role of context and other people D. QuinlanUniversity of Otago362 Leith St, North Dunedin, Dunedin 9016New Zealand To better understand where and for whom strengths interventions work we need increased focus on how context, organisationalvalues, and choice of strengths classification can influence intervention effectiveness. Strengths intervention strategies now beingimplemented include developing: top strengths (1), a strength and a weakness (2), or any/all strengths (3), strengths most stronglyassociated with achievement (4) or well-being (5). Where multiple strategies are used, it is difficult to identify their individualeffectiveness, or even if they counteract each

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other. Recent school-based research demonstrated that teacher strengths spottingmediated most student outcomes, suggesting that strengths spotting may play a role in intervention effectiveness (6). The question ofwhich strengths are actually ‘spotted’ during an intervention then becomes an important one. For example, a strengths intervention maypromote ‘development of top strengths’, but in practice, strengths valued by the organization or an individual’s supervisor/teacher mayreceive most acknowledgment. Those whose strengths are most valued by their organisation or supervisor/teacher may therefore receivemost strengths acknowledgement and perhaps, greater benefits from the intervention. This presentation discusses the implications forstrengths intervention of the underlying assumptions of strengths classifications, the strategies used, and training provided to thoseinvolved. It will propose clarification to intervention design, and training for staff participating in interventions.

Keywords • Strengths intervention, strengthspotting, contextual influences, values and strengths, References: (1)Seligman, M., Steen, T., Park, N., & Peterson, C. (2005). Positive psychology progress. American Psychologist, 60(5), 410-421.(2) Rust, T., Diessner, R., & Reade, L. (2009). Strengths only or strengths and relative weaknesses?

A preliminary study. The Journal ofPsychology: Interdisciplinary and Applied, 143(5), 465-476.(3) Austin, D. (2005). The effects of a strengths development intervention program upon the self-perceptions of students' academicabilities. Azusa Pacific University, Azusa, Ca.(4) Wagner, L., & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengthsand school achievement.

Frontiers in Psychology. doi: 10.3389/fpsyg.2015.00610(5) Park, N., Peterson, C., & Seligman, M. E. (2004).

Strengths of character and well-being. Journal of social and Clinical Psychology, 23(5), 603-619.(6) Quinlan, D. M., Vella-Brodrick, D. A., Gray, A., & Swain, N. (in preparation). Teachers matter: student outcomes following a strengthsintervention are mediated by teacher attitude and behaviour.

W03A - Formation of a Positive Higher Education Network B. Cooper (1), R. Taylor (2)(1) Queensland University of Technology, GPO Box 2434, Brisbane, QLD, 4001, Australia (2) SwinburneInstitute of Technology, John Street, Hawthorn, VIC, 3122, Australia Positive Education (PosEd) is an area of rapid growth and maturing application in the field of Positive Psychology, however,development to date has been primarily aimed at children and adolescents (e.g. the PosEd initiative at Geelong Grammar School inAustralia, and the Brainology program aimed at middle schools in the USA). PosEd at school level has become so successful andwidespread that it has seen the formation of the International Positive Education Network (I-PEN) and, in Australia, the PositiveEducation Schools Association (PESA). Increasingly, though, Positive Psychology is also being embedded into higher education asdedicated programs (e.g. MAPPs); as components of programs/courses (e.g. Positive Psychology subjects in undergraduate foundationprograms); embedded within units/subjects (e.g. flow and self-determination in game design, growth mindset in business, mindfulness inmedicine); and in support for learning (e.g. student counselling, academic skills training, student success and retention initiatives). Furtherextension is the example of Universidad Tecmilenio in Mexico, which has embedded Positive Psychology throughout the university andcompletion of Positive Psychology courses are expected of all students and staff (PESA, 2016).Anecdotal evidence suggests that positive psychology educators and practitioners working to enhance the resilience and wellbeing ofstudents and staff in post-secondary educational organisations would value and benefit from a network to represent their interests,facilitate exchange of ideas and best practice, and foster the growth of the sector. There are a number of PosEd conferences andsymposia, however, a review of the conference programs shows only a few presentations in the postsecondary (eg: university, vocational,polytechnic, community college, adult education) space.Oades, Robinson, Green and Spence (2011) published their intention to begin a conversation regarding the concept of a positive universityand stressed that “research into positive education needs to extend to tertiary education, and not just in the formal teaching environmentbut include the whole organisation” (p. 438). The purpose of this workshop is to continue that conversation by ascertaining interest in anetwork for practitioners, educators and researchers working in post-secondary education. This workshop will also provide an overview ofthe known current state of play in Positive Higher Education and will ask participants to add to this. A number of case studies will bepresented and the proposed visions and goals of the network will be discussed. This workshop will be a facilitated, interactive discussion,providing participants with an opportunity to contribute their ideas and thoughts to the proposed development of a highereducation/post-secondary education network.

Keywords • Positive Education, Higher Education, Tertiary Education, Adult Education, Post-secondary Education References:

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Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2011). Towards a positive university. The Journal ofPositive Psychology, 6(6), 432-439, DOI:10.1080/17439760.2011.634828Positive Education Schools Australia (PESA).

(2016). PESA national conference 2016 program. Retrieved fromhttps://www.pesa.edu.au/wpcontent/uploads/2015/11/PESAConference2016.pdf

W03B - Total Fitness: A Sustainable Positive Education Initiative P. Robinson (1)J. Weeks (2)(1) Positive Psychology Institute, Sydney, Australia(2) The Knox Grammar School, Australia Sustaining positive change is a challenge for all organizations but in particular, educational institutions. As Gardner (2006) suggests,the educational sector are conservative and change is often slow. O’Brien (2012) suggests positive psychologists and educators shouldconsider the United Nation’s recommendations for developing positive education (PE) in their seminal paper on Education for SustainableDevelopment (UNESCO, 2005). Knox Grammar School (KGS) in Australia is one rare example of a sustainably developed PE program.KGS have adopted a total fitness approach based on Positive Psychology science that includes sub-components of academic, social,physical and spiritual fitness underpinned by the concept and framework of mental fitness (Robinson, Oades & Caputi, 2014, 2015;Robinson & Oades, in press). The KGS PE program is being scientifically evaluated longitudinally across multiple indices for staff, studentsand parents. Pre and post intervention results spanning five years are encouraging. Notably, results show improvements in wellbeing,student within and between academic performance, staff and parent selection of KGS as a school of choice to work and learn (Robinson& Zolezzi, 2014). This workshop offers participants the KGS strategic model and process, measurement matrix, results and lesson plansfor all student age ranges that have successfully supported the program and outcomes for the school, parents and the wider community.A handbook supporting the content of the workshop will be given to all participants to assist them in planning their own PositiveEducation initiatives.

Keywords • Positive Education, longitudinal, sustainability, whole school approach, handbook, lesson plans.

References: Gardner, H. (2006). Five minds for the future. Boston: Harvard Business School Press.O’Brien, C. (2012).

Sustainable happiness and well-being: Future directions for positive psychology. Psychology, Vol.3, (12A) 11961201.Robinson, P., & Oades, L.G. Mental Fitness at Work. In Oades, L.G., Steger, M., Delle-Fave, A., & Passmore, J. (Eds.) (in press) The Wiley-Blackwell Handbook of the Psychology of Positivity and Strengths-Based Approaches at Work. London: Wiley-Blackwell.Robinson, P. L., Oades, L. G., & Caputi, P. (2015). Conceptualising and measuring mental fitness: A Delphi study. International Journal ofWellbeing, 5(1), 53-73.Robinson, P.L., Oades, L.G., & Caputi, P. (2014). Conceptualising and measuring mental fitness. Ph.D thesis. University of Wollongong,Australia.Robinson, P., & Zolezzi, S. (2014, July). Positive Education – longitudinal scientific measurement strategy to inform best practice andorganisational development. . Presentation at 28th International Congress of Applied Psychology. Paris, France.UNESCO. (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Education forsustainable development in action.

Technical paper No. 2.

W07A - Developing and delivering Positive Education training for teachers and parents within a schoolcommunity C. ScudamoreGeelong Grammar School, Australia An essential element in the successful implementation of Positive Education is providing an opportunity for all members of the schoolcommunity to learn about, and personally experience, the science of positive psychology.This science underpins all Positive Education activities and interventions. This workshop will provide participants with an overview of thePositive Education training courses available for all staff (teaching and nonteaching) and parents at Geelong Grammar School (GGS), thefirst school in the world to adopt a whole-school approach to Positive Education.Participants will experience sample elements of the School’s training courses and receive an overview of the training curriculum.Key topics to be discussed with participants include:• The value of Positive Education training for staff and parents• How to design a Positive Education training course• Ways to deliver Positive Education training to all members of a School community• Ways to embrace and engage cynics in Positive Education trainingCharlie Scudamore will share experiences, and the many lessons learnt, of delivering Positive Education training courses to teachersthroughout Australia and South East Asia.

Keywords • Positive Education, School, Community, Training

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W12A - The Demanufacture Strategy - How Positive psychology is going to revolutionise the approach tomental health through schools in deprived areas.

A.ArnottInstitute of Education, University of Wolverhampton, UK - Is it possible to eradicate the negative stigma of mental health held by teachers and children in schools?I think so. The literature around positive psychology has long pointed to the key fact that in mental health: prevention is better than cure.This is the core mantra of the demanufacture strategy.I passionately believe as programme leader of this suite of qualifications at the University of Wolverhampton UK that we can presentpositive psychology at different levels both academic and non-academic, which will enable access to positive psychology for peopleworking with children, who would otherwise have been excluded from the field. It is by connecting our ideas not protecting them that wecan create the most substantial change. We have a chance to impact on whole school cultures from the playground, to the lunch hall tothe classroom to the home and family unit.Marshall (1990), & Claxton (2008) Showed how schools were/are becoming [exam] factories. One of many consequences of this is thatpsychologically we have based our education system on reward and punishment, deferred gratification, and scrutiny based onperformativity. Positive psychology has dipped its toe into this debate, for example: Seligmann (1998) has developed programs to helpadults and children change their explanatory style from pessimism to optimism. However, the change would struggle to last long termbecause the teachers and adults who work with the children over time were unqualified in positive psychology.. what would happen if theadults who were around the children had some knowledge to apply?This strategy suggests a possible solution. Ranging from a stand alone small 2 hour development session on the principles of strengths,through a PG Cert for teachers and educators and right up to a fully functional masters degree with a research module: The M.EdDeveloping Positive Mental Wellbeing (Which will be available to sign up for by the time of the conference).We at the University of Wolverhampton’s institute of education passionately believe that positive psychology is so desperately needed inall communities at a consistent and sustainable school culture level in addition to an intervention framework.In the workshop, I shall be presenting the vision, strategy, policy and giving examples of how positive psychology can have traction withdeprived communities and children.Having presented at the last European conference on my book positive failure, I know the electric atmosphere well and as an establishedUniversity lecturer I will be engineering a discussion/debate on the future of positive psychology with deprived children and all this will bedelivered with enthusiasm and humour ensuring a highly provocative and thoughtful session.

Keywords • Mental Health, Education, Positive Psychology, Performativity, Curriculum References: Beck, A. (1976).Cognitive Therapy and the Emotional Disorders. New York: International Universities Press.Claxton, G. (2008). What’s the Point of School?. UK: Oneworld Publications.Marshall, H. (1990) Beyond the workplace metaphor: The Classroom as a learning setting. Theory into Practice. USA: Taylor and Francisltd: (29),2, pp. 94-101.Seligmann, M. (1998). Learned Optimism: How to Change Your Mind and Your Life. New York: Pocket Books.

EDUCATION • PAPER SESSION P03A - Subjective well-being and academic performance in law students: Why and how?

P. Nunez del Prado, F. Del Mastro, J. Rios, K. Torres Llosa, M. TintayaAv. Universitaria 1801, Lima, Peru- Pontificia UniversidadCatólica del Perú A greater understanding of mechanisms linking the law profession with mental health is needed. The current study addresses thisneed through a mixed methods consideration of law student subjective well-being (SWB) and academic achievement. The principal aim ofthis study is to examine this relationship and uncover the mechanisms that underlie it, combining quantitative and qualitativeapproaches. Therefore, we considered dividing the study in three sub-studies to provide a better understanding of this phenomenon. It isimportant to emphasize that studies done in this specific field have predominantly occurred in Western societies such as the U.S. Suchsocieties have an adversarial system (common law countries). This is the first study to our knowledge that evaluated students trained incivil law. Method: Firstly, we analyzed the relationship between SWB and academic performance using a correlational design. The sampleof this study was comprised by 195 Peruvian law students (61 males and 134 females) from a private university in Peru. We used thepositive affect scale of the Positive Affect/Negative Affect Scale (Watson, Tellegen, & Clark, 1988) and Satisfaction With Life Scale(Diener, Emmons, Larsen, & Griffin, 1985) to measure Subjective Well-being; and the Academic Achievement Standardized coefficient(CRAEST- Coeficiente

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de rendimiento academic estandarizado= (((GPA- mean of the class)*10)/Standard deviation)+50) to measureacademic performance. Secondly, we employed the voices of law students themselves to illuminate the individual characteristics thatmay affect their academic performance and well-being. The sample of this study was comprised by 98 peruvian law students from aprivate university and the results were analyzed using the grounded theory approach based upon Glaser and Strauss’s (1967) classicalgrounded theory. Finally, we explored from a qualitative approach, professors and students perspectives on law school to examine whichfeatures of this environment have an effect on the students´ well-being and performance through focus groups and in-depth interviews.Results: Study 1: We found a strong and positive relationship between SWB and academic performance in law students (r=.85, p<.001).Likewise, we found 5 law students profiles (flourishing, optimists, critical, conformists and languishing) in which self-efficacy and locus ofcontrol levels explained SWB and academic performance scores variations (Study 2). On the other hand, our results suggest that threemain features in law school environment have an adverse effect in law students´greater need of satisfaction: Competitiveness, tendencyto overwork and the spread stereotype of what does it mean to be successful lawyer (Study 3).

Conclusion: The current study findingsprovide new support for SDT’s dynamic-process model of human thriving and they contribute to generate a new comprehension into theadverse effects of law schools´ environment (Deci & Ryan, 2000) Keywords • Law students, Subjective well-being, Academic performance, Self determination theory (SDT) References: Diener, E., Emmons, R., Larsen, R., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 47, 1105-1117.Kern, M. L., & Bowling, D. S. (2015). Character strengths and academic performance in law students. Journal of Research in Personality,55, 25–29. doi:10.1016/j.jrp.2014.12.003Keyes, C. L. M. (2007).

Promoting and protecting mental health as flourishing: a complementary strategy for improving national mentalhealth. The American Psychologist, 62, 95–108. doi:10.1037/0003-066X.62.2.95Ryan, R., & Deci, E. (2000).

Self-determination theory and the facilitation of intrinsic motivation. American Psychologist, 55(1), 68– 78.doi:10.1037/0003-066X.55.1.68Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: a longitudinal test of selfdeterminationtheory. Personality and Social Psychology Bulletin, 33(6), 883–897. doi:10.1177/0146167207301014Strauss, A. (1987) Qualitative Analysis for Social Scientists. New York: Cambridge University PressWatson, D., Tellegen, A., & Clark, L. (1988). Development and vali- dation of brief measures of positive and negative affect: The PANASscales. Journal of Personality and Social Psychology, 54, 1063-1070

P03B - The ‘Strength Compass’. The results of a PhDresearch project among schoolchildren (age 6-16)identifying VIAstrengths concerning age, gender, mother-tongue-langue and possible child psychiatric diagnosis.

M.M Ledertoug (1)Gammel Strandvje 71A, 3050 Humlebaek, Denmark Individual paper presentation: The ‘Strength Compass’. The results of a PhDresearch project among schoolchildren (age 6-16)identifying VIAstrengths concerning age, gender, mother-tongue-langue and possible child psychiatric diagnosis.Strengths-based interventions in schools have a theoretical foundation in research in VIA-strengths by Seligman & Peterson (2004) and inresearch on strengths by Linley (2008). Based on this research the VIA-test was created for adults and later for children and youths fromthe age of 10. For children younger than 10 years of age Peterson & Park (2011) have made interviews with the parents. For youngerchildren there has been no possibility to test for strengths. In a Danish PhD project a tool to map children’s strengths was needed forchildren aged 6-16 and with permission from the VIA-institute ‘The Strength Compass’ was made in cooperation with The DanishPsychological Publishing Company. ‘The Strength Compass’ is a computer/Ipad based qualitative tool to identify the strengths of a childby a self-survey or a teacher’s survey. It is designed as a visual analogue scale with a statement of the strength in which the child/teachermay declare the degree of agreement/disagreement. Also the child/teacher is asked whether the actual strength is important and if he orshe has the possibilities to apply the strength in the school.In a PhDproject ‘Strengths-based Learning - Children’s Character Strengths as Means to their Learning Potential’ 750 Danish children havetested ‘The Strength Compass’ in order to become aware of their strengths and is followed by a strengths-based intervention program inorder to explore the strengths. Finally different methods to apply the strength in everyday life at school are applied. The paperpresentation will show the results for strengths display for children aged 6-16 in different categories:• Different age groups – are the same strengths present in both small children and youths?• Gender – Do the results show differences between the two genders?• Danish as a mother- tongue language. Do the results show any differences in the strengths display when considering differentlanguage and cultural backgrounds?• Children with Special Needs. Do the results show any

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differences in the strengths display when analyzing children with a childpsychiatric diagnosis?Mette Marie Ledertoug is a PhD student in Positive Psychology with a PhD project on ‘Strengthbased Learning - Children’s CharacterStrengths as means to their learning potential’ at Aarhus University, Denmark. She has an education as a teacher and an EducationalPsychologist with more than 17 years of experience from working in schools. She has a Master degree in Positive Psychology and she is theco-author of ‘Lifeskills and Children’s Character Strengths’ with Anne Linder and the author of ‘The Strength Compass’ (Both in Danishonly).

Keywords • VIA strengths identification, age, gender, mother-tongue-language, childpsychiatric diagnosis.

References: M. Seligman & C. Peterson (2004),A. Linley (2008),C. Peterson & N. Park (2011)M.M. Ledertoug (2014)A. Linder & M.M. Ledertoug (2014)

P03C - Developing Socio-emotional Intelligence in Early Years Educators C. Devis-Rozental (1)Bournemouth University (1) Learning Development Centre - Faculty of Media and Communication - TalbotCampus -Fern Barrow - Poole - BH12 5BB - Dorset - UK Socio-emotional intelligence (SEI) (emotional-social intelligence in Bar-On 2005), an amalgamation of better the known conceptssocial intelligence (Albreght 2006, Goleman 2007) and emotional intelligence (Goleman 1996) is the ability to acknowledge, understand,manage, apply and express emotions and social interactions in the appropriate manner and context with the right person (Devis-Rozental2014). This is a prominent area of positive psychology and an understudied topic within the context of early years educators (EYE)(Nutbrown 2012) training in the UK. To ascertain the current SEI knowledge and understanding of trainee or newly qualified EYE and toseek further support to their development of SEI whilst completing an undergraduate qualification, a qualitative research projectfollowing a thematic analysis (TA) (Braun and Clarke 2006) was carried out. This TA consisted of analysing ten interviews with trainee orrecently qualified EYE and four early year lecturers (EYEL) all involved with an Fda Early Years in a UK institution.Findings from this research show that although EYE’s do have a knowledge base of SEI and refer to it based on their lived personal andprofessional experience, there is a need for a personal vocabulary where EYE’s would relate to SEI literacy terms to enrich theirexperiences and reflective practice.

Furthermore, there is a need for both implicit and explicit ways to support these trainees to developtheir own SEI to become more self-aware, assertive and confident. For example by integrating basic counselling skills and positivepsychology training tools or carrying out small group activities and practice active listening skills. This should be put in into practice bycreating a positive learning environment that fosters trust to learn by practicing and applying without the fear of failing. Above all, thisresearch found that social learning (Bandura 1977) in small groups where there is time to build effective relationships and rapport as wellas the role of the lecturer as a caring and genuine individual who is knowledgeable in SEI and is able to model SEI attributes by buildingmeaningful relationships with their students are the most important aspects in supporting EYE’s in developing their SEI.Consequently, tools to support EYEL’s to continue developing their own SEI and to effectively apply it to their planning and teachingpractice are needed. Although findings from this research are based on a small sample, literature demonstrates that in other areas as wellas in educational research, this is also a prevalent feature and could therefore be transferable and transformative to teacher education ingeneral (Pope et al. 2012). Further research in the area, perhaps using a larger or international sample could provide additional knowledgeof the topic and thus inform practice.

Keywords • socio-emotional intelligence, education, teacher training, positive psychology, positive education, qualitative research References: Albreght, C.,2006. Social intelligence: The new science of success. San Francisco: Jossey-Bass.Bandura, A., 1977.

Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.Bar-On, R., 2005. The Bar-On model of emotionalsocial intelligence. In P. Fernández-Berrocal and N. Extremera (Guest Editors), SpecialIssue on Emotional Intelligence. Psicothema, 17.Braun, V., and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative research in psychology. 3, 77-101.Devis-Rozental, C., 2014. HE: a route to develop socio-emotional intelligence in Early Years Educators. Inspiring future generations:embracing plurality and difference in higher education. SRHE Newer researchers conference, Newport 9 December 2014. Newport, Wales:SRHE. 58.Goleman, D., 1996.

Emotional intelligence. London: Arrow books.Goleman, D., 2007. Social intelligence. London: Arrow books.Pope, D., Roper, C., and Qualter, P., 2012. The influence of emotional intelligence in academic progress and achievement in UK universitystudents. Assessment & evaluation in Higher education, 37 (8), 907-918.Nutbrown, K., 2012.

Foundations for quality: the independent review of early education qualifications. Cheshire: Crown Copyright.

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F. AndersenUniversity of Aarhus, Deparment of EducationCampus CopenhagenTuborgvej 164DK-2400 Copenhagen NV Marginalized boys at risk of dropping out of high school have for a long time been a problem in the Western world.

100 such Danish14-16 year old boys were in the summers of 2013, 2014 and 2015 exposed to a new school program inspired by Seligman and the AmericanKIPP schools suggesting seven character strengths to be put into action along with academic education: self-control, commitment,perseverance, social intelligence, curiosity, gratitude, and optimism. During a three-week summer school period a study was conducted bythe author, looking closer at the effects of the program. Academic performance, well-being, motivation and personal development withinthe seven character strengths were measured. Data consists of interviews, learning scales and different test scores. The results of thestudy show that all the boys improved substantially in reading, spelling, math, well-being and school motivation during the three weeksummer school.

Keywords • positive psychology based educational program, school motivation, learning acceleration, school engagement,marginalized boys References: 1. Andersen, F.Ø. (2014). Drengeakademiet. Trivsel, læring og personlig udvikling for drenge påkanten [Boys Academy . Well-being, Learning and Personal Development for Marginalized Boys]. Frederikshavn: Dafolo2.

Andersen, F.Ø. & Christensen, G. (Eds.). (2012). Den positive psykologis metoder [The Methods of Positive Psychology]. Copenhagen:Dansk Psykologisk Forlag3. Bandura, A. (1997). Self-efficacy: The Exercise of Control.

New York: W.H. Freeman and Company4. Deci, E.L., & Ryan, R.M. (1985). Intrinsic Motivation and SelfDetermination in Human Behavior. New York: Plenum Press5. Deci, E.L., & Ryan, R.M. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.6. Furrer, C. & Skinner, E. (2003). Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance. Journal ofEducational Psychology, 95(1), 148-1627. Hattie, J. (2009). Visible Learning - A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge8.

Hattie, J. (2013). Visible Learning for Teachers – maximizing Impact on learning. London & New York: Routledge

P03E - Character Strengths and wellbeing of Students with Dual Burden of Study and Work A, Anjum (1), N, Amjad (1), T, Mubashar (1,2)Institute of Applied Psychology, University of the Punjab, Lahore, PakistanDepartment of Psychology, University of Kassel, Kassel, Germany University students’ life is a combination of independence and responsibility as it is age wise associated with adulthood. Due totransitional nature of the university life, students are exposed to more stressors that might affect their wellbeing. In case of financialburden and work to meet financial needs, university life may become even more stressful for students and requires additionalpsychological resources to cope with. The present study explored how students with dual burden of study and work differ from others interms of character strengths and what role strengths play in predicting their wellbeing. A sample of 412 students was surveyed out ofwhich 76 reported working part time to meet their financial needs related to academic life. Both groups were administered questionnairesto assess character strengths, subjective wellbeing, university life adjustment, social support and important demographic characteristics.A random subset (n= 124) of 412 students was selected for comparison with working students. No significant difference was foundbetween both groups on wellbeing, adjustment and social support. When compared on important demographics, as expected, workingstudents were from lower income groups as compared to general sample. Further it was tested if both groups differed on characterstrengths. t test revealed significant difference between both groups on character strength of hope. When character strengths of eachgroup were rank ordered, hope was the highest character strength in working sample whereas in general sample, hope was at sixthnumber. Lastly we explored which character strengths predict wellbeing (life satisfaction, positive affect and negative affect) in workingstudents. In working students, humor was a predictor of life satisfaction; hope, spirituality, leadership, fairness and humility predictedpositive affect whereas social intelligence predicted life satisfaction and positive as well as negative affect; thus social intelligence was themost robust predictor of subjective wellbeing in working students. We conclude that hope and social intelligence are the two mostimportant character strengths for students who are from financially low background and dealing with burden of studies and work.

Keywords • Character strengths, Well being, Hope, Social intelligence, working students,

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P04A - Improving positive behaviors of head teachers through project ‘TO BE A HERO’: an exploratory mixedresearch Hui Cao (1) Meilin Guan (2) Zhuohong Zhu (2) Jing Chen (2)(1) Beijing Normal University , China(2) Chinese Academy of Science, China Head teacher is the key factor in school development and students growth. Improving head teachers’ positive psychologicalcharacteristics will enhance school climate and stimulate students’ positive development. ‘TO BE A HERO’ is our training program based onpositive psychology theories to improve teachers’ positive psychological characteristics. ‘TO BE A HERO’ represents the initials of ninetraining themes: T - thanksgiving, O - open the third eye, B – belief, E – empathy, A – acceptance, H – hope, S – self-efficacy, R – resilience,O – optimism. The training process focused on these themes in two ways: lectures about the theories were presented to all attendeestogether, then workshops of practical experience were given separately to small groups. Training process would last for 1 school year,consisting of thirty 3-hour lessons which were given once a week. This study is an exploring research of the training feasibility, attractionand possible effects. Mixed design was used in this study, and quantitative data came from 121 teachers (87.2% female, 12.8% male, 88%of the teachers aged from 25-39).

Pre-test was executed at the beginning of this program, and post-test was carried out immediately afterthe training process (10 months after the pre-test), including teachers’ teaching efficacy, irrational belief, job performance, perceivedschool climate, psychological capital, PANAS. Repeated ANOVA measure analysis showed that compare to pre-test, teachers’psychological capital shows no difference, positive and negative emotions are both increased, indicating teachers intended to face ratherand avoid personal emotions. Other key factors showed positive effects of this training: irrational belief reduced, job performance andperceived school climate significantly increased in post-test. Qualitative research was used to investigate teachers' interests and benefitsof this training. Data was collected from teachers’ personal development reports and interview, words frequency analysis showed 87% ofthe teachers felt benefits of the training in their career, and 45% of the teachers reported benefits in their personal life. Among thecontents mentioned as helpful, mindful awareness, non-violent communication and STOP skills were top 3 frequently mentioned methods.All teachers attending the interview showed strong interests to try these techniques both in their career and life in the future.Application, research limitations and future direction were discussed.

Keywords • positive psychology, teacher training, mixed research

P04B - Top 5 Character Strengths in Schools Risk, Benefit or Both?

P. RobinsonN. WeeksJ. WeeksPositive Psychology InstituteSuite 416, St James Trust Building185 Elizabeth StreetSydney NSW 2000Australia Positive mental health research in an educational setting is growing but not as quickly as the intentional development of associatedstrategies and practices, for example, Character Strengths as measured by the Values in Action Survey (VIA) developed by Peterson &Seligman (2004). Part of the success of the VIA inventory may be attributed to the ability to gain insight into a teacher’s or student’s ‘top 5strengths’ free of charge. However, we argue that this practice may pose some risks to teacher and student well-being and development.Park, Peterson and Seligman (2004) suggest character strengths are individual differences with some stability and generality, however,research supporting this assumption is rare (Ferragut & Blanca, 2014). Whilst the addition of knowledge and use of character strengthsmakes an important contribution to education (e.g., Kern, Waters, Adler & White, 2014; White & Waters, 2014; Linkins, Niemiec, Gillham &Mayerson, 2014) there are inherent risks in their assessment in a school context. This paper examines the risk factors for VIA misuse bypresenting examples of how the VIA has been used, and highlighting the underlying assumptions. These assumptions are then testedusing the data from a sample of Australian teachers and staff (n = 179). This paper discusses the benefits and risks of measuring characterstrengths in schools and provides a discussion of ways in which to maximise the benefits, while minimising risks.

Keywords • Strengths, benefit, risk, schools, practical application References: Ferragut, M., Blanca, M. J., & Ortiz-Tallo, M.(2014). Psychological virtues during adolescence: A longitudinal study of gender differences. European Journal of DevelopmentPsychology. DOI: http://dx.doi.org/10.108 /17405629.2013.876403Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2014). A multidimensional approach to measuring well-being in students. Applicationof the PERMA framework. The Journal of Positive Psychology,

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DOI: 10.1080/17439760.2014.936962Linkins, M., Niemiec, R. M., Gillham, J., & Mayerson, D. (2014). Through the lens of strength: A framework for educating the heart.Journal of Positive Psychology. DOI: 10.1080/17439760.2014.888581Park, N., Peterson, C., & Seligman, M. E. P. (2004). Character strengths and wellbeing. Journal of Social and Clinical Psychology, 23, 603-619.Park, N., Peterson, C., & Seligman, M. E. P. (2004).

Character strengths in fifty-four nations and the fifty US states. The Journal ofPositive Psychology, 1, 118–129.

DOI: 10.1080/17439760600619567Peterson, C., & Seligman, M. E. P. (2004a). Character strengths and virtues: A handbook and classification. New York: Oxford UniversityPress.Peterson, C., & Seligman, M. E. P. (2004b).

Introduction to "A manual of the sanities" Character strengths and virtues: A handbook andclassification (pp.

109-123). New York: Oxford University Press.White, M. A., & Waters, L. E. (2014). A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach withstudents. The Journal of Positive Psychology. DOI: http://dx.doi.org/10.1080/17439760.2014.920408

P04C - Good character in the classroom: Applying character strengths in school and its relation to positiveschool experiences L. Wagner, W. RuchUniversity of Zurich, Switzerland Recent research suggests that character strengths may contribute to different aspects positive experiences at school (e.g., Shoshani &Slone, 2013; Wagner & Ruch, 2015, Weber & Ruch, 2012, Weber, Wagner, & Ruch, 2016).

These studies conclude that a number ofstrengths are especially relevant in the school context (e.g., love of learning, perseverance). But does it also matter to which extent astudent can apply his or her own strengths in the classroom? To answer this question, the present set of two studies investigated whetherthe application of character strengths at school is related to positive school experiences. Positive school experiences were broadlydefined, and included school satisfaction, positive emotions at school, positive relationships with classmates and teachers as well asachievement at school.The first study followed a cross-sectional design and included a sample of 382 adolescents (mean age: 14.1 years). Participants completeda self-report measure of character strengths (German adaptation of the VIA-Youth; Ruch, Weber, Park, & Peterson, 2014), differentmeasures on positive school experiences (e.g., school satisfaction), and rated the applicability of the 24 character strengths at school(consisting of self-reported behavior and peer-rated desirability; adapted from Harzer & Ruch, 2013). For a subsample of 188 adolescents,grades were obtained in addition. The second study used a daily diary method in a similar sample of 183 adolescents (mean age: 14.3years) who reported on their positive school experiences and the application of character strengths on five consecutive school days.Overall, school-relevant (e.g., perseverance) as well as tonic strengths (e.g., honesty, kindness) were rated as most applicable in theclassroom in both studies, but there was also variation between classrooms. Random-intercept multilevel models that were used toaddress the nested structure of the data (students in classrooms) revealed that the number of applied character strengths was asignificant predictor for several aspects of positive school experiences in both studies.In conclusion, applying character strengths seems to matter for many facets of positive school experiences. These results may inform andsupport intervention programs targeted at applying character strengths at school.

Keywords • character strengths, adolescence, positive education, school satisfaction References: Harzer, C., & Ruch, W.(2013). The application of signature character strengths and positive experiences at work.

Journal of Happiness Studies, 14, 965-983.doi:10.1007/s10902-012-9364-0Ruch, W., Weber, M., Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of theGerman Values in Action Inventory of Strengths for Youth (German VIA-Youth). European Journal of Psychological Assessment, 30, 57-64. doi:1.1027/1015-5759/a000169Shoshani, A., & Slone, M. (2013). Middle school transition from the strengths perspective: Young adolescents’ character strengths,subjective well-being, and school adjustment. Journal of Happiness Studies, 14, 1163-1181. doi:10.1007/s10902-012-9374-yWagner, L. & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengths andschool achievement. Frontiers in Psychology, 6, 610. doi:10.3389/fpsyg.2015.00610Weber, M., & Ruch, W. (2012). The role of a good character in 12-year-old school children: Do character strengths matter in theclassroom? Child Indicators Research, 5, 317-334. doi: 10.1007/s12187-011-9128-0Weber, M., Wagner, L., & Ruch, W. (2016). Positive feelings at school: On the relationships between students‘ character strengths, schoolrelatedaffect, and school functioning. Journal of Happiness Studies, 17, 341-355. doi:10.1007/s10902-0149597-1

P04D - Face à l’adversité : comment résilier durablement sans attachement sécure ?

M. BraudCREN Centre de recherche en éducation de Nantes, France

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La question centrale de cette étude est de comprendre comment des personnes ayant été victimes de trauma chronique (maltraitanceparentale) ont réussi à élaborer et à maintenir un processus de résilience au long cours.Cette étude clinique propose de revenir sur l’histoire de vie de quatre femmes n’ayant pas bénéficié d’attachement sécure mais ayantpourtant réussi à faire émerger un processus de résilience qui apparait aujourd’hui comme stabilisé.Inscrite dans le courant des histoires de vie en formation (Pineau, 1996), j’ai travaillé via la clinique dialogique (Lani-Bayle, 2007). J’aiégalement utilisé un logiciel d’analyse de données textuelles TROPES. J’ai enfin complété ma méthodologie par un questionnaire d’estimede soi (Rosenberg, 1969) et un test de locus de contrôle (Rotter, 1966).Les résultats ont montré que dans un premier temps, le processus de résilience concerne exclusivement la sphère scolaire. L’école permetici de réinvestir la vie humaine mais elle apparaît clairement comme un moyen de compensation.Il est à noter que ces personnes présentent un locus de contrôle interne élevé qui leur a certainement permis de garder le contrôle sur lesévénements et d’investir voire de surinvestir tout d’abord la sphère scolaire puis sociale, souvent à l’adolescence, puis professionnelle.Ces trois types de résilience (scolaire, sociale et professionnelle) ont semblé dans un premier temps avoir pris le pas sur la sphèrepersonnelle et affective, restée très ambivalente, très fragile jusqu’à la séparation effective du parent maltraitant.Cette mise à distance accompagnée de la perte de l’emprise de ce dernier a permis à ces personnes de remanier leur type d’attachement,de pouvoir se créer une nouvelle base de sécurité affective et enfin de pouvoir s’émanciper de leur tuteur de résilience (résilienceaffective).Les différentes formes de résilience : scolaire, sociale, professionnelle et affective semblent ici se compléter et se soutenir dans cet ordreparticulier.

Keywords • résilience scolaire, histoire de vie, clinique dialogique, formation de la personne, attachement, locus of control References: -Bouteyre, E. (2008). La résilience scolaire de la maternelle à l’université. Paris : Belin.-Cyrulnik B. ; Jorland G. (2012). Résilience, connaissances de base. Odile Jacob.-Cyrulnik, B. ; Pourtois J.P. (2007). Ecole et résilience. Odile Jacob.-Ionescu, S. (2011). Traité de résilience assisté. Quadrige manuels PUF.-Lani-Bayle, M. « La démarche clinique en formation et en recherche » Chemins de formation n° 10-11 (2007), Paris : Téraèdre.-Pineau, G. & Le Grand, J.-L. (1996). Les histoires de vie. Paris : P.U.F.-Pourtois J.P. ; Humbeeck B. ; Desmet H. (2012). Les ressources de la résilience. PUF.

P04E - Domo Arigato -- Teaching a Gratitude Intervention to Japanese Secondary School Students L. Duthely (1)H. Sunaoshi (2)UM School of Medicine, P.O. Box 016960 (D-53), Miami, FL 33101, USA (1)Tokyo University, English/Intercultural Communication, Tokyo, Japan (2) Positive Psychology interventions target increasing strengths, such as optimistic outlook, and positive emotions, such as the emotionof gratitude, among youth and adults (Seligman, 2002). Most gratitude interventions include journaling and making a gratitude visits(Froh, 2014). Contemplative practices such as Hatha Yoga and meditation also proved effective in increasing well-being among youth andadolescents (MLERN, 2012; Roeser & Zelazo, 2012).

Different techniques can be practiced within the specific disciplines of contemplativesciences. Duthely’s (2015) novel approach included meditation techniques infused with visualizations on gratitude described in Chinmoy(2010) and served as the basis for this pretest-posttest intervention study conducted among a Japanese cohort. Using an audio book ofEnglish language aphoristic writings, and the gratitude techniques in Duthely (2015), 20 Japanese, post-secondary students were exposedto a 2-month program that convened weekly.

Preliminary results indicate that participants significantly increased their level of gratitude,while increasing their written and spoken English fluency. An overview of the literature, and the preliminary findings from the study willbe presented.

Keywords • Gratitude, Positive Psychology Interventions, Japanese Post-Secondary Students References: Chinmoy, S.(2010). The jewels of happiness: Inspiration and wisdom to guide your life-journey. London, U.K.: Watkins Publishing.Duthely, L. M. (2015 September 27). Heart-centered, gratitude-meditation and adolescent school satisfaction, life satisfaction, andgratitude: A quasi-experimental intervention. [Dissertation defense]. doi:10.13140/RG.2.1.4448.5606Froh, J. J., Bono, G., Fan, J., Emmons, R. A., Henderson, K., Harris, C., & Wood, A. (2014). Nice thinking! An educational intervention thatteaches children to think gratefully. School Psychology

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Review, 43(2), 132-152. Retrieved from http://personalpages.manchester.ac.uk/staff/alex.wood/gratitude school.pdfMind and Life Education Research Network (MLERN). (2012). Contemplative practices and mental training: Prospects for Americaneducation. Child Development Perspectives, 6(2), 146-153. doi:10.1111/j.17508606.2012.00240.xRoeser, R. W., & Zelazo, P. (2012). Contemplative science, education and child development: Introduction to the special section. ChildDevelopment Perspectives, 6(2), 143-145. doi:10.1111/j.17508606.2012.00242.xSeligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. NewYork, NY: Free Press.

P13A - Teaching Happiness – A training to improve subjective well-being T. Rahm (1), E. Heise (1)(1) Institut für Pädagogische Psychologie, Technische Universität Braunschweig, Germany One main aim of Positive Psychology is to increase subjective well-being in non-pathological populations to empower individuals tothrive. We developed a four week training for future teachers with one training day every two weeks. Psycho-educational topics includedhappiness and well-being, positive emotions, self-efficacy, attributions, gratitude, mindfulness, good deeds and flow as well as ruminationand social comparisons.

Participants had to perform the exercise Three Good Things (Seligman, Steen, Park & Peterson 2005) everyevening during the training period. Additionally, they planned three activities (either a savoring experience, gratitude visit or good deedday) to further develop well-being and decided which one they wanted to realize. The seminar was evaluated with different instrumentsassessing subjective well-being which were applied as pen & paper questionnaires before and after the seminar and as onlinequestionnaires at one-, three- and six-month-follow-up.

A control group without intervention filled in all questionnaires online. The resultsshow a significantly higher increase for the training group than for the control group in life satisfaction directly after the training as wellas three months later (d = .44 and .47; p < .05) and in positive emotions directly after the training as well as one and three months later (d= .49 to .71; p < .05). At six-month-follow-up small but non-significant effects could be shown (d = .27 and .30; n.s.). Subsequent steps toevaluate a condensed version of the training with a placebo control group and to finally develop a training to sustainably increaseteachers well-being will be discussed.

Keywords • subjective well-being training, teacher well-being, positive interventions, positive psycho-education References: Seligman, M., Steen, T., Parks, N. & Peterson, C. (2005). Positive Psychology Progress – Empirical Validation ofInterventions. In: American Psychologist, 60 (5) 410–421

P13B - The Maytiv Positive Psychology School Program - New Findings and Insights A. Shoshani (1), S. Guttmann-Steinmetz (1), Y. Kanat-Maymon (1)(1) Baruch Ivcher School of Psychology, Interdisciplinary Center(IDC) Herzliya, P.O.Box 167, Herzliya, 46150, Israel Maytiv (Hebrew for “Doing Good”) was established in 2010 at IDC Herzliya, Israel by Dr. Tal Ben Shahar, a Positive Psychologyteacher, lecturer, and best-selling author, and Prof. Mario Mikulincer an internationally renowned developmental psychologist. In recentyears, Dr. Shoshani, the academic director of Maytiv center, together with a team of psychologists have developed a positive psychologyschool program to promote subjective well-being, a sense of meaningfulness, and engagement among teachers and students inelementary and secondary schools. The Maytiv positive psychology based program has served over 5000 teachers and 50,000 childrenand adolescents in the educational system of Israel. The present session presents two evaluation studies that examined the effects of theMaytiv program on subjective well-being and academic functioning of school students from eight middle schools in the center of Israel.1800 students in 50 intervention classrooms participated in a one-year intervention program and were compared to 1756 students in 50control classrooms. In a two-year longitudinal repeated measures design, the studies assessed pre- to post-test modifications in thetargeted factors. The findings showed significant decreases in anxiety and depression symptoms among the intervention participants. Inaddition, the intervention strengthened self-esteem, self-efficacy, school engagement and academic achievements. These resultsdemonstrate the potential benefits of evidence-based positive-psychology interventions for promoting adolescents' subjective well-being.

Keywords • School, positive-education, positive-psychology, intervention, well-being, mental-health, achivement

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References: Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation ofinterventions. American psychologist, 60, 410. doi:10.1037/0003-066X.60.5.410Shoshani, A., & GuttmannSteinmetz, S. (2013). Positive Psychology at School: A School-Based Intervention to Promote Adolescents'Mental Health and Well-Being. The Journal of Happiness Studies, 15, 1289-1311. doi:10.1007/s10902-013-9476-1.

P13C - One year of school, one year of joy – PERMA-based pedagogical methods as supporters of joy at school E. Leskisenoja (1), S. Uusiautti (1), K. Määttä (1)(1) University of Lapland, Finland One year of school, one year of joy – PERMA-based pedagogical methods as supporters of joy at schoolMA, PhD Student Eliisa LeskisenojaGraduate School, University of Lapland, FinlandAssociate Professor, Dr. Satu UusiauttiFaculty of Education, University of Lapland, FinlandProfessor, Dr. Kaarina MäättäFaculty of Education, University of Lapland, FinlandOne of the worries in the Finnish education system is the low school-related wellbeing in students. This study searched new pedagogicalpractices aiming at enhancing positive emotions, school satisfaction, thriving at school, and general positive study atmosphere. The studywas based on the positive psychological understanding about the importance of positive emotions. Numerous studies show that happypeople succeed and flourish in various areas of life. Similarly, at school, positive emotions matter. Actually, the main goal of thepedagogical action should be to increase happiness and holistic well-being in students.The study leaned on Prof. Seligman’s theory of well-being called the PERMA in which well-being is defined through five independent andmeasurable elements: Positive Feelings, Engagement, Relationships, Meaning, and Achievement.

In this study, the elements wereoperationalized into pedagogical methods and their functionality was evaluated.The teacher of the grade conducted the study as action research among the sixth-graders (N=14, aged 12-13 years) of a Northern-Finnishschool during the study year 2013-2014. The effect of the pedagogical methods was measured systematically with student interviews andquestionnaires targeted separately at students and their parents. The data analyses followed mainly the principles of qualitative contentanalysis.This presentation introduces the pedagogical methods created based on the PERMA model and evaluates their effectiveness andfunctionality when it comes to the perceived joy and well-being in students. The initial data analyses have showed that the pedagogicalactions increased joy and sense of satisfaction in students and enhanced positive interaction and learning environment in the classroom.Based on the practical experience, the presentation reveals how teachers can include well-being enhancing themes in everyday classroompractices. The findings of the study can be used for boosting joy and well-being in students of various ages as well as in curriculumplanning and teacher training. By focusing on ways to enhance students’ well-being, we also enhance many other important areas of life,such as students’ study success, the development of positive relationships and atmosphere at school, as well as teachers’ satisfaction andcoping at work.

Keywords • joy, positive emotions, school satisfaction, well-being, PERMA, positive psychology, action research, teacherresearcher, mixed methods References: Cohn, M. A., & Fredrickson, B. L. (2009). Positive emotions. In S. J. Lopez & C. R.Snyder (Eds.), The Oxford handbook of positive psychology (pp. 13-24). Oxford: Oxford University Press.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist, 56(3), 218–226.Fredrickson, B. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53.Huebner, E., Gilman, R., Reschly, A., & Hall, R. (2009). Positive schools. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook ofpositive psychology (pp. 561-568). Oxford: Oxford University Pres.Kupari, P., Välijärvi, J., Andersson, L., Arffman, I., Nissinen, K., Puhakka, E., & Vettenranta, J. (2013). PISA 12 ensituloksia [PISA 12. Initialresults]. Helsinki: Finnish Ministry of Education and Culture. Retrieved from: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2013/liitteet/okm20.pdf?lang=fiLeskisenoja, E., & Uusiautti, S. (2015). PERMA-based teaching methods as the way to enhance well-being and engagement in students.New Ways to Teach and Learn for Student Engagement, Stanford University, California, USA, 21-22 April 2015.Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? PsychologicalBulletin, 131(6), 803–835.Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005).

Pursuing happiness: The architecture of sustainable change. Review of GeneralPsychology, 9(2), 111–131.Määttä, K., & Uusiautti, S. (2011). Pedagogical love and good teacherhood. In Education, 17(2). Retrieved from: http://ineducation.ca/article/pedagogical-love-and-good-teacherhoodNoddings, N. (2003). Happiness and

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education. New York, NY: Cambridge University Press.Norrish, J. M., Williams, P., O’Connor, M., & Robinson, J. (2013). An applied framework for positive education. International Journal ofWell-Being, 3(2), 147–161.Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and wellbeing. New York, NY: FreePress.Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroominterventions. Oxford Review of Education, 35, 293–311.Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress. Empirical validation of interventions.American Psychologist, 60(5), 410–421.Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dualfactor model of mental health in youth. SchoolPsychology Review, 37(1), 52–68.Uusiautti, S., & Määttä, K. (2015).

The psychology of becoming a successful worker. Research on the changing nature of achievement atwork. New York, NY: Routledge.

P13D - The relationship between life goals and life satisfaction: the role of basic psychological needs andoptimal experience D. Olcar (1)M. Rijavec (1)T. Ljubin Golub (1)(1) Universitiy of Zagreb, Faculty of Teacher Education, Croatia The aim of this study was to examine the relationship between life goals, psychological needs as defined by Self determination theory,flow at work and life satisfaction. Specifically, we tested the hypothesis predicted by Selfdetermination theory and flow theory, that thesatisfaction of basic psychological needs at work (autonomy, competence and relatedness) and the flow at work serve as serial mediatorsin the relationship between intrinsic life goals and life satisfaction. The sample included 480 primary school female teachers fromdifferent regions of Croatia. Three questionnaires were administered: Aspiration Index (Kasser & Ryan, 1996) measuring intrinsic andextrinsic life aspirations, Work Related Basic Need Satisfaction Scale (Van den Broeck et al., 2010) measuring the needs for competence,autonomy and relatedness, Work-related Flow inventory (WOLF, Bakker, 2008) and The satisfaction with life scale (Diener et al., 1985).Structural equation modelling was used to test the proposed model.

Parameters of the model supported the positive effect of intrinsic lifegoals on life satisfaction while there was no significant effect of extrinsic goals on life satisfaction. In addition to that intrinsic goals werepositively linked to the needs of competence and relatedness, but not autonomy. Opposite was found for extrinsic goals which werenegatively related to autonomy and not related to competence and relatedness. All three basic psychological needs were positivelyassociated with flow. Mediation analyses with bootstrapping method revealed that the need for competence and need for relatedness,but not need for autonomy, mediate relationship between intrinsic life goals and life satisfaction when one need is set as first mediatorand flow is set as second.This research unifies Self-determination theory (Deci & Ryan, 1985) and flow concept (Csikszentmihalyi, 1975). It shows that teachers’ lifegoals or values are related to how much they feel competent and related to their colleagues and enjoy their job and life in general, andthat fulfilling the needs is especially important for experiencing flow at work, which in turn promote well-being. Given that students donot learn from the teacher only cognitive knowledge or skills but also emotions, attitudes and values, it is important that teachers knowwhich life goals are beneficial and which detrimental for their well-being. The other practical implication concerns the in-serviceimprovement of teacher’s competence in order to facilitate flow at work (and well-being).

Keywords • life goals, psychological needs, flow, life satisfaction

P13E - Academic excellence: The dynamic relationship between approaches to studying and learning gain J. Rogaten (1), G.B. Moneta (2)(1) Fashion Business School, London College of Fashion, University of the Arts, London, UK(2) School of Psychology, Faculty of Life Science and Computing, London Metropolitan University, UK Academic performance is universally recognised as the most appropriate measure of learning (e.g., Bowman, 2010; Gonyea, 2005).However, a recent review by McGrath and colleagues (2015) highlighted that students’ academic excellence can better be defined asprogress or distance travelled in their knowledge, skills and personal development. According to the self-determination theory (Deci &Ryan, 1985; Ryan & Deci, 2000) humans naturally strive for progress and therefore progress in studying is conceptually more accuratereppresentation of learning than achievement per se. While there are some studies in the US aiming to examine predictors of students’learning gains (e.g., Beck & Blumer, 2012; Cahill et al., 2014), there is little research done on academic progress in Europe.

The currentstudy aims to examine whether approaches to studying that showed to correlate with academic achievements (e.g., Diseth, Pallesen,Brunborg, & Larsen, 2010; Rogaten, Moneta & Spada, 2013) can equally well

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predict learning progress, and whether any particularapproach to studying facilitates better progress at different stages of a degree and at different baseline levels of academic performance.A sample of 504 undergraduate students from a London University took part in this research. Coursework grades from prior semester andend-ofsemester were retrieved from the university database, and each student completed the Approaches and Study Skills Inventory forStudents (ASSIST). Associations between approaches to studying and end-of-semester grades, and their interactions with degree leveland prior semester grades, were tested using Model 3 of the PROCESS Macro (Hayes, n.d.).Models were estimated separately for deep, strategic and surface approaches to studying.

The deep approach predicted academicprogress of weaker students in the beginning of their degree and undermined academic progress towards the end of a degree. Thestrategic approach to studying predicted academic progress for academically strong students towards the end of their degree.Importantly, there was no association between surface approach to studying and coursework attainments. As such, results support theimportance of adaptive approaches to studying for academic success.The findings from this study have important theoretical implications and practical applications. Firstly, developing students’ deep andstrategic approaches to studying is more important for academic success than merely preventing the surface approach, but in doing soone needs to consider students’ ability and level of education they are currently at. Secondly, understanding the moderating effect of adegree level on the relationship between approaches to studying and learning gains will enable teachers to design curricula andeducational environment that facilitates learning gains for students with different starting abilities.

Keywords • Progress, grades, learning gain, approaches to studying, university students References: Beck, C. W., &Blumer, L. S. (2012). Inquiry-based ecology laboratory courses improve student confidence and scientific reasoning skills. Ecosphere, 3(12), UNSP 112.Bowman, N. A. (2010). Can 1st-Year College Students Accurately Report Their Learning and Development? American EducationalResearch Journal, 47(2), 466– 496.Cahill, M. J., Hynes, K. M., Trousil, R., Brooks, L. A., McDaniel, M. A., Repice, M., … Frey, R. F. (2014).

Multiyear, multi-instructorevaluation of a large-class interactive-engagement curriculum. Physical Review Special Topics-Physics Education Research, 10(2), 101-119.Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York, NY, US: Plenum Press.Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.British Journal of Educational Psychology, 80(4), 671–687.Gonyea, R. M. (2005). Self-reported data in institutional research: Review and recommendations. New Directions for InstitutionalResearch, 2005(127), 73–89.Hayes, A. F. (n.d.).

Andrew F. Hayes, Ph.D. Retrieved December 23, 2011, from http://afhayes.com/McGrath, C. H., Guerin, B., Harte, E., Frearson, M., & Manville, C. (2015). Learning gain in higher education. Retrieved from http://www.rand.org/content/dam/rand/pubs/research_reports/RR900/RR996/RAND_RR996.pdfRyan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.American Psychologist, 55(1), 68–78.Rogaten, J., Moneta, G. B., & Spada, M. M. (2013). Academic Performance as a Function of Approaches to Studying and Affect inStudying. Journal of Happiness Studies, 14(6), 1751–1763.

P23A - How to ensure a positive learning process among students: Giving students a voice – Presenting anultra-brief outcome measure for students: The Learning Rating Scale (LRS) P. NissenAarhus University, Tuborgvej 164, CopenhagenDenmark The mantra of positive psychology is to develop the strengths and manage the weaknesses. The best school systems in the world arecharacterized by intervening at the level of the individual stu-dent in order to develop processes and structures within schools to enablethem to identify to which degree learning is taking place. The purpose is to establish a foundation for intervention facilitating thechildren’s learning process. Top-performing school systems recognize that, in order to improve, they need to measure. Feedback is one ofthe most powerful influences on learning and achievement. According to several studies, feedback from the students to the teacher is thesingle most important factor for facilitating the learning process. The presenter will describe the development and validation of an ultrabriefanalog rating scale—the Learning Rating Scale (LRS)—a specific outcome-measure tool for teachers to use on a day-to-day basis. Thetheoretical basis of the rating scale is based on research findings that demonstrate a robust connection between the following factors: (1)a positive alliance between teacher and students, (2) whether the teachers’ way of teaching facilitates the learning processes of thestudents, and (3) high expectations for students. These factors are of crucial importance to the learning process. The

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instrument’spsychometric properties are examined and reported. The Learning Rating Scale is currently used in research projects in fields such as (a)special needs education, (b) gifted children, (c) the OPUS (Optimal wellbeing, development and health for Danish children through ahealthy New Nordic Diet) program, and (d) effects of teacher aids programs. The feasibility of the scale is also discussed, andconsiderations for further application of the instrument are presented. An electronic version has recently been developed for use on iPad,PC, iPhone, etc. which enables the teacher to get information from a class within a minute.

Keywords • Learning, teacher-student alliance, analog rating scale, measurement instrument, validation, learning process.

P23B - Developing strenghts of character among primary school teaching students: an interesting way to builda positive professional and personal identity N. Goyette (1)P. Dubreuil (2)(1) Université du Québec à Trois-Rivières (Campus de Drummondville), 555, boulevard de l’Université, Drummondville(Québec) Canada(2) Université du Québec à Trois-Rivières, 3351, boul. des Forges, Trois-Rivières (Québec) Canada In Québec (Canada), the formation paradigm (Roegiers, 2012) of teachers has evolved over the many changes brought to theeducation system. In fact, the academic paradigm, focused on teaching knowledge, has given way to socio-professional paradigm, itselffocused on the development of specific skills related to the profession. As a result, teachers’ training focuses now on the developement oftwelve professional competencies (Gouvernement du Québec, 2001) that are evaluated throughout the degree course and four teachingpractices in different elementary schools. One of these competencies is to specifically promote engagement in professional development,individually and with others (Competency 11). At the end of 4 years of initial training, the student teacher should be able to: « Identify,understand and use available resources […] related to teaching; Identify his or her strengths and limitations, along with his or herpersonal objectives and the means of achieving them; Engage in rigorous reflexive analysis on specific aspects of his or her teaching;Undertake research projects related to specific aspects of his or her teaching» (Ibid, 2001, p. 143). In this perspective, students mustevolve into a reflective practitioner posture (Schön, 1994) and have to produce a progressive portfolio in which they demonstrate thedevelopment of their competencies. However, some of them will encounter difficulties, even if they seem to understand the meaning ofthese skills. Among others, a lack of self-confidence will sometimes result in failure during their internship (Lebel and al., 2012). In fact,developing professional competencies also requires to develop personal skills related to attitudes, emotional competencies and strenghtsof character (Peterson and Seligman, 2004). These strenghts of character are positive personality traits who lead individuals, if theyidentify and develop them, to fulfilment and optimal functioning (Linley & Harrington, 2006; Peterson & Seligman, 2004).

Indeed, thesepersonal skills are less formally addressed all along the formation. Even so, they are essential elements who contribute to students’ andteachers well-being. According to these elements, integrating this concept into teachers’ training could be a way to help students succeedand, in a long term perspective, persevere in the profession despite the complexity of the trade (Goyette, 2014). The aim of thiscommunication is to present the context, conceptual frame and methodology of a new study that explores the impact of an innovativeintervention process that allows the inclusion of these strengths of character among trainees’ reflexions during their training practice. Thisresearch specifically mesures the result of this intervention on professionnal competencies improvement and professional and personalidentity (Anadon and al., 2001).

Keywords • Strenght of Caracter; Professional Identity; Personal Identity; Professional Competencies; Well-being in Teaching References: Anadón, M., Bouchard, Y., Gohier, C. Chevrier, J. (2001). Interactions personnelles et sociales et identitéprofessionnelle. Revue canadienne de l’éducation, 26(1), 1-17.Gouvernement du Québec (2001). La formation à l’enseignement. Les orientations. Les compétences professionnelles. Québec : Ministèrede l’Éducation, du Loisir et du Sport.Goyette, N. (2014). Le bien-être dans l’enseignement : étude des forces de caractère chez des enseignants persévérants du primaire et dusecondaire dans une approche axée sur la psychologie positive. Thèse de doctorat en sciences de l’éducation, Université du Québec àTrois-Rivières.Peterson, C. et Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford UniversityPress, 2(3), 149156.Roegiers, X. (2012). Quelles réformes pédagogiques pour l’enseignement supérieur? Bruxelle : De boeck.Schön, D. A. (1994). Le praticien réflexif : à la recherche du savoir caché dans l’agir professionnel. Montréal : Éditions Logiques.Wood, A. M., Linley, P.A, Maltby, J, Kashdan, T.B, and Hurling, R. (2010). Using personal and

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psychological strengths leads to increasesin well-being over time: A longitudinalstudy and the development of the strengths use questionnaire. Personality and Individual Differences, p. 1-5.

P23C - Positive psychology based intervention causes significant mental health improvement in universitystudents L.E. Verhagen (1), D. Koster (1), M. Delsing (2), C. van Dam (2)1 Prima Psychologie, Sneeuwbalstraat 93 Nijmegen, The Netherlands 2Praktikon, Postbus 6909 Nijmegen, The Netherlands Background:Rather than focusing on pathology, positive psychology is the branch of psychology focusing on positive outcomes in life such as mentalhealth or satisfaction in life. University students are at an elevated risk for mental illnesses due to the rapid changes throughout this lifeperiod as well as the pressure of the study they experience. The present study investigated the effect of a positive psychology-basedintervention on students' perceived quality of life parameters.Methods:A survey was carried out among Educational Sciences students (Radboud University Nijmegen, Netherlands) to determine whether a 10-week educational program positively influenced the studentsâ&#x20AC;&#x2122; quality of life. The pilot-program was largely based on evidence-basedinterventions from the field of positive psychology. Fifty-eight students (age range 18-26 years; 98.3% female) were divided into twogroups: an intervention group (N=32) and a control group (N=26). Data were collected at baseline, and at 5, 10, and 16 weeks afterprogram onset. Full data at all time points were available for 46 students.Outcome variables were perceived stress, satisfaction with life, subjective happiness, self-efficacy, self-compassion, positive emotions,and mental health. All variables were measured with questionnaires whose reliability and validity have been proved. Data were analyzedusing independent samples t-tests, paired samples t-tests, GLM repeated measures analysis, and linear regression analysis.Results:T-tests indicated a positive effect of the intervention with students in the experimental group showing significantly less stress, morepositive emotions, and a better overall mental health state compared with the students in the control group at 10- and 16-week follow-up.In addition, within the experimental group, a significant decrease in perceived stress and a significant increase in satisfaction with life,self-efficacy, self-compassion, positive emotions, and mental health state was observed 10 weeks after the start of the program whencompared with baseline data. Furthermore, GLM repeated measures analysis indicated that the experimental group showed a morepositive development than the control group with regard to perceived stress, self-compassion, positive emotions, and mental health stateacross the baseline to 10-week follow-up period. Linear regression analysis controlling for baseline values confirmed the positive effectsof the intervention regarding perceived stress, self-compassion, positive emotions, and mental health state.Conclusions:Our pilot study shows that an intervention program lasting 10 weeks using positive psychologybased interventions for studentssignificantly improves perceived quality of life health indicators. This finding paves the way for widespread implementation of comparableprograms for students to study large-scale effects.

Additional studies should be performed to determine the value of positive-psychologybased interventions.

Keywords â&#x20AC;˘ positive psychology based intervention; eductation; university students; References: Seligman, M. E. P., &Csikszentmihalyi, M. (2000). Positive Psychology: an Introduction. American Psychologist, 55, 5-14. doi: 10.1037/0003-66X.55.1.5Diener, E. Positive Psychology: Past, Present and Future. In Snyder & Lopez, 2009. The Oxford Handbook of Positive Psychology (pp. 7-11). New York, New York: Oxford University Press.Fredrickson, B. L. (2001). The Role of Positive Emotions in Positive Psychology: the Broaden-And-Build Theory of Positive Emotions.American Psychologist, 56, 218-226

P23D - Developing student and staff growth mindsets in a sustainable, scalable and flexible, onlineintervention B. Cooper (1), C. Rueckert (2)(1,2) Queensland University of Technology, Brisbane, Queensland, Australia The role of universities is widening to include nurturing the development of students beyond the content of their academic discipline.The Queensland University of Technology (QUT) in Australia has articulated a vision to develop agile, curious and resilient graduates, andincreasingly, positive psychology interventions and principles are being implemented to help achieve this. One current project is thedevelopment of a flexible online module that aims to develop the growth mindsets of students and staff.Developed by Carol Dweck, growth mindset is the

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belief that intelligence and abilities can be developed throughout our lifetimes, whereasfixed mindset is the belief that intelligence is fixed and cannot be changed. Students’ mindsets can affect their resilience in the face ofacademic adversity (Yeager, Paunesku, Walton & Dweck, 2013). Outcomes of initiatives to develop growth mindsets in academic settingsinclude: higher grade point averages, increased persistence, reduced attrition and decreased achievement gaps with minority students(Aronson, Fried & Good, 2002; Blackwell, Trzesniewski & Dweck, 2007; Paunesku et al., 2015; Yeager, Walton & Dweck, 2012).QUT’s online growth mindset module broadly replicates the interventions designed by Paunesku et al. (2015). Additionally, QUT’s moduleprovides additional resources to build literacy around the concept of growth mindset, contextualises the module for a diverse universityaudience in Queensland, Australia, and enhances scalability and flexibility through online and blended modes of delivery. The module isbeing designed for maximum use by students and staff so that elements of the module can be embedded into curriculum, or the modulecan be undertaken in its entirety and promoted by learning support or other co-curricular services.The module was piloted in March 2016 in two core first year, first semester subjects in the Bachelor of Information Technology andBachelor of Business. Elements were also piloted in the semester one orientation for new students. This presentation will summarise theresults from these pilots. It will review the collaborative process conducted to design and develop the online module, which includedpartnering with students, faculty staff, support services and industry. It will also outline the project’s design principles, including howprinciples of self-determination (Niemiec & Ryan, 2009) were incorporated. Future mindset initiatives will also be briefly outlined.

Keywords • Mindset, University, Higher Education, Scalable References: Aronson, J., Fried, C. B., & Good, C. (2002).Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Journal ofExperimental Social Psychology, 38(2), 113-125. doi: 10.1006/jesp.2001.1491Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement across an AdolescentTransition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263. doi: 10.2307/4139223Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory toeducational practice. Theory and Research in Education, 7(2), 133-144.Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalabletreatment for academic underachievement. Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can BeDeveloped. Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805Yeager, D. S., Paunesku, D., Walton, G. M., & Dweck, C. S. (2013). How can we instil productive mindsets at scale? A review of theevidence and an initial R&D agenda. A White Paper prepared for the White House meeting on Excellence in Education: The Importance ofAcademic Mindsets.

EDUCATION • POSTER POF028 - Strengths-based learning - Childrens Characterstrengths' as a mean to their learning potential M. M. LedertougGammel Strandvje71A, 3050 Humlebaek, Denmark POSITIVE PSYCHOLOGY AND EDUCATIONIndividual paper presentation: ‘Strengths-based learning - Children’s Character Strengths as Means to their Learning Potential’ is a PhDproject aiming to create a strengths-based mindset in school settings and at the same time introducing strengths-based interventions asspecific tools to improve both learning and well-being.The PhDproject in Strengths-based learning has taken place in a Danish school with 750 pupils age 6-16 and a similar school has beenfunctioning as a control group.The phases in the project have been divided into the following phases:1) Introducing the teachers for positive psychology and VIA character strengths (Seligman & Peterson, 2004)2) Strenghts-based interventions as a whole school approach (Norrish, 2015)a. Awareness (Niemiec, 2013) – Identifying strengths in 750 children and 80 teachers.What can we learn from this?b. Exploration (Niemiec, 2013) – a 26 lessons program: 1 lesson introducing strengths – 24 lessons with each of the differentcharacter strengths – 1 lesson for evaluation.A program combining teacher introduction, class discussion, individual/group and class strengths-based exercises, strengths-basedmindfulness exercises, storytelling and films.c. Applying (Niemiec, 2013) the strengths both in a strengths-based mindset in the school culture using priming, strength-languageand implementing strengths in school traditions and applying strengths directly in the classroom using strengths in the pupils’ portefolios,action-plans, in rubrics creating visible learning

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and in the curricula for the different subjects.3) Measurements for learning outcome, learning experience and wellbeing for intervention-group and control group. Using a mixedmethod design with quantitative methods for measurable effect: PISA (OECD, 2012), Timss (IEA, 2011), Live & Learn (Rambøll, 2012),Learning Rating Scale (Nissen, 2012), The Danish National Test (UVM, 2013-2015) and The Strength Compass (Ledertoug, 2014) andqualitative methods for experienced effect: Interview semi-structured and focus groups (Brinkmann & Tanggaard, 2015). Timelineinterview (Adriansen, 2012) and classroom observations (Pedersen, Klitmøller & Nielsen, 2012)What can we learn from this?The presentation will focus on both the aware-explore-apply processes and the practical implications for the schools involved and onmeasurable and experienced outcome.Mette Marie Ledertoug is a PhD student in Positive Psychology with a PhD project on ‘Strengthbased Learning - Children’s CharacterStrengths as means to their learning potential’ at Aarhus University, Denmark . She has an education as a teacher and an EducationalPsychologist with more than 17 years of experience from working in schools. She has a Master degree in Positive Psychology and she is theco-author of ‘Lifeskills and Children’s Character Strengths’ with Anne Linder and the author of ‘The Strength Compass’ (Both in Danishonly).

Keywords • Character strengths, strengths-based mindset and interventions, outcome learning and well-being References: Seligman, M., Peterson, C. (2004) Character strenghts and virtues. Oxford University Press.Norrish, J. (2015) Positive Education. Oxford University PressNiemiec, R. (2013) VIA research and practice - the first 10 years.In H. H. Knoop & A. Delle Fave (Eds.), Well-being and cultures:Perspectives on positive psychology (pp. 11-30). New York: Springer.PISA (OECD, 2012), Timss (IEA, 2011), Live & Learn (Rambøll, 2012), Learning Rating Scale (Nissen, 2012), The Danish National Test (UVM,2013-2015)Ledertoug, M.M. (2014) The Strength Compass. Dansk Psykologisk Forlag.Linder, A. & Ledertoug, M.M. (2014) Life Skills and Childrens Characterstrengths. Dansk Psykologisk Forlag(Brinkmann, S & Tanggaard, L, 2015). Kvalitative metoder. Gyldendal Akademisk.Adriansen, H., 2012 Timeline Interview. PURE.dkPedersen, M, Klitmøller, J. & Nielsen, K, 2012) Deltagerobservationer. Hans Reitzels Forlag

POF029 - Confirmatory factor analysis of the Psychological Factors for Francophone Adolescent Learners (FAL)in High Schools in the Western Cape M.Kananga RobertM. Moletsane Kekaerobert_mukuna@yahoo.frmoletsane@gamil.com This article describes the development and validation of an instrument to measure emotional regulation, aggressiveness, empathy,and sympathy of the Francophone Adolescent Learners Scale (IFALS) in the high schools in the Western Cape, South Africa. The samplesize in this study consisted of 170 participants (males= 84, females= 86) aged 14 to 20 years old. The final 19 items for the FALS containsfour latent variables: emotional regulation, aggressiveness, empathy, and sympathy, which together explain 51.65% of the total itemvariance. Scale score showed adequate internal consistency. A confirmatory factor analysis suggests scores from the measure to bereliable for measuring psychological factors among the immigrant Francophone Adolescent Learners.

Keywords • Francophone Learners, Psychological Factors, Emotion Regulation, Aggressiveness, Empathy, Sympathy

POF030 - Students using success criteria improve in demonstration of knowledge L. Clyde (1)(1) University of MelbourneUniversity of Melbourne, Australia Creating clear goals in a primary (elementary) school classroom with students aged 8-9 provided students with the skills todemonstrate prior knowledge. Representation of numbers visually is important for students’ real-world knowledge of the value ofnumbers (measurement, mapping, temperatures and proportion). It has been postulated that students’ ability to represent valuesindicates the developmental transition to understandings of whole numbers, multiplicative thinking and proportional reasoning. Studentscollaborated with a Teacher-Candidate to create success criteria for mathematics tasks involving display of number. It was expectedstudents would improve in their ability to demonstrate understanding of fractions and decimals due to further class based teaching.Students not only used criteria to assess their own work, they were asked to identify strategies that had helped them come up withanswers. Classes focussed on partitioning of fractions and decimals. The teaching strategies used were: class collaboration to creategoals/criteria; identifying positive behaviours; creating classroom where students could work at their own pace; and materialsdifferentiated for Zone of Proximal Development.Post assessment indicated that students not only improved in these two aspects of number but also

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representation of percentages.Children's knowledge of percentages is often developed through real-world applications but they struggle to represent it on a number line.The intervention was not focussed on improving their understanding of percentage but the results showed a large increase in students'ability to demonstrate their prior knowledge. Students rated their ability and confidence with representing number more positively afterthe clinical intervention developing success criteria. The side benefit of improved representation of prior knowledge was achievedthrough creating a positive classroom environment.

Keywords • mathematics, success, criteria, education, primary, elementary, school, positive education, References: ACARA. (2015). Myschool.edu.au : Australian Curriculum, Assessment and Reporting Authority. Retrieved from http://www.myschool.edu.au/AITSL. (2013). Standards | Australian Institute for Teaching and School Leadership.

Retrieved from http://www.aitsl.edu.au/australianprofessional-standards-for-teachers/standards/listAusVELS. (2013). AusVELS - Curriculum: Victorian Curriculum and Assessment Authority. Retrieved from http://ausvels.vcaa.vic.edu.au/Bay, J. M. (2001). Developing Number Sense on the Number Line. Mathematics Teaching in the Middle School, 6(8), 448-451.doi:10.2307/41181786Bobis, J., & Bobis, E. (2005). The empty number line: Making children’s thinking visible. Paper presented at the The 20th BiennialConference of The Australian Association of Mathematics Teachers: Making Mathematics Vital, Sydney, NSW.DEECD. (2009). Number Lines with Whole Numbers (Mathematics Continuum). Retrieved fromhttps://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/readnumberlinewh ole.pdfDiezmann, C. M., & Lowrie, T. (2006). Primary students’ knowledge of and errors on number lines.Dole, S., Hilton, A., Hilton, G., & Goos, M. (2015, 3-7 June 2015). Proportional Reasoning: An elusive connector of school mathematicscurriculum. Paper presented at the The Twenty-third ICMI Study: Primary Mathematics Study on Whole Numbers, Macao, China.Essential Learning. (2015). Essential Learning:Numeracy Assessment. Retrieved from http://www.essentialassessment.com.au/Griffin, P. (2014). Assessment for teaching: Cambridge University Press.Klein, A. S., Beishuizen, M., & Treffers, A. (1998). The empty number line in Dutch second grades: Realistic versus gradual program design.Journal for Research in Mathematics Education, 443-464.Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory.Learning, Culture and Social Interaction, 1(1), 12-21. doi:http://dx.doi.org/10.1016/j.lcsi.2012.03.001Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum.Journal for Research in Mathematics Education, 122-147.Ni, Y. (2000). How valid is it to use number lines to measure children's conceptual knowledge about rational number? EducationalPsychology, 20(2), 139-152.Siemon, D. (2002). Partitioning - The missing link in building fraction knowledge and confidence.

Paper presented at the The 19thAustralian Association of Mathematics Teachers Biennial Conference: Mathematics - making waves. Brisbane.Siemon, D., Bleckly, J., & Neal, D. (2012). Working with the big ideas in number and the Australian curriculum: mathematics. In B. Atweh,M. Goos, R. Jorgenson, & D. Siemon (Eds.), Engaging the Australian national curriculum: Mathematics – Perspectives from the field.Online Publication: Mathematics Education Research Group of Australasia.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E.Souberman Eds.). Cambridge: Harvard University Press.

POF031 - Motivation at work in French universities: a practical illustration P. FavroUniversité de la Polynésie françaiseFaa'aBP 657098702 Polynésie française This paper aims at showing how the SPP (Student's Professional Project) in French universities can develop motivation, and atpresenting how the SPP works in practice and how it can be useful.The SPP was first introduced in French universities at Lyon I in 1983-84, in order to help students to succeed.It is grounded in humanistic psychology, and yet many core concepts of positive psychology are to be found in it. The most obvious one ismotivation. Indeed, the objective of the SPP is to help first year students to find a professional goal for themselves. Then logically, theywould be motivated to reach it, hence to study. This concept is particularly relevant for French universities, when enrolment is a right, nota privilege like in the USA, for instance.The theory of organismic integration finds a practical application with the SPP. This theory posits that “human beings are activeorganisms, naturally aiming at development, the mastery of the challenges from the environment and the actualization of theirpotentialities”.The human beings are the students; they aim at development through finding a professional project, which can actualize as a goal. Themain challenges to be mastered are exploring their motivations, finding professionals to interview, meeting the deadlines for theassignments, and group work. The whole process has two main effects: it sets them on a path to actualize their potentialities, includingselfconfidence and self-knowledge, and it leads them to explore and develop intrinsic and extrinsic

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motivation.Eventually it sets in motion a virtuous circle: motivation -> action -> success -> increased feeling of selfefficacy -> self-esteem, then furtherincreasing motivation.The effects of the SPP vary according to the initial motivation of students, in a continuum from amotivation to real extrinsic and intrinsicmotivation.Among the most motivated students, some find a professional goal while others develop their motivation to reach it, as confirmed bynumerous reports by students.Indeed, the implementation of the SPP in more universities would be very beneficial to the French academic system.

Keywords • Motivation, self-determination theory, humanistic psychology, French universities References: Bandura,Albert (1997). Self-efficacy: The exercise of control. New York: Freeman.Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. PsychologicalInquiry, 11.

227-268.Gilles, D., Millaud-Collier, C., Saulnier-Cazals, J., Vuillermet, M.J. (2004). Projet professionnel de l’étudiant : Les Nouvelles Donnes.Passeurs de futurs. Marne la Vallée : ONISEP.Sarrazin, P., Pelletier,, L., Deci,, E. & Ryan, R. (2011). Nourrir une motivation autonome et des conséquences positives dans différentsmilieux de vie : les apports de la théorie de l’autodétermination. In Charles Martin-Krumm et Cyril Tarquinio (Eds.). Traité de PsychologiePositive. Bruxelles : De Boeck. 273-312.

POF032 - "I received so many presents" - The Influence of a Positive Psychology Course on Students' happiness A. RazThe Max Stern Yezreel valley college, Israel; Haifa University, Israel I have been teaching positive psychology course for the last 5 years. As I received interesting anecdotal feedback from my studentsover the first 2 years regarding their positive personal experiences during the course, I became interested in studying the effect of thecourse more systematically. I therefore began to check anonymously pre and post course' levels of happiness using The Oxford HappinessQuestionnaire (Hills & Argyle, 2002), And qualitatively analyzed student's reports of each of the 12 assignments they had to completeweekly during the semester, and their closing written narratives regarding their experience during the whole course (semester). The gradesin this course were unrelated to student's reports (of any kind) as grades were given following a test that was scanned and analyzedautomatically by a computer.181 undergraduate students (mean age =22) completed the Oxford Happiness Questionnaire (Hills & Argyle, 2002) one week before thecourse began and within one week following the last class of the semester. A paired-samples t-test was conducted to compare pre andpost course' levels of happiness. Results show significant improvement in happiness levels for pre course (M=4.05, SD=.66) and postcourse (M=4.2, SD=.71) conditions; t(-7.44)=, p <.000These results suggest that a participation in a course in positive psychology may contribute to one's happiness levels. This is inaccordance with maybury (2013) study - the only study I could find in PsycINFO database that assess pre and post well being levels ofpositive psychology course for students. Although these two findings supports each other, further research is needed to clarify whetherthis effect is a result of a specific teacher, teaching methods, home assignments, or the general effect of beginning versus ending asemester, or a combination of two or more of the above (or more) possible explanations.On my short oral presentation I would like to describe the framework of the course and its assignments, and to further discuss studentsexperience and insights regarding their weekly assignments and their overall experience of the course. While maybury's (2013) study isbased solely on rich quantitative data and relates to few different measures (e.g. mindfulness, meaning in life etc.) my study can shedmore light on student's full phenomenology and experience during the course through the analysis of their deep personal reflections.

Keywords • positive psychology courseundergraduatehappinessqualitative References: Hills, P. & Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for themeasurement of psychological well-being. Personality and Individual Differences, 33 , 1073–1082.Maybury, K.K. (2013). The Influence of a Positive Psychology Course on Student Well-Being. Teaching of Psychology, 40(1) 62-65.

POF033 - Art-of-Living in primary school: Development of an intervention for children J. Lang (1), B. Schmitz (1)(1) Technische Universität Darmstadt, Germany To be friends with yourself is the basis for a satisfactory life. In this context, the art-of-living can provide assistance. It describes amindful and self-determined way of dealing with one’s self and way of life (Schmitz & Schmidt, 2014). Art-of-living is based on attitudesand strategies which can be learned. An important consequence

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is that art-of-living can be enhanced by active effort. The aim of thispaper is to present the development of an intervention for students from primary school that is designed to lead individuals to a moreconscious dealing with the self and therefore to increase art-of-living.This study is based on a two factorial design (group x time) with repeated measures on factor time. An intervention with two conditionswas developed and conducted with young children (N=88). The age of the participants ranged from 8 to 11. They were randomly assignedto an intervention group (n=55) and to a waiting control group (n=33). Each group received two training sessions á 60 minutes.

Theintervention focused on the three subscales positive attitude towards life, savoring and serenity. Simple exercises have been developed toconvey the strategies to children.A MANOVA with repeated measures on factor time show a significant interaction effect of group x time (F(4,169) = 11.67, p = .001, 2= .064). Also the analyses for the individual subscales confirmed highly significant effects: total score (F(1,86) = 26.03, p <.001, 2 = .71),savoring (F(1, 86) = 17.30, p < .001, 2 = 0.17), positive attitude towards life (F(1, 86) = 25.05, p < .001, 2 = 0.23) and serenity (F(1, 86) =40.07, p < .001, 2 = 0.32). Additionally, another ANOVA with repeated measures show significant interactions between time ofmeasurement and condition for the quality of life (F(1, 86) = 9.587, p = .003, 2 = 0.10).In summary, the outcomes show that the overall art-of-living, as well as the individual subscales, can be improved as a result of theintervention. Furthermore, not only art-of-living was effected, also students’ quality of life was enhanced significantly in the trainingcondition. In fact, higher levels of the art-of-living lead to a better quality of life. The results are promising and it might be an idea tointegrate those art-of-living strategies into school curriculum, like positive education advocates (Seligman et al., 2009.). Limitations andbenefits of utilizing art-of-living training are discussed.

Keywords • art-of-living, intervention, primary school, positive education References: Schmitz, B. & Schmidt, A. (2014).Entwicklung eines Fragebogens zur Lebenskunst. [Development of a questionnaire measuring art-of-living]. Psychologie in Erziehung undUnterricht. Advanced online publication. doi: http://dx.doi.org/10.2378/PEU2014.art19dSeligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroominterventions. Oxford Review of Education, 35(3), 293-311.

POF034 - AN EVALUATION OF KNOWLEDGE ON HIV/AIDS AT A HIGHER EDUCATION INSTITUTION IN SOUTHAFRICA N. Khamisa (1), M. Mokgobi (1), C. Nyuyki (1)(1) School of Health Sciences - Monash University (SA) The increasing spread of HIV/AIDS is especially evident among young people who are susceptible to infection. Half of all newinfections globally, occur among young people owing to risky sexual behaviours exacerbated by lack of knowledge. In order to mitigate itsimpact, an evaluation of the state of knowledge among this population is necessary. This study seeks to determine the state of knowledgeon HIV/AIDS among females and males at a higher education institution in South Africa. The research question asks whether females andmales differ in their levels of knowledge about HIV/AIDS. The purpose of this is to identify appropriate mitigation strategies aimed atreducing infection rates among this population. Following ethics approval, a quantitative study was conducted among 343 students at aprivate higher education institution in South Africa. The students were provided with an explanatory statement and invited to participatein an online survey. Following consent, they were provided with a link to access the KAB (Knowledge, Attitudes and Behaviours) surveyonline. The survey consisted of 91 items with multiple responses. The responses were anonymous and data was analysed using Statasoftware. Participants were mostly female (66.8%) aged 19.2 years on average. Significant differences were found for race and religion(p<0.05). Female participants demonstrated greater knowledge on the risks of unprotected sex when both partners are HIV+ ( 2(2) = 9.94,p = 0.007); incurability of AIDS ( 2(2) = 6.44, p = 0.040); drug treatments to reduce the risk of mother to child transmission ( 2(1) = 5.39, p= 0.020); drug treatments to reduce the risk of HIV infection after being raped ( 2(1) = 5.50, p = 0.019). Male participants demonstratedgreater knowledge on the increased risk of contracting HIV through anal sex ( 2(2) = 7.59, p = 0.022) and access to condoms ( 2(2) = 13.30,p = 0.001). It seems evident that females and males at higher education institutions differ on their levels of knowledge about HIV/AIDS. Inthis study, females seem to possess greater knowledge on the risk factors contributing to HIV/AIDS. This might be explained by thegreater likelihood of females contracting HIV/AIDS whereby 60% of new infections occur amongst young females. Although furtherstudies need to be conducted to support these findings, it is recommended that comprehensive HIV/AIDS education within highereducation curriculum be developed with a specific focus on male students.

Keywords • Higher Education; HIV/AIDS; Knowledge

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POF035 - An Intervention Study Using SPARK Resilience Programme on Japanese Nursing Students.

M. Akiyama (1, 2), T. Maeno (2), C. Tsutsui (1), D. Sugawara (3), K. Kuze (4),M. Hiroshima (1), M. Tajima (5), H. Kondo (6), Y. Ono (7)(1) Division of Nursing, Faculty of Healthcare, Tokyo Healthcare University,Tokyo, Japan(2) SDM Research Institute, Graduate School of System Design and Management, Keio University, Yokohama, Japan(3) Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan(4) Positive Psychology School, Tokyo, Japan(5) National Center for Cognitive Behavior Therapy and Research, Tokyo, Japan(6) Faculty of Medicine, School of Health Sciences, Gunma University, Maebashi, Japan(7) Center for the Development of Cognitive Behavior Therapy Training, Tokyo, Japan Objectives: The purpose of this study was to investigate the effectiveness of SPARK resilience program with Japanese nursingstudents.Methods: An intervention study was conducted for a senior year of nursing students (n = 18) using SPARK resilience program (BoniwellRyan, 2009) that was divided into two sessions. Data were collected measures of life satisfaction (Diener et al,1985), happiness (Maeno,2013), resilience (Hirano, 2010), selfesteem (Rosenberg,1965; Yamamoto et al, 1982), self-efficacy (Sakano & Tojo, 1986), depression(Kessler, 2002; Furukawa, et al, 2008) as well as positive and negative affect (Watson & Tellegen,1988; Sato, 2001). They were measuredat baseline, post first session (four lessons), prior to the second session (eight lessons), and post second session. After every lesson,students gave a written description of their impressions of the lessons within the sessions. After excluding absent students (n=7), datawas analyzed using paired t tests. Written data was analyzed using qualitative methods.Results: After the first session, the innate resilience was significantly improved (p < 0.05), and negative affect was decreased significantly(p < 0.01). After eight weeks (prior to the second session), the innate resilience was marginally significant (p < 0.10). Qualitative analysisshowed that participants displayed positive emotional responses when they noticed and discovered new parts of their identity throughsharing their strengths and diversions in lessons. Participants also displayed positive emotional responses when they learned skills thatenabled them to change unhelpful thinking and cope with negative affect.Discussion: Participants were a senior year of nursing students, so they were experiencing stress because of their forthcoming nationalexam.

However, SPARK resilience program was significantly effective for increasing resilience and decreasing negative affect for nursingstudents. Some limitations of this study must be considered. Future study should have a larger sample size and include a control group.

Keywords • resilience, programme, nursing student References: Boniwell,I., & Ryan, L. (2009). SPARK resilience: A teacher’sguide. London, England: University of East London.Diener, E., Emmons, R.A., Larsen, R.J., & Griffin, S. (1985). The satisfaction with Life Scale, Journal of Personality Assessment, 49,71-75.Furukawa TA, Kawakami N, Saitoh M, Ono Y, Nakane Y, Nakamura Y, Tachimori H, Iwata N, Uda H, Nakane H, Watanabe M, NaganumaY, Hata Y, Kobayashi M, Miyake Y, Takeshima T, Kikkawa T. (2008). The performance of the Japanese version of the K6 and K10 in theWorld Mental Health Survey Japan.

Int J Methods Psychiatr Res. 2008;17(3):152-8.Hirano, M.(2010). A Study of the Classification of Resilience Factors: Development of the Bidimensional Resilience Scale (BRS). JapanSociety of Personality Psychology 19(2).

94-106.Kessler R.C., Andrews, G., Colpe, L.J, Hiripi,E.,Mroczek, D.K., Normand, S.L.T., Walters, E.E., Zaslavsky, A.M.(2002) Short screening scalesto monitor population prevalences and trends in non-specific psychological distress, Psychological Medicine, 32, 959–976.Maeno, T., The Mechanism of Happiness. (2013). [Shiawaseno mekanizumu], Tokyo: Kodansha.Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.Sakano, Y. and Tojo, M. (1986) General Self-Efficacy Scale (Ippanseijikokouryokukan Syakudo no sakuseinokokoromi). Japanese Journalof Behavior Therapy, 12, 73-82.Sato, A., Yasuda, A., (2001).

Development of the Japanese version of Positive and Negative Affect Schedule (PANAS) scales, JapanSociety of Personality Psychology, 9, 2, 138-139.Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANASscales. Journal of Personality and Social Psychology, 54(6), 1063-1070.Yamamoto, M., Matsui, Y, Yamanari Y.(1982). The Structure of Perceived Aspects of self.

Japanese Association of EducationalPsychology, 30(1), 64-68.

POF036 - Strengths-Based Self-Regulated Learning:The Role of Perceived Strengths versus Weaknesses inEffort Expenditure Authors: Djoerd Hiemstra (1) , Nico W. Van Yperen (1), and Marieke E. Timmerman (1)Address: (1) University of Groningen, Department of Psychology, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands (Phone: +3158

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251 15 28). Electronic mail may be sent to d.hiemstra@rug.nlUniversity of Groningen, Department of Psychology, Grote Kruisstraat2/1, 9712 TS Groningen, The Netherlands (Phone: +31 58 251 15 28). Electronic mail may be sent to d.hiemstra@rug.nl AbstractIn a multiple-goal context, we examined the relations between perceived strengths (i.e., perceived relative strengths versus weaknesses)and individuals' willingness to put effort into self-regulated online learning activities.

We found that individuals intended to invest moreeffort and time (Study 1; n = 115) and actually invested more behavioural effort (Study 2; n = 58) in learning activities when they workedon their strengths than when they worked on their weaknesses. Theoretically, these findings contribute to the literature on the withinpersonrelations between competence self-perceptions and effort in multiple-goal pursuit. Practically, these findings contribute to theimplementation of self-regulated online learning for professional training and development. We suggest that focusing on improvingindividual strengths rather than weaknesses may be an effective motivational strategy for professionals to bolster their self-regulatedonline learning efforts.

Keywords • Keywords: motivation, goal-striving, self-efficacy, perceived competence, strengths, self-regulated learning,professional training and development, human resource development, online learning

POF037 - Which character strengths are most predictive of gratitude? – Empirical evidence from Poland M. Szcze niak (1), A. H. wi tek (1), L. Kaliczy ska (1), L. Tabosa (1), A. Szumaczuk (1), J. Król (1), R. Sza achowski (1)(1) University ofSzczecin, Poland When in 2004 Peterson and Seligman presented their theory of virtues and character strengths, in the same year Emmons had justreleased his interdisciplinary book about gratitude. This important date, assigned by both events, became a significant path ofpsychological research dedicated to the positive characteristics of human life.While we have rather a consistent research body that demonstrates character strengths as predictors of the “good life” in the UnitedStates, Austria, Germany, and Switzerland (Ruch, Huber, Beerman, Proyer, 2007), there is not much known about their function aspredictors of gratitude. Therefore, in the contemporary report we would like to present the results of our research that has as a purposeto assess character strengths as predictors of being grateful.The research was conducted on the group of 359 participants. The mean age was M=26,54 with SD=13,22 (range=13-75 years). Most werewomen (70%). As measurement tools were used a Polish version of International Personality Item – Values in Action questionnaire (IPIPVIA)and Gratitude Questionnaire by McCullough, Emmons, and Tsang (2002). Correlation analysis shows that gratitude is significantlyassociated with all character strengths except modesty. Instead, a linear regression illustrates precisely which of correlated factors areinput variables of gratitude. In fact, there are five predictors of gratitude, out of twenty-four character strengths: zest/enthusiasm/vitality(R2=0.166), spirituality (R2=0.232), forgiveness (R2=0.262), hope (R2=0.279), and kindness/generosity (R2=0.293). Such outcomes mayindicate that people who are vigorous, energetic, with coherent beliefs, merciful, feeling confident about the future, kind and generous,are also more grateful.

Keywords • character strengths, gratitude

POF038 - The place of values in upstream reciprocity – Empirical study M. Szcze niak (1),A. H. wi tek (1),A. Szumaczuk (1),M. Kolebuk (1),M. J. Jean-Baptiste (2),L. M. Nderi (2)(1) University of Szczecin, Poland(2) Pontificia Facolta' di Scienze dell'Educazione, Rome, Italy Who of us doesn’t know “pay it forward” behavior? Social scientists call it “upstream reciprocity” and consider it as the phenomenonthat consists in passing benefits on to third parties instead of returning them to one’s benefactor (Nowak, Roch, 2007). Upstreamreciprocity may inspire to perpetuate chain of prosocial actions and play a role in building strong relationships (Ahrens, Forbes, 2014).Empirical research shows further that gratitude, generosity, and a sense of fairness may motivate upstream reciprocity (Chang, Lin, Chen,2012). However, we know almost nothing about the place of values in the “pay it forward” experience although they are often animportant contributing factors that influence specific behaviors (Cieciuch, Schwartz, Davidov, 2015).Because of the scarcity of empirical studies regarding indirect reciprocity, we would like to present the results of our research dedicatedto upstream reciprocity and values. The study was conducted on the group of 306 participants. The mean age was M=23,73 withSD=7,689 (range=18-68 years). The data was collected with the Short Scale of Upstream Reciprocity in its pilot form (Szcze niak, 2016)and the Portrait Values Questionnaire (PVQ-5X, Schwartz et al., 2012). A linear

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regression illustrates that there are three predictors ofupstream reciprocity out of nineteen values: conformityinterpersonal (R2=-0.103), security-personal (R2=0.128), and self-direction-action(R2=0.140). Such outcomes may indicate that people who avoid upsetting or harming others, feel safe in their own immediateenvironment, and are free to determine their own actions, are more inclined to pass on a benefit to a person uninvolved in the initialexchange.

Keywords • upstream reciprocity, values, indirect reciprocity

POF039 - L’utilisation paradoxale des pratiques narratives dans des coachings en formation Entreapprentissage de la vie et apprentissage du monde Dr. N. WallenhorstY.-M. TeyniéIFF Europe - Université Catholique de l'Ouest - 2 rue de l'Esvière, Angers, FranceIFF Europe - Université Catholique de l'Ouest - 2 rue de l'Esvière, Angers, France Ability to communicate in English if necessary.Nous proposons une intervention à deux voix coach certifié / chercheur en Sciences de l’éducation (Maître de conférences à l’UniversitéCatholique de l’Ouest). Cette communication est pensée à partir d’une pratique de coach au sein d’une formation atypique pour desjeunes en recherche d’orientation. Cette contribution, centrée sur l’utilisation paradoxale des pratiques narratives dans des coachings enformation, fait suite à un ensemble de travaux (Wallenhorst, 2015a ; Wallenhorst 2015b ; Robin, Wallenhorst 2016a ; Wallenhorst, Robin,Boutinet, 2016b).Cette formation se présente sous la forme d’un Diplôme d’Université de niveau bac+1 à destination d’étudiants néo-bacheliers ou ensituation de réorientation. Certains étudiants arrivent à l’entrée en formation avec une demande d’aide forte dans l’élaboration d’un projetd’orientation comme d’« être orienté » dans la bonne filière, ou de « trouver sa voie » au cours de l’année. La réponse pédagogiqueapportée est celle d’une formation « de s’orientant » (Prouteau, 2006), de personnes en capacité à définir un cap, poser des choix, avoirun juste rapport au réel et d’entretenir leur motivation. Ce parcours propose une année de propédeutique au cours de laquelle l’étudiantrevisite son histoire, explore le monde et se saisi de son existence.Au sein de cette formation trois composantes sont articulées (Prouteau, 2006) : une composante intellectuelle permettant à l’étudiant dese situer comme sujet au sein de la complexité de son environnement. Une composante expérientielle permettant à l’étudiant laréalisation d’apprentissages par des mises en situation et par immersion dans des organisations au travail. Une composante existentiellepermettant à l’étudiant d’éprouver son existence au coeur de son projet de formation et de travailler des questions comme « Commentprendre confiance en moi ? » ou « Quelle place puis-je trouver dans la société ? ».Au cours de cette formation les étudiants bénéficient d’un double coaching : un coaching mensuel individuel autour de la mise en oeuvred’un « plan personnel de formation » écrit en début d’année ainsi qu’un coaching hebdomadaire du groupe en formation (de deux heures).La singularité de cette formation est l’association à la formation académique d’un dispositif de coaching sur son projet d’orientation(estudiantin et professionnel) pour tous les étudiants. Si cette pratique du coaching en formation est intéressante, une interrogations’impose sur ce qui est effectivement coaché chez l’étudiant. Est-ce le soi en formation pensé comme un « en soi » ou la capacité dedécentrement de soi pour favoriser l’engagement dans une action collective permettant de « se donner un monde et une vie à vivre» (Bellet, 1993, p. 164) ? La mission du coach en formation est-elle de permettre à l’étudiant d’apprendre le monde ou d’apprendre à vivre(Arendt, 1972) ?

Keywords • pratiques narratives, coaching en formation, orientation References: ARENDT, A., 1972, « La crise del’éducation », in H. Arendt, La crise de la culture, Paris, Gallimard col. « Folio histoire », tr. fr., pp. 221-252.PROUTEAU, F., 2006, Former… oui mais dans quel sens ? Paris, L’Harmattan.BELLET, M., 1993, La seconde humanité, Paris, Desclée de Brouwer.WALLENHORST, N., 2015a, « L’étudiant face à la désorientation », in M.-H. JACQUES, (sous la dir.), Les transitions en contexte scolaire,Rennes, PUR.WALLENHORST, N., 2015b, « Apprendre le monde ou apprendre à vivre ? Des nouveaux défis pédagogiques de l’Université à sa missionéducative », Chemin de formation, n°20.WALLENHORST, N., ROBIN, J.-Y., 2016a (article soumis), « Changer de posture – Au risque d’une pédagogie de l’engagement », RevueInternationale de Pédagogie de l’Enseignement Supérieur,WALLENHORST, N., ROBIN, J.-Y., BOUTINET, J.-P., 2016b (article soumis), « L’émancipation éducative comme posture paradoxale »,Recherches et éducation.

POF040 - May the study of well-being in itself affect well-being?

A. FagerlundFolkhälsan Research Center, Helsinki, Finland

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Background: The idea behind the present work was to see whether the study of positive psychology in itself may influence the wellbeingof university students.Methods: University students in psychology (n=16) attended a master level course in positive psychology during the spring 2015 for 4hours every second week, with a total of 24 hours of teaching, discussions and practice. Between classes, students read scholarlyresearch articles and book chapters on positive psychology and handed in a reflective summary on the topics at the following session.

Inaddition, students were given homework in the form of practical applications of positive psychology, including e.g. strengths evaluation,gratitude diary and kindness exercices.Students are evaluated at baseline through a questionnaire measuring well-being, life satisfaction and self-compassion. The samemeasures are filled out by the end of the course. A control group (n=16) consisting of same age students from the same departmentattending a course in clinical psychology fill out the same measures before and after their course.Results of the possible effects on student well-being following intense work with both theory and personal practical applications ofpositive psychology will be presented in comparison to students attending a course in clinical psychology.

Keywords • Well-being, students

POF041 - Peer student coaching pilot to enhance self-awareness, communication and teamwork skills inengineering students.

B. Cooper, B. Senadji, D. Agdas, C. RueckertQueensland University of Technology, Brisbane, Queensland, Australia A peer student-coaching program was piloted to develop and extend Bachelor of Engineering students’ selfawareness,communication and teamwork skills at the Queensland University of Technology (QUT), in Australia.

Engineering students are expected tograduate with these skills, including self-management and leadership (Institution of Engineers Australia, 1996). Although employersappear to consider these skills highly valuable (Lindsay, 2015), the difficulty of teaching and objectively measuring the development ofthese skills may cause some faculty, students and employers to dismiss the idea of teaching these skills at university.Coaching is gaining popularity as a tool to empower people and assist them in their journey towards flourishing by enhancing positivefeelings, wellbeing, job satisfaction and performance (e.g. Ammentorp, Jensen, & Uhrenfeldt, 2013; British Psychological Society, 2014;Theeboom, Beersma, & van Vianen, 2013). In education, student coaching can increase self-awareness and facilitate self-directed learningthrough effective questioning, active listening and appropriate challenge in a supportive and encouraging climate (van Nieuwerbergh,2012). Research into student coaching programs suggest that coaching may lead to enhanced academic, social, emotional, communicationand teamwork skills, as well as increased graduation rates, exam results and decreased stress (Passmore & Brown, 2009; Bettinger &Baker, 2011; Green, Grant, & Rynsaardt, 2007; Spence and Grant, 2007; Derro & Jansma, 2007). Peer coaching in particular may helpstudents navigate the current VUCA (volatile, uncertain, complex and ambiguous) environment through more authentic and effectiveinterpersonal connections (Parker, Wasserman, Kram, & Hall, 2015).A collaborative cross-disciplinary team comprising academic engineering staff, support for learning staff, learning and teaching staff, andan industry professional (aerospace engineer and executive coach) developed a program to develop, extend and measure these skills inundergraduate engineering students. Senior, fourth year, Construction Engineering students (coaches) were trained in coaching, smallgroup facilitation, communication, team dynamics and leadership skills. They coached small groups of first year, first semester students(coaches) over the course of one semester. The coaches received ongoing support and development throughout the semester throughpeer coaching and with a professional industry coach. Approximately 70 coachees were coached in a cohort of approximately 1000students. Team functioning will be measured using the CATME teamwork system.

The coachees’ results will be compared with the rest ofthe cohort. The coaches’ improvements in self-awareness, communication and teamwork will be measured using a survey and analysis of acoaching journal and mock interview. This presentation will outline the outcomes of the pilot and implications for future implementation.

Keywords • Communication skills, leadership, student peer coaching, engineering, STEM, teamwork, reflection References: Ammentorp, J., Jensen, H. I., & Uhrenfeldt, L. (2013). Danish health professionals' experiences of being coached: a pilot study. Journalof Continuing Education in the Health Professions, 33(1), 41-47. doi: 10.1002/chp.21157Bettinger, E. P., & Baker, R. (2014). The effects of student coaching: an evaluation of a randomized experiment in student advising.Educational Evaluation and Policy Analysis, 36(1), pp. 3-19.Derro, M. E., & Jansma, P. A. (2007). Coaching valuable systems engineering behaviors. 2008 IEEE.Institution of Engineers Australia. (1996). Changing the culture: Engineering education into the future. Canberra, Australia: IEAust.Lindsay, E. (2015). Graduate Outlook 2014: Employers’ perspectives on graduate recruitment in Australia.

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Melbourne, Australia:Graduate Careers Australia.Parker, P., Wasserman, I., Kram, K. E., & Hall, D. T. (2015). A relational communication approach to peer coaching. The Journal of AppliedBehavioral Science , 51(2) 231– 252.The British Psychological Society. (2014). Want a promotion? Then get a coach. Retrieved June 10, 2014, from http://www.bps.org.uk/news/want-promotion-then-get-coachTheeboom, T., Beersma, B., & van Vianen, A., E.M. (2013). Does coaching work? A meta-analysis on the effects of coaching on individuallevel outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1-18. doi: 10.1080/17439760.2013.837499van Nieuwerburgh, C. (2012). Coaching in Education: Getting Better Results for Students, Educators, and Parents.

Retrieved from http://QUT.eblib.com.au/patron/FullRecord.aspx?p=915715

POF042 - Refinement of the RPWBS and its impact on Health Perception for Masters Athletes M. Salama-Younes2 placis de l'orleanais, 35000, Rennes, France14 imtedad abdelbary sharab st, Elharam st.

Guizeh, Egypt In exercise psychology, the association between physical activity, well-being and health perception has rarely been studied. In Frenchculture, the effect of the psychological well-being on health perception has rarely been studied for masters’ athletes. For that, we wereinterested to refine and examine the French version of Ryff’s Psychological Well-being Scale (RPWBS) with masters’ athletes. The presentresearch has then twofold. The first purpose was to test the internal reliability and structure validity of the RPWBS. It was performedboth of the Exploratory and Confirmatory Factor Analysis (EFA, CFA). The objective of the second study was to examine the relationshipsbetween the French RPWBS and health perception.Method.Participants and procedureTwo studies were then conducted. Data were collected from 1063 masters athletes (n = 731; n = 332) practiced one of the following sports(running, cycling or swimming), In the first study, we examined the psychometric proprieties of the RPWBS. In the second, The pathanalyses were tested the effect of the well-being scales on the health perception.MeasuresThe Ryff’s Psychological Well-Being Scales RPWBS. It composed of 42 items evaluating six scales. A 6-point Likert scale was used rangingfrom “strongly disagree” (1) to “strongly agree” (6). First, using forward and back translation, four translators participated in preparing anexperimental French version of the RPWBS.The General Health State. It composes of only one item evaluating the general health perception. A 10point Likert scale was used rangingfrom “strongly disagree” (1) to “strongly agree” (6).Results and conclusionUsing the shorten version of the instrument, Cronbach’s alpha coefficient, EFA and CFA indicated only five not six factors which havebeen well loaded and composing 20 items. Results of the second study showed that the different well-being scales predict the healthperception for masters’ athletes. The refined short version of the RPWBS showed an acceptable reliability and structure validity. Thehealth perception could be predicted by the 5 well-being subscales.

Keywords • Psychological Well-Being, Health Perception, Masters Athletes, Factor Analysis, Path Analysis References: Keyes, C. L., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: the empirical encounter of two traditions.

Journal of personalityand social psychology, 82(6), 1007.Ryff, C. D., & Singer, B. H. (2006). Best news yet on the six-factor model of well-being. Social Science Research, 35(4), 1103-1119.

POF043 - How to establish a positive classroom: Improving teachers’ social emotional component as a practicalway Hui Cao (1), Yaqing Mao (1)Beijing Normal University, China Students will gain both academic and social-emotional development in a positive classroom, and teachers will play the key role toestablish. In China, teachers’ professional development focused on their knowledge of teaching, but neglected their social-emotionalcomponents, which induced teachers’ unbalanced status – knowledge overweighed social emotion. As a result, teachers would havedifficulties when dealing with challenges and pressures from work and family, and would further induced their career burnout, lack ofmotivation or even resignation. Meanwhile, teachers would not adapt smoothly to the education theories and methods which emphasizecultivating students’ healthy emotional development, and their proper attitudes and values, Teachers also had difficulties when facingstudents’ challenging behavior.This article proposed a model for these practical situations arguing that improving teachers' social emotional components would helpbuild a positive classroom, which could boost students’ whole-person development. Social emotional components consist of six majorfactors: self-awareness, social awareness, group awareness, self management, social management, and group management. The modelargued that teachers with better social emotional components could establish more positive teacher-student

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relationships, have morepositive attitude towards novo education theories and revolution, positive classroom climate, as well as better capabilities to guidestudents to learn and acquire better SEL components. In this case, positive effects would be found among the students: improvingstudents’ well-being, academic performance, socialemotional components and bringing more teacher expected behaviros. This article alsoreviewed possible training methods to improve teachers' social emotional components, including: mindfulness-based interventions,emotional intelligence training, communication skill interventions and teaching skills intervention.Future directions were discussed too.

Keywords • Positive classroom, Social-emotional learning, teacher, classroom climate

POF044 - The discovery of psychological well-being and character strengths in teachers in a rural area in SouthAfrica Tertia CM Oosthuizen (1), J. Rens (2)(1) Department of Psychology, North West University, Potchefstroom (2) Department ofEducation, North West University, Potchefstroom, South Africa The teaching of Life Skills in schools were introduced after 1994 in South African schools in order to assist children with 1) theacquiring of appropriate life skills and virtues in order to optimise their lives and citizenship; and 2) to assist children who grow up inchild-headed households due to the devastating impact of AIDS with the necessary life skills in order to cope with life.The aim of this research was to determine how Life Skills teachers, with the knowledge of their character strengths can be utilise toenhance the life skills experience of learners and how the teachers themselves can maintain optimization of their psychological well-being.Data was collected from a primary school in a rural area (these areas are the most hard hit by the impact of AIDS). A mixed method wasused to collect data. Participants completed the VIA Character strengths survey as well as the MHCSF of Keyes.

Qualitative interviewswere also done.The results indicated that the highest incidence of character strengths of the Life Skills Teachers were love, thankfulness, openness,empathy and caring. Most participants showed high levels of psychological well-being, but a few only moderate levels. On the contrary,character strengths displayed less were self-regulation, braveness, life force, modesty, forgiveness and grace.According to the participants, it is not only important for teachers to be aware of their character strengths, but to see how it best fit thegroup of learners in front of them. Communication skills, self-confidence, love, empathy, caring and motivation are character strengths,named by participants, that teachers can use inside the classroom in order to approach learners positively and set examples of howvirtues can be applied. It will assist in developing learners, who desperately need it, holistically. Specific, focussed work sessions withlearners, colleagues and management staff, were identified in order to develop the character strengths of staff and learners.It was evident that a teacher’s psychological well-being directly impact learners in and outside the classroom. Teachers experiencingpositive psychological well-being impact learners positively and vice versa. The importance of making learners aware of their virtuedevelopmentand striving for psychological well-being was emphasised by the teachers, especially in the child-headed households.Recommendations for the development of these within learners were made.

Keywords • Character strengths; psychological well-being; well-being; teacher; learner; positive psychology; Life Skills References: Tertia CM Oosthuizen (1), J. Rens (2)

POT025 - the effect of positive education on learned helplessness and social adjustment students with learningdisabilites A. J. AslaniUniversity of Tehran Kish International Campus, Iran.

The purpose of the present research was to determine the effectiveness of psycho-educational program of positive psychology onlearned helplessness and social adjustment students with learning disabilities. This is a quasiexperimental study with a pretest/post-testexperimental and control group. The sample consisted of 30 students with learning disabilities in hamedan city. Assigned to twoexperimental (n=15). and control group (n=15). To collect the data, the Raven intelligence test, The Key Math test, The reading test, socialadjustment and Children Attributional Style Questionnaire were used. ten one hour session of integrated psycho-educational program ofpositive education training were implemented for the experimental group. The analysis of Mancova showed that psycho-educationalprogram training significantly decreased learned helplessness and social adjustment in the

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experimental group. These results couldsupport the application of emotional interventions in academic courses for students with learning disabilities.

Keywords • psycho-educational program of positive psychology, learned helplessness, social adjustment, learning disabilities References: Banks, R. (2006). Psychotherapeutic interventions for people with learning disabilities. The journal of psychiatry.Elsevier Ltd 5, 10.Chapman, James. W., & Boersma, Frederic, J. (1979). Self – Perception of ability, expectations and locus of control in elementary learningdisabled children. Paper presented at the annual meeting of the American educational research association. Sanfrancisco, California.Dunn, P. B., & Shapiro, S. K. (1999).

Gender differences in the achievement goal orientation of ADHD children. Cognitive therapy andResearch, 23, 327-344.Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children withlearning disabilities. The Arts in psychotherapy, 37, 97-105.Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: A comparison of students with learning and behaviorproblems. Remedial and Special Education, 19, 300–309.Heath, N. L., & Ross, S. (2000). Prevalence and expression of depressive symptomatology in students with and without learningdisabilities. Learning Disability Quarterly, 23, 24–36.Magyar-Moe, J. (2009). Therapists guided to positive psychological interventions.

New York, Elsevier.Miranda, A., Villaescusa, M. I., Vidal-Abarca, E. (1997). Is attribution retrairing necessary? Use of self regulation procedures forenhancing the reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30(5), 503-512.Nicki, G. (1996). Learned Helplessness and Attribution for Success and Failure in LD Students. National Center for Learning Disabilities.Olivier, M. A. J., & Steenkamp, D. S. (2004). Attention-dificit/hyperactivity disorder: Underlying deficit in achievement motivation.International Journal for the Advancement of Counselling, 26, 47-63.Pearl, R. (1982). LD children attributions for success and failure: A replication with a labeled LD sample. Learning Disability Quarterly, 5,173-176.Pearl, R., Bryan, T., & Donahue, M. (1980). learning disabled children attributions for success and failure. Learning Disability Quarterly, 3,3-9.Peterson, I., Maier, S. F., Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. New York: OxfordUniversity Press.Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in student with andwithout learning disabilities. Journal of Learning Disabilities, 27, 360-370.Riddick, B., Sterling, C., Farmer, M., & Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students.Dyslexia, 5, 227–248.Sideridis, G. D. (2006). Classroom goal structures and hopelessness as predictors of day-today Experience at school: Differencesbetween students with and without learning disabilities. Department of psychology. University of Crete.Sideridis, G. D. (2007). Why are student with LD depressed? Journal of Learning Disabilities. Hammill Institute on disabilities.Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Prediction of students with LD based on metacognition,motivation, emotions and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215–229.Snyder, C. R, Lopez, S. J.(2007). Positive Psychology: The Scientific and Practical Explorations of Human trengths. Thousand Oaks.Tarnowski, K. J., & Nay, S. M. (1989). Locus of control in children with learning disabilities and hyperactivity: A subgroup analysis.Journal of Learning Disabilities, 22(6), 381-383.Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of learning disabilities and low achievement.

ScandinavianJournal of Educational Research, 45, 101–114.Zealand. A. (2004). Relationships among achievement, perceptions of control, selfregulation, and self- etermination of students withand without the classification of learning disabilities. Submitted for the degree of doctor of philosophy of the graduate school of arts andsciences.

Columbia University.

POT026 - Self- directed Foreign Language Education B.Tutunis (1)Istanbul Kultur University, Turkey (1) Self- directed methods of education have been used for many decades with the purpose of educating students for lifelong learning.Foreign language education is still teacher-centered despite all the efforts to change both teacher and student attitudes to create foreignlanguage learning beyond the classroom.If we can assist learners in finding out their own learning styles and strategies and help them tobecome autonomous learners, we can then create some space for foreign language learning beyond the classroom. The new directions inlanguage learning psychology takes into account both learner and teacher psychologies.The number of the studies of language learningbeyond the classroom is growing in response to autonomy and independant learning ( Benson& Reinders, 2011) .This paper describes the study conducted in Turkish context in the Department of Foreign Languages with the purpose of learner trainingfor language learning (EFL) both in class and beyond the classroom. The guidance of teachers who did learner training voluntarily forautonomous independent learning created a positive

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atmosphere in the language classes.. After the presentation of the theoreticalbackground of learner training for independent foreign language learning ( McCarthy 1998, Chamot& Malley 1990, Allwright 1999, Little1991, Benson 2001), the presenter will present the training activities conducted in class and the guidance given for work beyond theclassroom. The presenter will do an explicit training on vocabulary retention in a foreign language not known by most of the audience( Spanish or Turkish) to examplify the awareness raising activities conducted in class.

Finally, the presenter will wrap up the talk with theresults of the study. The feedback from the students and the teachers proved that such an approach to language teaching and learningcreates a positive psychology in language classes.

Keywords • EFL - English as a Foreign Language References: Allwright, D. 1999 , Affect in Language Learning, Cambridge,CUPBenson, P. 2001, Teaching and Researching Autonomy, PearsonBenson, P. & Reiners,H 2011, (Eds.) Beyond the Language Classroom, Palgrave Macmillan PublishersChamot, A.U., O'Malley, J.M. (1994) The Calla Handbook: Implementing the Cognitive Academic Language Learning Approach. WhitePlains, NY: Addison Wesley Longman.Little, D. 1991, Autonomy: Definitions, Issues and Problems , Authentik, DublinMcCarthy, C.P. 1988 Learner Training for Learner Autonomy on Summer Language Courses,Internet TESL Journal Vol. IV,

POT027 - Positive Psychology: Behavioral Interventions and Positive Education J. BelferAuthor address:18201 Collins ave, Sunny Isles Beach, FL, 33160Institution address:3301 College Ave, Fort Lauderdale, FL 33314 This literature review examines how positive psychology can be applied to reduce behavioral problems and improve academicperformance through positive behavioral interventions and positive education. Emotional and behavioral issues are some of the mostchallenging factors that interfere with student success. Traditionally, schools have adopted zero-tolerance policies for behavioral issues.However, there is a lack of evidence supporting the efficacy of these strategies. This current review proposes a more positive approachthat involves two parts: positive behavioral interventions that focus on rewarding students’ positive behaviors and positive educationwhich is defined as teaching skills for happiness. A growing body of research show that this positive approach improves the schoolclimate and reduces violence. (Seligman et al., 2009). These types of interventions are associated with a reduction in problem behaviorand improvement in school functioning (Lasseen, Steele & Sailor, 2006). Evidence shows that students who are taught well-being skillsenjoy greater resilience, positive emotion, and engagement and meaning (Seligman et al., 2009). When skills to enhance well-being aretaught in schools to help children cope with depression, increase life satisfaction, and improve learning and creative thinking, children’sbehavior issues and academic performance improve. Findings in this paper indicate that positive interventions and positive educationtogether can improve students’ academic performance and behavioral problems.

Keywords • positive psychology - positive emotion - academic performance - resilience -school climate References: Burns, B.J., Costello, E.J., Angold, A., Tweed, D., Stangl, D., Farmer, E.M., et al. (1995). Children’s mental health service use across servicesectors. Health Affairs, 14, 147–159.Duckworth, A. L., & Seligman, M. E. (2005). Selfdiscipline outdoes IQ in predicting academic performance of adolescents. Psychologicalscience, 16(12), 939944.Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement inan urban middle school. Psychology in the Schools, 43(6), 701.Mayer, G.R., & SulzerAzaroff, B. (1990). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (Eds.), Interventions forachievement and behavior problems (monograph). Washington, DC: National Association of School Psychologists.Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction (Vol. 55, No. 1, p. 5). American PsychologicalAssociation.Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroominterventions. Oxford review of education, 35(3), 293-311.

POT028 - The Role of Hope and Self-Esteem in Predicting Subjective Well-Being S. Ozcan CeranH. BebekPsikoterapi Enst. Egitim ve Kongre Merkezi Bayramoglu Mah Darica Kocaeli TURKEY

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The present study investigated the role of hope and self-esteem in subjective well-being. A descriptive correlational design was used.Four instruments namely, Dispositional Hope Scale (DHS), Rosenberg Self-Esteem Scale (RSES), Positive and Negative Affect Schedule(PANAS) and Satisfaction With Life Scale (SWLS) were administered to 188 (103 females, 85 males) volunteered undergraduate studentsfrom one of the private universities in Istanbul. Data were analyzed using Pearson correlation and multiple regressions. It was found thatthere were positive relationships between life satisfaction, pathway and agency dimensions of hope, general hope, positive affect andself-esteem while negative relationship found with negative affect. There were positive relationship between positive affect, pathway andagency dimensions of hope, general hope, life satisfaction and self-esteem. There were negative relationship between negative affect, lifesatisfaction, general hope and selfesteem. Also, the results of the multiple regression analysis revealed that general hope and self-esteemwere significant predictors of life satisfaction at model 1 while similarly general hope and self-esteem found to significant predictors ofpositive affect at model 2. Finally, self-esteem was significant predictor of negative affect at model 3. Results were discussed in therelevant literature.

Keywords • subjectibe well-being, hope, self-esteem

POT029 - A PPI Program in a Culturally-Diverse University: Boosting happiness and reducing fear L Lambert (1)(1) Canadian University Dubai, Dubai, United Arab Emirates Abstract: Academic institutions, while fostering excellence in knowledge and skill, have overlooked the role of fulfillment sidelining thevalue of positive relationships, health, and emotions. Young adults need transitional skills with which to successfully enter adulthood andthrive in work and relationships, but, at least in educational settings, are more likely offered remedial supports for problems ofdelinquency, substance abuse, or learning skills.

As positive enabling institutions, universities are increasingly looking for ways to fulfilltheir role in cultivating wellbeing. To that effect, a semester long Positive Psychology Intervention (PPI) program was introduced touniversity students from over 80 different nations studying in the United Arab Emirates with the majority hailing from Muslim and/orArab nations (n = 150 plus students). Pre, post and 3 month-post measures were taken from participants and measured, among others,satisfaction with life, flourishing, eudaimonic well-being, religious faith, mental health functioning, and of particular interest, the fear ofhappiness and fragility of happiness. Eighteen PPIs were introduced and included items such as gratitude letters, kind deeds, savoring,and mindfulness. Students further received instruction in positive psychology concepts (i.e., adaptation, architecture of sustainablehappiness, PERMA model, etc.) to supplement their learning. Results are forthcoming and a complete statistical analysis and qualitativeoverview will be prepared and ready by the end of May, 2016.

Keywords • positive psychology; positive education; positive psychology interventions; university; fear of happiness; fragility ofhappiness References: Aaker, J., Rudd, M., & Mogilner, C. (2011). If money does not make you happy, consider time. Journalof Consumer Psychology, 21(2), 126–130. doi:10.1016/j.jcps.2011.01.004Abu-Ras, W., Gheith, A., & Cournos, F. (2008). The Imam’s role in mental health promotion: A study of 22 mosques in New York City’sMuslim community. Journal of Muslim Mental Health, 3(2), 155-176.Aknin, L. B., Barrington-Leigh, C. P., Dunn, E. W., Helliwell, J. F., BiswasDiener, R., Kemeza, I., … & Norton, M. I. (2013). Prosocialspending and well-being: Cross-cultural evidence for a psychological universal. Journal of Personality and Social Psychology, 104(4), 635-652. doi:10.1037/a0031578Aknin, L.B., & Dunn, E.W. (2013). Spending money on others leads to higher happiness than spending on yourself. In J.F. Froh & A.C.Parks (Eds.), Activities for teaching positive psychology: A guide for instructors (pp. 93-98). Washington, DC: APA.Al-Darmaki, F., Hassane, S., Ahammed, S., & Abdulla, A. (2012).

Developing counselor education identity in UAE: Evaluation of anundergraduate program. Journal for International Counselor Education, 4(1), 1-28.Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602-614.Bermant, G., Talwar, C., & Rozin, P. (2011).

To celebrate positive psychology and extend its horizons. In K. M. Sheldon, T. B. Kashdan, &M. F. Steger (eds.), Designing positive psychology: Taking stock and moving forward (pp. 430-438). Oxford, UK: Oxford University Press.Bernard, M., & Walton, K. (2011). The effect of You Can Do It! Education in six schools on student perceptions of wellbeing, teaching,learning and relationships. Journal of Student Wellbeing, 5, 22–37.Boehm, J. K., & Kubzansky, L. D. (2012). The heart's content: The association between positive psychological well-being andcardiovascular health. Psychological Bulletin, 138, 655-691.Boehm, J. K., Lyubomirsky, S., & Sheldon, K. M.

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(2011). A longitudinal experimental study comparing the effectiveness of happinessenhancingstrategies in Anglo Americans and Asian Americans. Cognition & Emotion, 25, 1263–1272. doi:10.1080/02699931.2010.541227Broderick, P., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in SchoolMental Health Promotion, 2, 35–46.Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysisof randomized controlled studies. BMC Public Health, 13, 119. doi:10.1186/1471-2458-13-119Brown, K., Ryan, R., & Creswell, J. (2007). Addressing fundamental questions about mindfulness. Psychological Inquiry, 18, 272–281.Brunwasser, S. M., Gillham, J. E. & Kim, E. S., (2009). A meta-analytic review of the Penn Resiliency Program's effect on depressivesymptoms. Journal of Consulting and Clinical Psychology, 77(6), 1042-1054.Bryant, F., & Veroff, J. (2006). Savoring: A new model of positive experience. Mahwah, NJ: Erlbaum.Buck, B., Carr, S. R., & Robertson Rogers, J. (2008). Positive psychology and student engagement. Journal of CrossDisciplinaryPerspectives in Education, 1(1), 28-35.Burton, C., & King, L. (2004). The health benefits of writing about intensely positive experiences. Journal of Research in Personality, 38,150–163.Burton, C., & King, L. (2009).

The health benefits of writing about positive experiences: The role of broadened cognition. Psychology &Health, 24(8), 867–879. doi:10.1080/08870440801989946Carver, C., Scheier, M., & Segerstrom, S. (2010). Optimism.

Clinical Psychology Review, 30, 879–889.Carlisle, S., Henderson, G., & Hanlon, P. (2009). ‘Wellbeing’: A collateral casualty of modernity? Social Science & Medicine, 69, 1556–1560.doi:10.1016/j.socscimed.2009.08.029Creswell, J. D., Welch, W. T., Taylor, S. E., Sherman, D. K., Greunewald, T. L., & Mann, T. (2005). Affirmation of personal values buffersneuroendocrine and psychological stress responses. Psychological Science, 16, 846–851. doi:10.1111/j.1467-9280.2005.01624.xCsikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.

New York, NY: Harper & Row.Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.Diener, E., Fujita, F., Tay, L., & Biswas-Diener, R. (2012).

Purpose, mood, and pleasure in prediction satisfaction judgements. SocialIndicators Research, 105, 333-341. doi:10.1007/s11205-011-9787-8Diener, E., Oishi, S., & Ryan, K. (2013). Universal and cultural differences in the causes and structure of “happiness” – A multilevel review.In C. Keyes (Ed.), Mental well-being: International contributions to the study of positive mental health (pp. 153-176). Dordrecht,Netherlands: Springer. doi:10.1007/978-94-007-5195-8_8Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi. D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing andpositive and negative feelings. Social Indicators Research, 39, 247-266.Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi. D., Oishi, S., & Biswas-Diener, R. (2010). New wellbeing measures: Short scales toassess flourishing and positive and negative feelings. Social Indicators Research 97, 143-156.Dillard, A. J., Schiavone, A., & Brown, S. L. (2008). Helping behavior and positive emotions: Implications for health and well-being. In S. J.Lopez (Ed.), Positive psychology: Exploring the best in people, Vol. 2: Capitalizing on emotions experiences. Westport, CT:Praeger/Greenwood.Duckworth, A., Steen, T., & Seligman, M. (2005). Positive psychology in clinical practice. Annual Review of Clinical Psychology, 1, 629–651.Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008). Spending money on others promotes happiness. Science, 319(5870), 1687– 1688.doi:10.1126/science.1150952Dunn, E. W., Gilbert, D. T., & Wilson, T. D. (2011). If money doesn’t make you happy then you probably aren’t spending it right. Journal ofConsumer Psychology, 21(2), 115–125. doi:10.1016/j. jcps.2011.02.002Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social andemotional learning: A meta-analysis of school-based universal interventions.

Child Development, 82(1), 405–432.Erdogan, B., Bauer, T. N., Truxillo, D. M., & Mansfield, L. R. (2012). Whistle while you work: A review of life satisfaction. Journal ofManagement, 38, 1038-1083. doi:10.1177/0149206311429379Ferguson, Y.L., & Kasser, T. (2013). A teaching tool for disengaging from materialism: The commercial media fast. In J.F. Froh & A.C. Parks(Eds.), Activities for teaching positive psychology: A guide for instructors (pp. 143-148). Washington, DC: APA.Fischer, P., Sauer, A., Vogrincic, C., & Weisweiler, S. (2010). The ancestor effect: Thinking about our genetic origin enhances intellectualperformance.

European Journal of Social Psychology, 41(1), 11-16.Fredrickson, B. (2006). The broaden-and-build theory of positive emotions. In Csikszentmihalyi, M. and Csikszentmihalyi, I. (eds.), A lifeworth living: Contributions to positive psychology. New York, NY: Oxford University Press, 85–103.Froh, J., Kashdan, T., Ozimkowski, K., & Miller, N. (2009). Who benefits the most from a gratitude intervention in children andadolescents? Examining positive affect as a moderator. The Journal of Positive Psychology, 4, 408–422.Froh, J., Sefick, W., & Emmons, R. A. (2008).

Counting blessings in early adolescents: An experimental study of gratitude and subjectivewell-being. Journal of School Psychology, 46, 213–233.Gable, S.L. (2013). Capitalizing on positive events. In J.F. Froh & A.C. Parks (Eds.), Activities for teaching positive psychology: A guide forinstructors (pp. 71-76). Washington, DC: APA.Gable, S., & Reis, H. (2010). Good news! Capitalizing on positive events in an interpersonal context. Advances in Experimental SocialPsychology, 42, 195-257. doi:10.1016/S0065-2601(10)42004-3Giacaman, R., Rabaia, Y., Nguyen-Gillham, V., Batniji, R., Punamäki, R. L., & Summerfield, D. (2010). Mental health, social distress andpolitical oppression: The case of the occupied Palestinian territory. Global Public Health, 6(5), 547-559.Goudie, R., Mukherjee, S., De Neve,

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J.-E., Oswald, A. J., & Wu, S. (2012). Happiness as a driver of risk-avoiding behavior. The Centre forEconomic Performance, Discussion Paper No. 1126. Retrieved 17 March 2014 from http://cep.lse.ac.uk/pubs/download/dp1126.pdfGrant, N., Wardle, J., & Steptoe, A. (2009). The relationship between life satisfaction and health behaviour: A cross-cultural analysis ofyoung adults. International Journal of Behavioral Medicine, 16, 259-268.Gupta, G., Punshi, R., Von Berg, M., Jones, D., & Sarkar, P. (2015). A strengthsbased approach to enhancing youth motivation andemployability: Research and practice from the GCC. Middle East Journal of Positive Psychology (forthcoming).Green, S., Oades, L., & Robinson, P. (2011). Positive education: Creating flourishing students, staff and schools. InPysch, 16-17, April.Hardy, J., Hall, C., & Alexander, M. (2001).

Exploring self-talk and affective states in sport. Journal of Sports Sciences, 19, 469–475.Headey, B. (2010). The set point theory of well-being has serious flaws: On the eve of a scientific revolution? Social Indicators Research,97(1), 7–21. doi:10.1007/s11205-009-9559-xHuang, H., & Humphreys, B. R. (2012). Sports participation and happiness: Evidence from US microdata. Journal of Economic Psychology,33(4), 776-793. doi:10.1016/j.joep.2012.02.007Huppert, F., & Johnson, D. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on wellbeing.The Journal of Positive Psychology, 5, 264– 274.Ismail, Z., & Desmukh, S. (2012). Religiosity and psychological well-being. International Journal of Business and Social Science, 3(11), 20-28.Johnson, K. J., & Fredrickson, B. L. (2005). “We all look the same to me” Positive emotions eliminate the own-race bias in face recognition.Psychological Science, 16, 875-881.

POT030 - Exam stress and its influence on cognitive performance in school children V. Prokofieva (1,2), J-L. Velay (2,3), S.N. Kostromina (4), P. Brandt-Pomares (1,2), J-F. Hérold (1,2).(1) ADEF EA 4671, Université d'Aix-Marseille, France.(2) Université d'Aix-Marseille (AMU), France(3) Laboratoire de Neuroscience Cognitives, UMR 7291, CNRS, 3, Place Victor Hugo, 13331 Marseille, France(4) Department of Psychology, Saint Petersburg State University, 7-9, Universitetskaya nab., St.Petersburg, 199034, Russia Our research aims to study the influence of an evaluative school setting on the restitution of learned material and cognitiveperformance in elementary school students. Our theoretical approach is based on the test anxiety theories (Sarazon 1987, Wilgfild, 1989,Zeidner 1998) and we try to observe the nature of emotional processes and their interaction with cognitive activations both understressful conditions such as a class test for achieving grades and without any grades searching.We propose to review the subject of the exam stress in the light of some recent openings in neurosciences, as for ex, the influence ofemotions on decision making (Davidson, 2002) as well as a search for the biological markers of stress responses (Thayer et al., 2012) andto base our research on a natural experiment taken place in a real classroom. A recently developed method of recording stress responses(the RR intervals of HRV) in real conditions is used (Parin et al., 2014). The wireless equipment allows to register and to transmit data thruWi-Fi devices while the students are working on their tasks in class.Our research is interdisciplinary (mixing up methods of experimental psychology and neurosciences and the knowledge of a learningschool environment that educational sciences possess) as well as intercultural (the experiments are to be conducted in two differenteducational sciences possess) as well as intercultural (the experiments are to be conducted in two different educational syand after theintroduction by a teacher of the exam instruction compared with the same class testing for non evaluative purposes. According to theduration and intensity of stress reactions, several clusters of students were defined. However the interaction of stress responses and atest performance was not really observed. The second experiment integrated an additional independent variable such as a response timelimit. As a result, the stress-responses appeared to be more intense and more frequent. The influence of stress reactions on performanceaccording to the task difficulty was observed. The stress reactions seemed to improve the performance on simple tasks and to produce anegative effect on difficult tasks. These conclusions need further confirmation in another cultural setting, in France.Further experiments introducing positive emotions and motivational stimulus must be conducted in order to see if more positive contextwould improve the cognitive performance in class test work.

Keywords • evaluation, stress exam, test anxiety, cognitive performance References: Boekaerts, M. (1993). Beingconcerned with well-being and with learning. Educational Psychologist, 28, 149– 167.Davidson R.J. (2002) Anxiety and affective style: role of prefrontal cortex and amygdala. Biol Psychiatry; 51(1): 68–80.Elias,M. J. (1989). Schools as a source of stress to children: An analysis of causal and ameliorative factors. Journal of School Psychology,27, 393-407.Fredrickson B.L., Levenson R.W. (1998) Positive emotions speed recovery from the cardiovascular sequelae of negative emotions.Cognition and Emotion.12(2). .191–220.Galván, A., et A. Rahdar. « The Neurobiological Effects of Stress on Adolescent Decision Making ». Neuroscience 249 (septembre 2013):223 31.Hadji, C. (2012). Faut-il avoir peur de l’évaluation ? Bruxelles : De Boeck.Hanson, J. L., M.

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K. Chung, B. B. Avants, K. D. Rudolph, E. A. Shirtcliff, J. C. Gee, R. J. Davidson, et S. D. Pollak. (2012). « StructuralVariations in Prefrontal Cortex Mediate the Relationship between Early Childhood Stress and Spatial Working Memory ». Journal ofNeuroscience 32, no 23.Lazarus, Richard S. (2006). Stress and Emotion: A New Synthesis. Springer Publishing Company.McDonald, Angus S. (2001) « The Prevalence and Effects of Test Anxiety in School Children ». Educational Psychology 21, no 1, 89 101.Merle P. (2012). L’évaluation par les notes :quelle fiabilité et quelle réformes ? Regards croisés sur l’économie, vol.2, n.12.Parin S.B., Bakhchina A.V., Polevaia S.A. (2014). A neurochemical framework of the theory of stress. – International Journal ofPsychophysiology. – November 2014. – V. 94. – Iss. 2. - P. 230Putwain, D.W. (2008). Examination stress and test anxiety. The psychologist. Vol.21, 1026-1029.Sarason, I.G. (1987). Test anxiety, cognitive interference and performance. ln R.E. Snow et M.J. Farr (éd.), Aptitude, learning, andinstruction (Vol. 3, p. 131-142). Hillsdale (NJ]: Lawrence ErlbaumSelye, H. (1956). The stress of life. New York: McGraw-HillShackman, A. J., J. S. Maxwell, B. W. McMenamin, L. L. Greischar, et R. J. Davidson.( 2011)« Stress Potentiates Early and Attenuates LateStages of Visual Processing ». Journal of Neuroscience 31, n03.Thayer, J. F., Ahs, F., Fredrikson, M., Sollers, J. J., & Wager, T. D. (2012). A meta-analysis of heart rate variability and neuroimagingstudies: Implications for heart rate variability as a marker of stress and health. Neuroscience & Biobehavioral Reviews, 36(2), 747 756.Wigfield, Allan, et Jacquelynne S. Eccles. (1989) Test Anxiety in Elementary and Secondary School Students. Educational Psychologist 24,2: 159 83.Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.

POT031 - Consensus building and marriage enrichment among Chinese couples—research advance andeducation practice through participatory action research T. Li(1), A. Hsiao(1), F. Chen(1), H. Teng(2), P. Ding(1)(1) Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., NewTaipei City, 24205 Taiwan(2) Loving Family Foundation In Chinese society, father-son dyad is considered as the core. Family relationship predominate marital relationship. It is only recentlythat couple relationship began to draw attention to the public as well as academic researchers in Chinese societies. However, moststudies largely borrow western concepts without accommodating to the local culture, so does marriage education programs. There is agap between research and practice (Small, 2005).The goal of this research is to bring attention the importance of couple relationship enhancement. We aim at bridging the gap betweenacademia and practice to advance our knowledge about the process of reaching consensus among Chinese couples. It is also our attemptto develop a marriage education program that would help Chinese couple in Taiwan to enrich their relationship.Participatory action research (Turnbull, Friesen & Ramirez, 1998) used to facilitate dialogue and collaboration between academicresearcher and practitioner. The key members of the PAR team include 3 college professors and 2 family educators. Monthly meetings andseveral group meetings in-between are held to make decisions and solve problems together. We also conduct 4 focus groups to do needassessment, program consultation, and program evaluation respectively. Data are collected from 14 family educators, 5 male potentialparticipants, and 10 program participants.Findings of the focus groups indicate that, ‘willingness’ and ‘atmosphere’ are the premises of couple consensus building. It is also foundthat when couples disagree with each other, husbands are concerned about reaching a tangible goal rather than dealing with thenegotiation process. They also tend to avoid arguments in the consensus building process.As planned, a program based on indigenous research findings is developed. It is characterized as localization, pleasure, privacy,profession, and diversity. The program is then applied to couples with preschool children. In the process of recruiting participants andimplementing the program, we run into difficulties such as husbands not interested in joining the program, children need specialattention, etc. However, most program participants do experience enrichment in their marital relationship. Inputs from the programparticipants in the focus group also reveal that couple consensus is not always possible, nor necessary. Continuously communicating witheach other and being able to take possible consequences may be more important.Through the whole process, researcher and practitioner are empowered by each other. Researchers reflected upon academic bias suchas overlooking conditions of reaching couple consensus. Family education practitioners, on the other hand, value the program for it isdistinguished from other programs that focus on skill practicing or counseling. They all agree to move on to the next action researchcircle, which is plan, act, check, assess, and reflection.

Keywords • participatory action research, marital education program, indigenous research, couple consensus, relationshipenrichment

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References: Small, S. A. (2005). Bridging Research and Practice in the Family and Human Sciences. FamilyRelations, 54(2), 320-334.Turnbull, A. P., Friesen, B. J., & Ramirez, C. (1998). Participatory Action Research as a Model for Conducting Family Research. Journal ofThe Association for Persons with Severe Handicaps, 23(3), 178-188.

POT032 - THE CONTRIBUTION OF POSITIVE PSYCHOLOGY IN CONSTRUCTION OF VALUES FOR ASUSTAINABLE SOCIETY G. M. Schwartz (1)F. L. Andrade (1)E. G. do Carmo (1)A. P. E. G. Teodoro (1)(1) Av. 24-A, 1515, Bela Vista, LEL Laboratory of Leisure Studies-DEF/IB/UNESP, Brazil, Zip Code: 13.506-900 The prospect of setting up a sustainable society is based on environmental aspects, but also on values, human subjectivities and theconcept of happiness, a relation that is still very few explored in Positive Psychology realm.

Due to the high concentration of negativestimuli, responsible for distancing human purpose of happiness by unsustainable paths, in psychological and environmental levels, itseems relevant to improve favorable initiatives to the construction of new values and attitudes. This qualitative study aimed at instigatingthe reflections of elderly on sustainable attitudes and values by pointing the mistakes made in the conquest of happiness and in theparameters to change, reviving this concept within the sustainability. The study involved dynamic theoretical and practical workshopsoffered to different groups of elderly, based on Positive Psychology and philosophical and spiritual theories added to alternative activities,pointing ways to access more pleasant inner, familiar and social lives, towards sustainability. An exploratory research was also developedbased on discourse analysis technique.

Results indicate that participants raised quite profound reflections, noting an increase in theperception of values and attitudes contrary to happiness in social relations and indicating meditation methods and the maintenance ofpositive mood states as ways to reverse this process, allied to awareness about co-responsibility as individual bases for a sustainablesociety.

Keywords • values, happiness, sustainability References: Allen, P. B. (2014). Art is a way of knowing: A guide to selfknowledgeand spiritual fulfillment through creativity.

Boulder: Shambhala Publications.Boehm, J. K., & Lyubomirsky, S. (2009). The promise of sustainable happiness.

Handbook of positive psychology, 2, 667-677.Ribeiro, I. C. (2013). As Emoções, a felicidade e um planeta chamado água. In Seabra, G. (org.). Educação Ambiental, conceitos eaplicações (pp. ). João Pessoa: Editora da UFPB.Snyder, C. R. & Lopez, S. J. (2011). Oxford Handbook of positive Psychology. New York: Oxford Library of Psychology.

POT033 - Do school counselors address strengths of consultees and clients in school consultation?

R. HadasThe college for academic studies, Or-Yehuda, Israel The aim of the research presented is to examine to which extent school counselors address the strengths of consultees and clientsduring school consultation sessions.The term "strength" became very popular in educational discourse in Israel, specifically in the field of school counseling. Yet, the actualimplementation of strengths approach in daily work of school counselors has not been widely examined.Consultation is an indirect intervention, based on a triadic structure, in which the three participants are the consultant, the consultee andthe client who is not physically present in the consultation session, but their issues are the reason and the purpose of the meeting. Thistriadic structure facilitates the opportunity for the consultant, in this case the school counselor, to address both the consultee's and thepupil's strengths.The research participants were 25 school counselors from 25 different schools, who served as practicum mentors for graduate schoolcounseling students, all of whom had taken a course in which one of the main subjects was Peterson's and Seligman's classification ofcharacter strengths and virtues.Each student observed one consultation session that the counselor conducted with a teacher or a parent (the consultee) about an issueconcerning a pupil (the client). The study's length was 7 semesters, involving seven groups of 40 students, where 280 consultationsessions were observed. After each observation, the student had to answer two questions:1. Did the counselor address the consultee's strength and/or weaknesses?2. Did the counselor address the subject's strength and/or weaknesses?The findings reflected a very slight use of strengths terms referred to both consultee and pupil. The terms that the school counselorsquoted had very little to do with Seligman's and Peterson's classification. Moreover, the counselors referred to the strength mostly as apositive reinforcement, and not as a trait to be explored and implemented.

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Additionally, only a small rate of the counseling studentsattempted to conceptualize their observations in terms of Peterson's and Seligman's classification.The conclusion is that there is a gap between talking about strengths, which is perceived as very "positive" and attractive term, and theactual implementation of a new well-defined evidence based concept.Furthermore, even the graduate students, who are acquainted with Peterson's and Seligman's classification, still kept their general,common understanding of the term.It seems that more effort should be made in educating school counselors and school counseling students in order to turn strengths into anew lens, through which they could see their consultees, help them identify their own strengths and those of the pupils. Thus, effectivelyuse these strengths for problems solving and promotion of well being.

Keywords • character strengths; stengths based counseling; school counselors; school consultation References: Brigman, G., Mullis, F., Webb, L., & White, J. (2005). School counselor consultation: Skills for working effectively with parents, teachers,and other school personnel. Hoboken, NJ: Wiley.Caplan, G., Caplan, R. B., & Erchul, W. P. (1994). Caplanian mental health consultation: Historical background and current status.Consulting Psychology Journal: Practice & Research, 46(4).Galassi, J. P., & Akos, P. (2007). Strengths-Based School Counseling: Promoting student development and achievement. Mahwah, N J:Lawrence Erlbaum Associates.Kahn, B. B. (2000). A model of solution-focused consultation for school counselors. Professional School Counseling, 3, 248254.Park, N., & Peterson, C. (2008). Positive psychology and character strengths: Application to strengths-based school counseling.Professional School Counseling,12, 85–92.Peterson , C. Seligman , M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: AmericanPsychological Association.

POT034 - Happiness, sustainability and emotional states: the relationship with human values G. M. Schwartz (1)H. Á. Marujo (2)L. M. Neto (2)A. C. S. Pião (1)E. S. B. de Oliveira (1)(1) LEL - Laboratory of Leisure Studies-DEF/IB/UNESP, 24-A, 1515, Bela Vista, Rio Claro, SP, Brazil(2) ISCSP, Universidade de Lisboa, Polo Universitário do Alto da Ajuda, Rua Almeirindo Lessa, Lisboa – Portugal, Zip Code:1300-663 Context: For centuries human being has been seeking for happiness. Recently philosophers and specialists from other scientificareasenas, have arrived at a similar conclusion - happiness is related to values. Considering that the values are the basis of behavioralpatterns related to biopsychic, social and environmental domains, and that all are aimed towards a happy life, it is necessary to study andanalyze these values. Methodology: Based on the deep relationship among values, emotional states and the consequences on the threereferred dimensions, this study used quantitative and qualitative methods to evaluate the impact of an intervention program of a group of50 Public Servant educators from São Francisco do Sul, Santa Catarina, Brazil. The study was developed after a literature review and anexploratory empirical research. The research included an intervention program (a total of 24 hours of on site training – 8 hours eachmodule – with practical activities in between sessions) with three different modules, organized around practical activities, (a) AnimicActivities (Ribeiro, 2006), involving experimental, artistic and group dynamics aimed at self-expression of emotions and dreams; (b)Activities devoted to sustainable behaviors, from the point of view of harmony with self, others and the the earth. This was the modulewhere values where explicitly discussed and reflected; and (c) a module presenting theoretical foundations of happiness (with topicsdirected to the interfaces among the three domains- biopsychic, social and environmental). The Brunel Mood Scale (BRUMS) (Terry, Lane& Fogarty, 2003) was used as the instrument for data collection, before and after the program, alongside with open questions to assessthe practical and applied activities. This included the exploration and impact of the meaning of the concept of "sustainable happiness.Quantitative data was gathered according to the Wilcoxon-Mann-Whitney test (Hollander, Wolfe & Chicken, 2014). Results: Resultsshowed a significant improvement in the mood state of the participants, with an average increase of 29.7% in the scores for the positiveemotional states and average decrease of 63.85% for negative states. The open questions have ratified the importance of activitiesfocused on internal sustainability from the change in values, which seems to emerge from self-knowledge and the dynamic relationshipwith emotional states. The importance of sustainable happiness was underscored in the school environment, since it was considered to bea positive ignition for cooperation, as much for maintenance of constructive, dynamic and positive social contexts. Negative emotionalstates, such as exhaustion, depression, anxiety or tension, were identified as responsible for the lack of motivation necessary to anyengagement. The study confirmed the validity of the methodology that was used, and points the basis for changes in values that lead tosustainable happiness.

Keywords • Happiness, sustainability, self-knowlodge, environmental education, values.

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References: Hollander, M.,Wolfe, D.A. & Chicken, E. (2014). Nonparametric Statistical Methods, Nova Jersey, NY: John Wiley & Sons.Ribeiro, I. C. (2004). Atividades Recreativas e Educação Ambiental: Uma parceria Imbatível. In: SCHWARTZ, G. M. (Org). Educação Físicano ensino superior: Atividades Recreativas, Rio de Janeiro: Guanabara-Koogan, p.

29-45.Terry P.C., Lane, A.M. & Fogarty, G.J. (2003). Construct validity of the POMS-A for use with adults.

Psychology of Sport and Exercise, 4(2), 125-39.

POT035 - FIS-SUSTAINABLE INTERNAL HAPINESS QUESTIONNAIRE IN RESEARCHES ON SUSTAINBILITY G.M. Schwartz (1)I. Fortunato (1)E. G. Carmo (1)F. L. Andrade (1)(1) UNESP - Sao Paulo State University, LEL Laboratory of Leisure Studies-DEF/IB, Av. 24-A, 1515, Bela Vista, Rio Claro,SP, Brazil, Zip Code 13506-900 Considering self-knowledge as essential path to sustainable internal happiness, whose concept is based on the perception ofimmaterial elements and on the dynamic balance of three dimensions: biopsychic, social and environmental, this qualitative study aimedto analyze the effectiveness of the "FIS-SUSTAINABLE INTERNAL HAPINESS QUESTIONNAIRE" for diagnosis and formulation of indicatorsabout values, attitudes and actions that lead to inner happiness, to enhance new plans of action associating Positive Psychology andEnvironmental Education (Ribeiro, 2013). The questionnaire contains 77 questions rated on a 5-point-Likert scale (Norman, 2010). thatassess seven dimensions: psychological well-being, Health and Vitality, Use of Time, Education, Culture, Environment and LivingStandards. Data were collected online, with a random sample of adults, both sexes, with higher education level, participants of mailinglists on Environmental Education. Results indicated that the instrument appears to provide the necessary conditions for diagnosis andformulation of indicators for the organization of new plans of action. Issues and dimensions were organized to facilitate the perceptionand expression of values, attitudes and sustainable actions relating to positive or negative emotions, compared to vicissitudes andrepresentation on happiness. Based on the results, it can be legitimated the contribution of Positive Psychology for understanding thesubjective factors involved in environmental education, a still little explored aspect in conducting interventions whose aim is theformation of happy and sustainable communities Keywords • Happiness, Sustainability, Environmental Education, Self-knowledge , Values References: Norman, Geoff(2010). Likert scales, levels of measurement and the “laws” of statistics”. Advances in Health Science Education. Vol 15(5) p. 625-632Ribeiro, I. de C. (2013). As emoções, a felicidade e um planeta chamado água. Educação Ambiental - conceitos e aplicações. João Pessoa:Editora da UFPB (Universidade Federal da Paraíba), v.1, p. 151-169.

POT036 - Enhancing curriculum with positive psychology: using Appreciative Inquiry to facilitate strengthsbased,collaborative and visionary course design B. CooperQueensland University of Technology, Brisbane, Queensland, Australia The Australian Higher Education sector recently underwent a period of intense curriculum renewal to align all higher educationcourses with the national qualifications framework. A number of faculties at the Queensland University of Technology (QUT) used thisopportunity to redevelop their courses. In one faculty, much of the course redevelopment took place in leadership teams and committeesand the changes were not always reflected in the actual curriculum delivery.This poster, developed as part of a Master of Applied Positive psychology capstone paper at the University of Melbourne, describestrialing Appreciative Inquiry as a strengths-based process to facilitate positive culture and curriculum change alongside an in-housecurriculum design framework for the redevelopment of an undergraduate course at QUT. It was proposed that Appreciative Inquiry wouldprovide the impetus to collaboratively envision and implement innovative, transformational and sustainable whole-ofcourse change. Theobjectives were to create a course vision, graduate profile and a draft course structure. The focus of the inquiry was to ‘design asuccessful and innovative curriculum to achieve exceptional outcomes for all stakeholders’. The objectives were met, participants wereengaged and energized. An analysis and evaluation of the AI process shows that it meets the relevant criteria for transformational change.At the time of writing the curriculum development is still in progress and any culture change cannot yet be evaluated.

Keywords • Appreciative Inquiry, Curriculum Design, Culture Change

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POT037 - Gurus for Kenosis: Positive Psychology in Education E.PioAuckland University of Technology, New Zealand Gurus for Kenosis: Positive Psychology in EducationKenosis is a Christian concept and can be viewed as a poetic cartography of grace (Keuss, 2010; Louinbos, 2011). Embedded in an ethosof engagement and contemplation in creating spaces for power-in-vulnerability, gurus for kenosis weaves rich possibilities forconsideration in education through four skeins - Motifs, Multitudes, Mission and Moments.The first skein Motif offers various interpretations of kenosis ranging from self-emptying, emptying established hegemony and selflimitationto metamorphosis (Coakley, 2002). Kenosis challenges us to forge a responsible discipleship of human action in society througheducation. The second skein Multitudes highlights global mobility, internationalisation, multiple voices and world views (Pio, 2014).Multitudes challenge us to create porosity in how and what we teach and to confront our epistemic humility. Multitudes emphasizesrefugees, migrants and indigenous peoples.Mission elaborates the core of who we are and how we live out our lives in the dance of contemplation and engagement. This skeinfocuses on our meaning-sharing and how we provoke and enchant our fellow travellers to embrace a virtuous cycle in the ministry ofeducation. In fact, education can be seen as a creative reading of the life and times in which we live â&#x20AC;&#x201C; emphasizing the social, cultural,political, economic and ecclesiastical realities. As educators there is a responsibility to be deeply engaged in a contextualised process ofinterpretation along with the promotion of peace, harmony and doing business by doing good. For we are a microcosm of the macrocosmthat is always in flux (Burenko, 2013). Finally, the fourth skein Moments, focuses on choice-points in the complexity of creating andenacting education that liberates. Moments invites us to consider the gift of power-in-vulnerability - spaces in time which encouragecontemplative attentiveness, rational compassion and radiant mindfulness. Perhaps one could go so far as to say we need to imagine andpractice paradise (Bourgeault, 2013; Christie, 2013) through a doing with others, rather than to/for others with the giver and receiverbending towards each other (Aguinaco, 2014).There are many levels of discourse in education and gurus for kenosis invites individuals to spaces where divine power can be manifestand where there is discernment and avenues for grace. Education can be viewed as creating spaces of hope in the practice of community,a provoking space that is a redemptive evocative process (Mannoia, 2015; Power, 2005).In the light and dark patterns of our existence and the ebb and flow of life, a recurrent theme in our education is to understand, animateand revitalise our fragile, fragmented, wonderful world.

Gurus for kenosis seeks to surface the interwoven nature of our lives in the fluxand fluidity of co-creating knowledge meshed with moving towards and for others in education.

Keywords â&#x20AC;˘ Christian, Education, Flux, Guru, Kenosis, Self-emptying References: Aguinaco, C. (2014). New landscapes,new directions for mission. International review of mission, 103 (1), 5762.Bourgeault, C. (2013). The Holy Trinity and the Law of Three: Discovering the Radical Truth at the Heart of Christianity. Colorado:Shambala PublicationsBurenko, G. (2013). The starry night sky. World futures: the journal of paradigm research. 69: 4-6, 231-247.Christie, D. (2013). The Blue Sapphire of the Mind: Notes for a contemplative ecology. Oxford: Oxford University Press.Coakley, S. (2002). Powers and Submissions. Oxford: BlackwellDouglas, C. (2013). The blue sapphire of the mind: notes for a contemplative ecology. OUP.Keuss, J. (2010). Freedom of the self: Kenosis, Cultural Identity & mission at the crossroads. Eugene, OR: Pickwick PublishersLouinbos, J. (2011). Self Emptying and the Christian: Three essays on Kenosis. Wipf & StockMannoia, V. J. (2015). Christian Higher Education: An Education that Liberates. Christian Higher Education, 14 (1-2), 89107.Pio, E. (2014). Work & Worship. Auckland, NZ: AUTPower, D. (2005). Love without calculation: A reflection on divine kenosis. Crossroads publishing company.

POT038 - Positive Pedagogy for Sport Coaching: The contribution of Positive Psychology R. L. Light28 Ranfurly StMerivaleChristchurch 8014New Zealand The sport coaching and physical education literature suggests that athlete-centred, inquiry-based approaches to coaching team sportimproves game playing ability, increases athlete motivation and provides positive affective experiences of learning see for example,Cassidy & Kidman, 2010; Kidman, 2005; Kirk 2005; Mitchell, Oslin & Griffin, 1995). Common to the range of games based approaches thathave developed over the past 30 years is the central role that dialogue, reflection and purposeful social interaction play in facilitatinglearning and promoting the deep understanding. Identification of the common pedagogical features they share offers an

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alternativeconception to the ‘models based’ approach (Metzler, 2005) to create possibilities for promoting the same positive learning outcomes insports beyond team games and forms the basis of the Positive Pedagogy for sport coaching (Light & Harvey, 2015).As an athlete-centred, inquiry-based approach the pedagogical features of Positive Pedagogy promote positive experiences of practicethrough which athletes learn the content of the practice session, learn how to learn and develop a positive inclination toward learning(Light, 2014). The learning experiences Positive Pedagogy provides can also contribute toward positive social, moral and personaldevelopment but this neither a specific aim of it or an automatic outcome. To enhance the positive nature of learning that arises from itspedagogical features, Positive Pedagogy draws on Antonvosky’s (1979. 1987) salutogenic theory and Sense of Coherence (SoC) model andPositive Psychology to augment the essentially positive learning experiences it promotes. This presentation briefly outlines thepedagogical features of Positive Pedagogy for sport coaching before focusing on the contribution that Positive Psychology makes towardenhancing positive experiences of practice for athletes.

Keywords • Positive Pedagogy; sport coaching; athlete-centred coaching, Antonovosky, learning References: Antonovsky, A. (1979). Health, stress and coping. San Francisco: Jossey-Bass.Antonovsky, A. (1987). Unraveling the mystery of health. San Francisco, Jossey-BassCassidy, T., & Kidman, L. (2010). Initiating a national coaching curriculum- a paradigmatic shift? Physical Education and Sport Pedagogy,15(3), 307-322.Kirk, D. (2005). Future prospects for Teaching Games for Understanding. In: L. Griffin & J. Butler (Eds) Teaching Games forUnderstanding: Theory research and practice. Champaign, IL: Human Kinetics, 213-226.Light, R. L. (2014).

Learner-centred pedagogy for swim coaching: A complex learning theory informed approach. Asia-Pacific Journal ofHealth, Sport and Physical Education, 5(2), 167-180.Light, R. L. & Harvey, S. (2015). Positive Pedagogy for sport coaching. Published ahead of print (4 March, 2015). Sport, Education andSociety. Doi 10.1080/13573322.2015.1015977 available at: http://www.tandfonline.com/doi/full/10.1080/13573322.2015.1015977#abstractMetzler, M. W. (2005).

Implications of models-based instruction for research on teaching: A focus on Teaching Games forUnderstanding.

In: L. L. Griffin & J. Butler (Eds) Teaching Games for Understanding: Theory, research & practice. Champaign, IL: HumanKinetics, 193-198.Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (1995). The effects of two instructional approaches on game performance. Pedagogy in Practice -Teaching and Coaching in Physical Education and Sports, 1, 36-48.

POT039 - Positive Intervention for trainee teachers to improve singing N. Swain (1), S. Bodkin-Allen (2)(1) University of Otago, NZ (2) Southern Institute of Technology, NZ Singing is an important part of the job for primary school teachers ( 5-10 year old children). Yet our previous research hasdemonstrated that many teachers struggle with this aspect of teaching. The present research aimed to create and test a positiveintervention to improve singing confidence of trainee teachers. A previously tested programme involving mindfulness and group singingwas modified and trialled. An online version was also trialled.

Details of the components of the intervention as well as resultsdemonstrating improvements in singing confidence will be presented. This research shows that the use of mindfulness and positivefeedback can be used successfully to improve singing confidence for early teachers. This has implications for job satisfaction and studentlearning outcomes.

Keywords • Singing; education; mindfulness; Acceptance and Commitment Therapy (ACT), teachers

POT040 - Subjective well-being of pupils at primary school and middle school: Longitudinal approach.

T. GaudonvilleP. GuimardChemin de la Censive du Tertre, 44312 Nantes Cedex 3 FRANCE, Université de Nantes, France Today, many educational systems consider that the success of the pupils can't be reduced to their academic performances only. Itmust also considers their well-being in their life contexts, in particular well-being at school (European Council of Education, 2001;Commission of the European communities, 2007). This objective is even more important, especially in France, if we consider that asignificant proportion of pupils like little or no school and that this percentage increases during schooling (Debarbieux 2011; AFEV from2008 to 2012). Data from the Pisa 2012 (OECD, 2013) confirms that direction. They reveal that the French pupils are more likely thanthose in

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other countries to consider the school as a waste of time, they have little confidence in themselves and they are anxious aboutlearning mathematics. Moreover, their sense of belonging to their school remains below the average of OECD countries because they arenot asked for their opinion on the experiences they live at school (Centre Strategic analysis, 2013).The data will be presented in this communication are in the extension of a research contract carried out for the Department for theassessment, forecasting and performance (DEPP), the Defender of Rights (DD) and national Agency for social cohesion and equalopportunities (ACSE) (Guimard et al., 2014). The study was conducted with an initial sample of 1,002 primary school students and collegeeducated in public institutions, ZEP (area targeted for special help in education) and private institutions in Nantes’s area and its outskirts.It permitted to validate a multidimensional well-being evalution tool and to highlight the impact of different factors (gender, age, difficultytrajectories of students, etc.) on their perceived well-being (Guimard et al., 2015). 557 students (203 pupils and 354 middle schoolstudents) from this sample were followed longitudinally over two years. The children completed a questionnaire of global satisfaction atschool and a multidimensional questionnaire of well-being at school. Besides, a survey completed by their families permitted us to obtaininformation about the family environment (family composition, parents’ occupation and level of study) and on their schooling (yearrepetition, personalized school help, follow-up in RASED). The teachers also estimated the level of acquisition of every children in Frenchand in mathematics.This Communication will present the first results of this longitudinal study, an approach particularly undeveloped in studies on the wellbeingof pupils. Will be particularly examined the data regarding the evolution of perceived well-being of the children on this twoyearperiod, the individual, family and school factors associated with these developments and relations between their perceived well-being andtheir academic performances.

Keywords • Well-being, education, longitudinal, academic performances References: Debarbieux E. (2011). À l’école desenfants heureux... enfin presque... Rapport de recherche réalisé pour l’UNICEF France Epstein J.L., & McPartland (1976). The Conceptand Measurement of the Quality of School Life. American Educational Research Journal, 13(1), 15-30.Centre d’Analyse Stratégique (2013). Favoriser le bien-être des élèves, condition de la réussite éducative. Note d’analyse 313, janvier2013.OCDE (2012). Résultats du Pisa 2012. Note par pays. France. Edition de l’OCDE.Guimard, P., Bacro, F., & Florin, A. (2014). Evaluer la satisfaction scolaire et le bien-être des élèves à l'école et au collège. In P.Guimard &C.Sellenet, Evaluation des besoins des enfants et qualité de vie. Regards croisés France-Canada. Paris : L'Harmattan, 87-112.Guimard, P., Bacro, F., Ferrière, S., Florin, A., Gaudonville, T., & Ngo, H. (2015). Le bien-être à l'école et au collège.Validation d'une échellemultidimensionnelle, analyses descriptives etdifférentielles. Education et Formations, n°88-89.

POT041 - Detecting Empathy in Medical School Admission Essays: Towards a Positive Medical Education M. Smith (1)D. B. Yaden (2)J. Carpenter (2)A. Buffone (2)J. C. Eichstaedt (2)S. Rosenthal (1)C. Callahan (1)L. Ungar (2)M. Hojat (1)(1) Thomas Jefferson University, USA(2) University of Pennsylvania, USA Medical educators are increasingly interested in how empathy can be taught and fostered in medical students.

Physician empathy hasbeen linked to enhanced physician-patient communication, patient compliance, and reduced physician burnout. Despite widespreadacknowledgement of these findings in medical education, a marked reduction in empathy over the course of medical school persists. Moreresearch is required to understand themes and underlying processes related to empathy in medical education contexts. In this study, weanalyzed 1,954 medical school admissions essays using computational linguistic analyses. These techniques – Differential LanguageAnalysis (DLA) and Linguistic Inquiry and Word Count (LIWC) – identified words and phrases from admission essays that were mostassociated with high scores on The Jefferson Scale of Physician Empathy, the most widely used measure of physician empathy. We hopesuch results can help to better identify empathic medical school applicants, and to guide the development of more targeted empathyinterventions in medical schools.

Keywords • Empathy; Medical Education; Computational Linguistic Analysis; Machine Learning

POT042 - EXPLORING THE EFFECTIVENESS OF THEACHING POSITIVE PSYCHOLOGY AS AN UNDERGRADUATECOURSE ON STUDENTS’ EMOTIONAL INTELLIGENCE LEVELS. Sinirlioglu,H.SUskudar Universtiy, Istanbul, Turkey

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Emotional Intelligence, is being described as an individual’s ability to understand own feelings, emphatize with others and regulateown behaviors as to enrich the quality of living. Previous research on the topic has shown that individuals who are high on EmotionalIntelligence, have more advantages in life and better life standarts. Also the literature provides several educational programs onEmotional Intelligence development. For this study an undergraduate course on Positive Psychology topics was developed. The studentswho took this required course were being measured on their Emotional Intelligences with Emotional Intelligence Questionnaire. The initialEQ scores and the scores after taking the course were being correlated. The results showed significant improvement in sub scales ofEmotional Intelligence as empathy social skills and understanding own emotions'. These findings appears to be important as furtherevidence for mental health prevention studies.

Keywords • Emotional Intelligene, Positive Psychology, Education on Positive Psychology, Prevention of Mental Illnesses References: 1. Duckworth,A.L., Steen,T.A. and Seligman,M. (2005). Positive Psychology in Clinical Practice. Annual ReviewsClinical Psychology,1:629-651.2. Gable,S., Haidth,J.(2005). What (and Why) Is Positive Psychology? Review Of General Psychology, 9(2): 103-110.3. Girgin, G. (2009). Üniversite Ö rencilerinde Duygusal Zekanın Bazı De i kenler Açısından ncelenmesi, KKTC Milli E itim Dergisi,3:1-12.4. Karaırmak,Ö. ( ). Psikolojik Sa lamlılık, Risk Faktörleri ve Koruyucu Faktörler. Türk Psikolojik Danı ma ve Rehberlik Dergisi, 3(26):129-139.5. Kunnanatt, J.T. (2004). Emotional Intelligence: The New Science of Interpersonal Effectiveness. Human Resource DevelopmentQuarterly, 15(4):489-495.6. Marquez, P.G., Martin, R.P., Brackett, M.A. (2006). Relating Emotional Intelligence to Social Competence and AcademicAchievement in High School Students. Psicothema, 18:118-123.7.

Mayer,J.D. & Cobb,C.D. (2000). Educational Policy on Emotional Intelligence: Does It Make Sense? Educational PsychologyReview, 12(2): 163-183.8. Mayer,J., Salovey,P. & Caruso,D.R. (2004). Emotional Intelligence: Theory, Findings and Implications. Psychological Inquiry, 15(3): 197-215.9. Öz,F., Yılmaz,E.B. (2009). Ruh Sa lı ının Korunmasında Önemli Bir Kavram: Psikolojik Sa lamlık. H.Ü. Sa lık Bilimleri FakültesiHem irelik Dergisi, 82-89.10.

Schutte, N.S., Malouff,J.M., Thorsteinsson, E.B. (2013). Increasing Emotional Intelligence Through Training: Current Status andFuture Directions, The International Journal of Emotional Education, 5(1): 56-72.11. Tetik,S, Açıkgöz,A. (2013). Duygusal Zeka Düzeyinin Problem Çözme Becerisi Üzerindeki Etkisi: Meslek Yüksekokulu Ö rencileriÜzerine Bir Uygulama. Eloctronic Journal of Vocational Colleges, UMYOS Özel sayı 87-97.12. Tu rul, C. (1999). Duygusal Zeka. Klinik Psikiyatri, 1: 12-20.13. Zeidner,M. (2002). Can Emotional Intelligence Be Schooled? A Critical Review. Educational Psychologist,37(4):215-231.

POT043 - Students’ well-being at school: Which contents are covered in existing scales?

L. Wagner (1), C. Larson (2), C. Ward (3), W. Ruch (1)(1) University of Zurich, Switzerland(2) Rice University, Houston, USA(3) University of Georgia, USA Recent research supports the notion that students’ well-being at school has important implications not only for educational outcomesbut also for children’s and adolescents’ overall well-being and social functioning. A large number of scales have been constructed andvalidated that specifically measure the individual student’s well-being in the context of schooling. Some scales have been in use for manyyears, while many have been developed in recent years following the aim to investigate positive aspects of students’ school experiencessystematically and to answer research questions in positive education. However, these measures have not been systematically comparedyet in terms of their content. For several constructs related to well-being at school (e.g., school engagement), it has been noted thatdifferent measures with similar names assess theoretically different contents.

As a consequence, this study aims at reviewing andcomparing the content areas that are covered in the scales aiming to assess students’ well-being at school in primary and secondaryeducation. Implications for the use of these measures and future research will be discussed.

POT044 - Raconter l’école via l’auto-évaluation des élèves ou comment prendre en compte la parole de l’enfantpour favoriser son bien-être ?

B. HubertM. BraudCREN, Centre de Recherche en éducation de Nantes, France Pourquoi nous passerions-nous de la parole des principaux acteurs pour évaluer le système scolaire ? Pourtant, en France, la réflexionsur l’école ne prend guère en compte ceux qui la vivent, comme le regrette Gilles Brougère (2007) : « donner davantage la parole auxparents, enfants et professionnels de la petite enfance, les entendre et faire entendre leur voix ». Notre recherche se propose de montrerla faisabilité, la pertinence et l’indispensabilité

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du récit d’enfant qui, par l’expression des vécus singuliers, peut contribuer à construirel’expérience de vie du sujet, en favorisant son bien-être à l’école et sa relation à l’apprentissage. Sur le plan théorique, nous nous situons àcet égard dans la lignée des auteurs qui ont montré l’importance de la fonction narrative (Ricoeur, Bruner, Cyrulnik, Meirieu, Cifali…) etnotamment dans le champ des histoires de vie (Pineau, Dominice, Le Grand…), mais il est vrai plutôt pour des adultes. Nous souhaitonsaussi recueillir des éléments sur les capacités d’auto-évaluation des élèves.Deux méthodologies complémentaires ont été utilisées : 80 entretiens individuels ont été effectués avec 3 classes de Cours Elémentaire 1et 2 dans une école de Réseau Education Prioritaire, ces entretiens ont tous été filmés. Il a été proposé aux enfants d’expliquer à un petitmartien comment cela se passait pour eux à l’école avec un étayage de questions du type « ça sert à quoi, l’école, à ton avis ? » ou « Quepenses-tu de tes résultats ? » ou encore « Si tu avais une baguette magique, qu’est-ce qu’il faudrait qu’il se passe ou que tu fasses pourque cela aille mieux ? ». Des entretiens ont ensuite été réalisés avec les trois enseignantes, ce qui a permis de croiser la perception desélèves avec celles de leur professeure. La méthodologie se réfère à l’entretien clinique-dialogique défini par Martine Lani-Bayle (2014)comme « ayant mission d’éveiller l’expression de l’autre en manifestant une curiosité envers lui », l’interlocution par le biais du martienagissant comme « un espace transitionnel projectif et sécurisant à la Winnicott ».Par l’analyse qualitative des entretiens, nous pouvons affirmer que les enfants ont à dire sur leur propre parcours et que cette parole estporteuse de savoirs sur eux-mêmes, sur le système scolaire et est utile à la réflexion sur leurs besoins. Leurs témoignages filmés sontpoignants de sincérité et de spontanéité et apportent des éléments indispensables à leur enseignant mais également à tous lesprofessionnels souhaitant participer à développer une meilleure qualité de vie à l’école mais également en dehors.

Keywords • Histoire de vie, récit de scolarité, évaluation, bien-être, clinique dialogique References: BAUTIER, E.,CHARLOT, B. & ROCHEX, J.Y. (1993). Ecole et savoir en banlieue et ailleurs. Armand Colin.BROUGERE, G. & VANDENBROECK, M. (dir.) (2008). Repenser l’éducation des jeunes enfants, Pie Peter Lang.BRUNER, J. (2002). Pourquoi nous racontons-nous des histoires ? RetzLANI-BAYLE, M. & PASSEGGI, M. (2014). Raconter l’école. A l’écoute de vécus scolaires en Europe et au Brésil, L’Harmattan.POURTOIS, J.-P. & DESMET, H. (2007).

L’éducation facteur de résilience in CYRULNIK, B. & POURTOIS, J.-P. Ecole et résilience. OdileJacob, p.85 à 103.RICOEUR, P. (1983-1985) Temps et récit (3 tomes), Seuil.WINNICOTT, D. (1971). Jeu et réalité. L’espace potentiel. Gallimard.

POW034 - the effect of positive education on learned helplessness and social adjustment students withlearning disabilites A. AslaniUniversity of Tehran Kish International Campus, Iran.

The purpose of the present research was to determine the effectiveness of psycho-educational program of positive psychology onlearned helplessness and social adjustment students with learning disabilities. This is a quasiexperimental study with a pretest/post-testexperimental and control group. The sample consisted of 30 students with learning disabilities in hamedan city. Assigned to twoexperimental (n=15). and control group (n=15). To collect the data, the Raven intelligence test, The Key Math test, The reading test, socialadjustment and Children Attributional Style Questionnaire were used. ten one hour session of integrated psycho-educational program ofpositive education training were implemented for the experimental group. The analysis of Mancova showed that psycho-educationalprogram training significantly decreased learned helplessness and social adjustment in the experimental group. These results couldsupport the application of emotional interventions in academic courses for students with learning disabilities.

Keywords • psycho-educational program of positive education, learned helplessness, social adjustment, students with learningdisabilites References: Banks, R. (2006). Psychotherapeutic interventions for people with learning disabilities. The journal ofpsychiatry.

Elsevier Ltd 5, 10.Chapman, James. W., & Boersma, Frederic, J. (1979). Self – Perception of ability, expectations and locus of control in elementary learningdisabled children. Paper presented at the annual meeting of the American educational research association. Sanfrancisco, California.Dunn, P. B., & Shapiro, S. K. (1999). Gender differences in the achievement goal orientation of ADHD children. Cognitive therapy andResearch, 23, 327344.Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children withlearning disabilities. The Arts in psychotherapy, 37, 97-105.Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998). Motivation and self-regulation: A comparison of students with learning and

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behaviorproblems. Remedial and Special Education, 19, 300–309.Heath, N. L., & Ross, S. (2000). Prevalence and expression of depressive symptomatology in students with and without learningdisabilities. Learning Disability Quarterly, 23, 24–36.Magyar-Moe, J. (2009). Therapists guided to positive psychological interventions. New York, Elsevier.Miranda, A., Villaescusa, M. I., Vidal-Abarca, E. (1997). Is attribution retrairing necessary? Use of self regulation procedures forenhancing the reading comprehension strategies of children with learning disabilities.

Journal of Learning Disabilities, 30(5), 503-512.Nicki, G. (1996). Learned Helplessness and Attribution for Success and Failure in LD Students. National Center for Learning Disabilities.Olivier, M. A. J., & Steenkamp, D. S. (2004).

Attention-dificit/hyperactivity disorder: Underlying deficit in achievement motivation.International Journal for the Advancement of Counselling, 26, 47-63.Pearl, R. (1982). LD children attributions for success and failure: A replication with a labeled LD sample. Learning Disability Quarterly, 5,173-176.Pearl, R., Bryan, T., & Donahue, M. (1980). learning disabled children attributions for success and failure. Learning Disability Quarterly, 3,39.Peterson, I., Maier, S. F., Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. New York: OxfordUniversity Press.Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in student with andwithout learning disabilities. Journal of Learning Disabilities, 27, 360-370.Riddick, B., Sterling, C., Farmer, M., & Morgan, S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students.Dyslexia, 5, 227–248.Sideridis, G. D. (2006). Classroom goal structures and hopelessness as predictors of day-today Experience at school: Differencesbetween students with and without learning disabilities. Department of psychology. University of Crete.Sideridis, G. D. (2007). Why are student with LD depressed? Journal of Learning Disabilities. Hammill Institute on disabilities.Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Prediction of students with LD based on metacognition,motivation, emotions and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215–229.Snyder, C. R, Lopez, S. J.(2007). Positive Psychology: The Scientific and Practical Explorations of Human trengths. Thousand Oaks.Tarnowski, K. J., & Nay, S. M. (1989). Locus of control in children with learning disabilities and hyperactivity: A subgroup analysis.Journal of Learning Disabilities, 22(6), 381-383.Valas, H. (2001). Learned helplessness and psychological adjustment: Effects of learning disabilities and low achievement.

ScandinavianJournal of Educational Research, 45, 101–114.Zealand. A. (2004). Relationships among achievement, perceptions of control, selfregulation, and self- etermination of students withand without the classification of learning disabilities. Submitted for the degree of doctor of philosophy of the graduate school of arts andsciences.

Columbia University.

POW035 - Positive Education- not an add on but a way of learning every day L. Guillon (1)(1) Carey Baptisit Grammar School, 349 Barkers rd Kew 3101, Australia Carey is a large, co-educational, independent school in Melbourne Australia.Carey aims to develop the wise, independent, motivated learner and has been exploring the potential of Positive Psychology and PositiveEducation for several years now. The more we learnt about Positive Education, the more we understood that to have maximum effect,positive psychology must be part of a student's every day learning experience. It cannot provide maximum impact when taught only inisolation but rather, must be a part of a school's pedagogy, it must drive the way teachers and students approach all learning, inside andoutside the traditional classroom.Carey is known for being innovative and leading the way in best practice teaching and learning. Our Model for Positive Learning explainsour 4 approaches to teaching. Assessment FOR Learning, Visible Thinking and Differentiation are all under pinned by Positive Educationand PERMA. These well-researched, high impact strategies help us to ensure that each student experiences Positive Learning. Forexample, when we use Assessment FOR learning, the student understands where they are going, how they are going and how to get there.They feel a sense of meaning, positive emotions and engagement because they understand how to improve and are setting achievablegoals. When Visible Thinking strategies are used in class, they create a sense of accomplishment and build relationships between thestudents and the teachers. Because learning happens in many places, not just the classroom, at Carey, we ensure our approach to alllearning involves understanding student strengths and that the approaches we use create a sense of PERMA. While explicit teaching ofPositive Education is important, an approach that creates and environment which fosters Positive Learning and therefore infuses PositiveEducation into the life of each learner can produce very powerful results.

Keywords • education, PERMA, learning, pedagogy, strategies, embed, school, positive, assessment for learning, visible thinking,differentiation References: Carey Model for Positive Learning animation- https://youtu.be/uD6jvrrvthY

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POW036 - Undergraduate students’ Academic Motivation, Happiness-Increasing Strategies and SubjectiveWell-being in UK universities C. S.-H. YehLiverpool Hope University, UK The current research aims to explore the relationships of undergraduate students’ pursuits of happiness outside of their learningactivities, their subjective well-being and their motivation in academic pursuits prior university (academic motivation) and their currentacademic motivation (situation academic motivation) in UK universities.

120 undergraduate students rated their subjective well-being(SWB) levels on the Satisfaction with Life Scale and Positive and negative Affect Schedule, their ways of pursuing happiness on theHappiness-Increasing Strategies Scale (HIS), and their motivation of academic pursuits on Academic motivation scale (AMS) andSituational motivation scale (SMS). The results showed firstly, that among the 9 types of happiness-increasing strategies, instrumentalgoal pursuit, social affiliation and passive leisure were the most frequently used happiness strategies among university students, whereasmental control and religion the least. Secondly, for the relationship between HIS and SWB, correlation tests revealed that social affiliation,active leisure were positively correlated with SWB. Further analyses using regressions showed that, social affiliation, and mental controlwere the strongest predictor of SWLS, instrumental goal pursuit and direct attempt were the strongest predictor of PA; and mentalcontrol that of NA. Thirdly, for the relationship between HIS and AMS, instrumental goal pursuit, social affiliation, direct Attempts werepositively correlated with intrinsic motivation, identified regulation and external regulation but negatively correlated with amotivation.Passive leisure were positively correlated with introjected regulation and external regulation. However, active leisure were positivelycorrelated with students who were intrinsically motivated and identified regulation and introjected regulation. Further analyses showedthat IM was a strong predictor of instrumental goal pursuit and direct attempt. Introjected regulation was a strong predictor of activeleisure, External regulation was a strong predictor of passive leisure and amotivation was a strong negative predictor of Instrumental goalpursuit. Finally, Between HIS and SMS, social affiliation, instrumental goal pursuits, active leisure and direct attempts were positivecorrelated with intrinsic motivation, identified regulation. However, instrumental goal pursuits is negatively correlated with both externalregulation and amotivation. Social affiliation is negatively correlated with amoivation. Mental control was a strong negative predictor ofboth SMS Intrinsic motivation and SMS Identified regulation. Whereas, Instrumental goal pursuit and Direct attempt were two strongpositive predictors of both SMS Intrinsic motivation and SMS Identified regulation. Interestingly, partying and clubbing activities wasfound to be a strong predictor of SMS amotivation. The implication on enhancing students’ academic motivation will be discussed.

Keywords • Happiness-increasing strategies, subjective well-being, academic motivation and situational academic motivation References: Argyle, M. (2001). The psychology of happiness (2nd ed.). The psychology of happiness (2nd ed.).Diener, E., Emmons, R. a, Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71–75.doi:10.1207/s15327752jpa4901_13Emmons, R. A. (1986). Personal strivings: An approach to personality and subjective well-being. Journal of Personality and SocialPsychology, 51(5), 1058–1068. doi:10.1037/00223514.51.5.1058Guay, F., Vallerand, R. J., & Celine Blanchard. (2000). On the Assessment of Situational Intrinsic and Extrinsic Motivation : TheSituational Motivation Scale ( SIMS ). Motivation & Emotion, 24(3), 175– 213.Lyubomirsky, S., & Layous, K. (2013). How Do Simple Positive Activities Increase Well-Being? Current Directions in Psychological Science,22(1), 57–62. doi:10.1177/0963721412469809Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of GeneralPsychology, 9, 111–131.Myers, D. G., & Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19. doi:10.1111/j.14679280.1995.tb00298.xPintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journalof Educational Psychology, 95(4), 667–686. doi:10.1037/00220663.95.4.667Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academicmotivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746. doi:10.1037/0022-0663.99.4.734Robinson, J. P., & Martin, S. (2008). What do happy people do?

Social Indicators Research, 89(3), 565–571.Tkach, C., & Lyubomirsky, S. (2006). How do people pursue happiness?: Relating personality, happiness-increasing strategies, and well-being. Journal of Happiness Studies, 7, 183–225. doi:10.1007/s10902-005-4754-1Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29,271–360.Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measureof intrinsic, extrinsic, and amotivation in education. Educational and …, (52), 1003–1017. Retrieved from http://epm.sagepub.com/content/52/4/1003.shortVallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M.,

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Senecal, C., & Vallieres, E. F. (1993). On the Assessment of Intrinsic, Extrinsic,and Amotivation in Education: Evidence on the Concurrent and Construct Validity of the Academic Motivation Scale. Educational andPsychological Measurement. doi:10.1177/0013164493053001018Watson, D., Clark, L. A., & Tellegen, A. (1988).

Development and validation of brief measures of positive and negative affect: the PANASscales. Journal of Personality and Social Psychology, 54(6), 1063–1070. doi:10.1037/0022-3514.54.6.1063

POW037 - Vitality as a Mediator between Harmonious, Obsessive Passion and Life Satisfaction: Study withSaudi Women.

M. Salama-Younes (1, 3), S. Abdelati (1, 2)1. Helwan University, Cairo, Egypt,2. King Saud University, Riyadh, KSA.3. Rennes 2 University, Rennes, France.

IntroductionAccording to Vallerand et al., (2003; 2007), in the line with the Self Determination Theory (DMP), there are two types of passion,obsessive and harmonious, and that can be distinguished in terms of how the passionate activity has been internalized into one's identity(Vallerand, 2015).The present researchIn Saudi culture, studies concerning women are still very rare and there are rare studies, which tested the factor structure for scales inArabic versions (Salama-Younes, 2011). In addition, for women, little information has been known about the relationships betweenharmonious, obsessive passion and both of subjective vitality and life satisfaction (Rousseau & Vallerand, 2008). For that, two studieshave been conducted. The objective of the first study was to test the factor structure of Arabic versions of Passion, Subjective vitality andLife satisfaction scales with Saudi Women. The purpose of the second study was to test the mediator role of subjective vitality in therelationships between passion types and life satisfaction.MethodParticipants and procedureTwo studies were conducted with two different samples. Data were collected from 803 Saudi women from Riyadh. The first sample (n =474) and the second sample (n = 329). They were from university students at Kind Saud University, their sisters and brothers.

They agedfrom 18 to 34 (M = 26.76; SD = 6.71).MeasuresThe Passion Scale (PS). It consists of 12 items for evaluating the obsessive passion (6 item) and harmonious passion (6 item). A 7-pointLikert scale was used ranging from “strongly disagree” (1) to “strongly agree” (7).Subjective Vitality Scale (SVS). Vitality is considered as anaspect of physical well-being or an aspect of eudemonic well-being (Ryan & Deci 2001). The Subjective Vitality Scale (VS) is a shortinstrument to measure vitality. A 7-point Likert scale was used ranging from “strongly disagree” (1) to “strongly agree” (7). SatisfactionWith Life Scale (SWLS). Life satisfaction is a global measure of satisfaction in life.

It is also considered as a general construct ofsubjective well-being. The Satisfaction With Life Scale composes of 5 items. A 7-point Likert scale was used ranging from “stronglydisagree” (1) to “strongly agree” (7).Results and ConclusionThe results indicated of first study shows that Cronbach alpha for passion, SVS and SWLS is 0.66, 0.77 and 0.83 respectively. CFA showsthat SVS and SWLS fit well the data. However, for passion scale, item 2, 7 and 10 have been deleted. For the refined version, Cronbachalpha was 0.73. The goodness of fit indexes was acceptable in terms of 2/df ratio, GFI, NFI, TLI, RMR and RMSEA. Moreover, resultconfirms the mediator role of subjective vitality only in the relationships between harmonious passion and life satisfaction. We concludethen that the Arabic version of the three scales have a good validity and reliability and could be used with Saudi women.

Keywords • Energy, Mediator variable, Passion, Life Satisfaction, Saudi Women.

References: ReferencesVallerand, R. J. (2015). The Psychology of Passion: A Dualistic Model: Oxford University Press.Vallerand, R. J. (2012). The role of passion in sustainable psychological well-being. Psychology of Well-being, 2(1), 1-21.

POW038 - Positive achievement emotions and their role in the academic achievement of high school students B. Brdov ak (1)I. Hanzec (2)A. Braj a- ganec, Ph.D. (3)(1) Catholic University of Croatia(2) University of Zagreb, Center for Croatian Studies(3) Institute of Social Sciences "Ivo Pilar", Zagreb The control-value theory of achievement emotions provides an integrative framework for antecedents and effects of emotionsexperienced in achievement and academic context (Pekrun, 2006). Current empirical evidence suggests that achievement emotions caninfluence students’ learning and academic performance. However, evidence on the effects of students’ positive emotions is scarce.Generally, positive achievement emotions are

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assumed to affect achievement positively, and the theory posits that the effects of emotionson academic achievement are mediated by a number of cognitive and motivational mechanisms. In order to better understand the role ofpositive achievement emotions in academic setting and their relationship with academic performance, the aims of this study were toexamine: (1) the predictive value of positive achievement emotions (class- and learning-related enjoyment, hope and pride) in academicachievement of high school students, and (2) possible mediation effects of learning strategies (elaboration and rehearsal) in therelationship between positive achievement emotions and academic achievement.The research was conducted with second and third grade high school students (N=513) in Zagreb, Croatia. Measures used in the researchwere Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire. Grade point average was used as ameasure of academic achievement.The results showed significant positive correlations of all positive achievement emotions with academic achievement and with bothlearning strategies. Academic achievement had significant positive correlation with elaboration, but not with rehearsal. Regressionanalyses showed that positive achievement emotions can predict academic achievement of high school students. Specifically, classrelatedachievement emotions accounted for 6.6% of the variance of academic achievement, with class-related hope as the onlysignificant predictor. Learning-related achievement emotions accounted for 13.6% of the achievement variance, with learning-relatedpride as the only significant predictor. When testing the mediation effect of learning strategies in the relationship of positive achievementemotions and academic achievement, it was found that neither elaboration nor rehearsal were statistically significant mediators. Theresults only partially support the hypotheses.The findings suggest that nurturing positive achievement emotions in the educational context could have positive effects on achievement,as well as on other positive outcomes such as using efficient learning strategies. However, there is a need for further examination of theirrole in the academic setting with reciprocal relationship of these construct borne in mind.

Keywords • Positive achievement emotions, academic achievement, learning strategies References: Pekrun, R. (2006).The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice.Educational psychology review, 18, 315 – 341.

POW039 - PREDICTORS OF ACADEMIC MOTIVATION AND HIGH-SCHOOL ACHIEVEMENT IN ADOLESCENTSWHO GREW UP IN POVERTY A. Toki Milakovi (1), M. Ru oj i (1)(1) University of Zagreb, Croatia Poverty is considered a broad-spectrum risk factor affecting many aspects of individuals functioning, yet many impoverished childrenare well adjusted (Owens & Shaw, 2003). Educational attainment notably increases the individuals’ chances to find a successful way outof the cycle of poverty, which may significantly contribute to their positive adjustment. The level and the quality of academic motivationseems to play a central role in prediction of the students’ educational outcomes (Gottfried, Gottfried, Morris, & Cook, 2008). Therefore,the main aims of this study were to identify the dominant predictors of different types of motivation for attending high-school (extrinsic,intrinsic and amotivation) based on Ryan and Deci’s (2000) Self-determination theory, and to establish the link between different types ofmotivation and school outcomes (school dropout and school achievement) in adolescents raised in circumstances of poverty. A sample ofyoung adults was recruited from the families registered as welfare recipients during their children’s high-school education period in theSocial welfare centers in Croatia. The participants retrospectively assessed their motivation for attending high-school (Vallerand et al.,1992), their school attainment (completion and average grade), as well as some of their individual (average grade in primary school,problem behavior, talent), school-related (type of school, school of own choice) and family-related features (suitable learning environmentat home, cultural capital, psychological needs supporting parenting, social support, parental involvement in school etc..). The results willbe discussed within the framework of the Self-determination theory (Ryan & Deci, 2000) and in terms of their implications for theeducational, employment and social welfare policy.

Keywords • Keywords: poverty, academic motivation, school attainment, parenting, self-determination theory References: Gottfried, A. E., Gottfried, A. W., Morris, P. E., & Cook, C. R. (2008). Low Academic Intrinsic Motivation as a Risk Factor for AdverseEducational Outcomes: A Longitudinal Study from Early Childhood Through Early Adulthood. In C. Hudley & A. E. Gottfried (Eds.),Academic motivation and the culture of school in childhood and adolescence

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(pp. 36–69). New York: Oxford University Press.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.The American Psychologist, 55(1), 68– 78.Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A Measureof Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52(4), 1003–1017. http://doi.org/10.1177/0013164492052004025

POW040 - Invisible Lessons M. GraceChinese International School1 Hau Yuen PathBraemar HillHong Kong We would love to share the Positive Education successes we have had by focusing on how ‘invisible lessons’ can be key in shaping andelevating how students and adults experience life in a boarding school. Alongside a contextually designed explicit curriculum, basedaround four projects (Me Project, Footprints Project, Yoda Project and Engine Project), we have found that by approaching the ‘invisible’and often overlooked parts of the 24 hour day in a boarding school, we can intentionally design ‘invisible learning’ yet ‘visible experiences’that are very powerful.We would love to share how we have moved the attention across the faculty towards a more mindful approach to how we make decisionsabout the ways we can enhance our boarding school environment. We have experienced a noticeable shift in recognising within ourcommunity how we can intentionally use our environment (the school halls, the cafeteria, the library, the common areas, the walls, thewindows, the bedrooms and the kitchenettes) as spaces that prime students and elevate their everyday. We would love to share how wehave made our windows visible, our walls interactive, our common areas celebratory and seasonal, our library ‘live’ and our cafeteria amore mindful and appreciative space.We have deliberately focused on designing implicit and explicit moments across each day and week that enhance and reinforce PositiveRelationships, Positive Emotions and develop more Meaning in the lives of the students and staff (Seligman, 2011). The ‘invisible lessons’are proving to have a 'slipstream' effect on those within the community and in many cases have impacted on the ways in which ourstudents are communicating with their families back home.It has made us think...imagine if we could make a difference to other schools and their students by sharing what we have found workswell.

Keywords • Invisible LessonsPositive RelationshipsPositive EmotionsMeaningBoarding SchoolEnvironmentSlipstreamShare References: Martin Seligman,Ken Robinson,Ellen Langer,Felicia Huppert,Barbara Fredrickson,Christopher Peterson,Lea Waters,

POW041 - How to bring Positive Psychology into Schools L. TidmandAarhus University, Denmark This poster presents one of the first impact study based on a positive psychology intervention made in eight classes in seven schoolsin Denmark. The intervention is anactual book material that was carried out over a period of two months designed for 3rd.-5th. graders. The book materials are designed togive teachers easy access to collaborate with parents on the wellbeing of the pupils using Positive Psychology exercises elaborated fromresearch of the use of VIA strengths as well as Happiness Enhancing factors.The poster presents an impact study of an intervention that took place at seven Danish school, elaborated by Louise Tidmand andassociate professor Ph.D.Mr. Frans Ørsted Andersen, University of Aarhus, Denmark.An article about the findings of the impact stydy was published in the Danish magazine Pædagogisk Psykologisk Tidsskrift (PedagogicalPsychological Magazine). The English version of the article is enclosed.

Keywords • Happiness-enhancing factors, applied positive psychology, measuring happiness, CASQ References: Andersen, F. Ø. (2006) ”Flow andImmersion”, Lyubomirsky, S. (2008) ”The How of Happiness”, Ouvinen-Birgestam, P. (2006a). ”This IsMe”, Nadine Kaslow and Richard Tannenbaum ”CASQ”

POW042 - Teachers attitude to strengths matters: Student benefits from a strengths intervention are mediatedby teacher strengths spotting.

D. Quinlan (1), N. Swain (1)(1) University of Otago, 362 Leith St, North Dunedin, Dunedin 9016, New Zealand.

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A recent study examining the effects of a classroom-based strengths intervention with 9-12 year old students found benefits forclassroom engagement, well-being, strengths use, and relatedness, autonomy, and competence need satisfaction (1). Teachers’ attitude toand frequency of strengths spotting were assessed at baseline and follow-up. Changes in the teacher’s score from baseline to follow-upwere found to mediate student outcomes for well-being, engagement and relatedness, autonomy, and competence need satisfaction (2).These findings indicate that the effectiveness of a strengths intervention may be influenced by the attitude and practice of the classroomteacher even where they do not deliver the strengths programme. This presentation will discuss the implications of these findings for ourunderstanding of how strengths interventions work and how future strengths programmes can address teacher training.

Keywords • Strengths intervention, mediation of effects, teacher strengths spotting References: 1. Quinlan, D. M., Swain,N., Cameron, C., & Vella-Brodrick, D. A. (2015). How ‘other people matter’ in a classroombased strengths intervention: Exploringinterpersonal strategies and classroom outcomes. The Journal of Positive Psychology, 10(1), 77-89.2. Quinlan, D. M., Vella-Brodrick, D. A., Gray, A., & Swain, N. (in preparation). Teachers matter: student outcomes following a strengthsintervention are mediated by teacher attitude and behaviour

POW043 - Effects of teachers’ behaviours on students’ psychological needs, academic emotions and well-being,a meditational model D. Tessier (1), R. Shankland (1)Laboratoire Sport et ENvironnement Social (EA 3742)Université J. Fourier, Grenoble 1UFRAPS, BP 5338041 Grenoble Cedex 9, France Grounded in the positive psychology (Seligman & Csikszentmihalyi, 2000) and the self-determination theory (Deci & Ryan, 2000), thisstudy examined (1) the effects of teacher’s behaviours on students’ basic psychological needs (i.e., competence, autonomy andrelatedness), academic emotions, school satisfaction, and well-being.Three hundred and nine students from sixteen secondary classes volunteered to participate in this study that carried out in differentsubjects during one habitual school week. Before the beginning of the lesson (Time 1), the students’ academic emotions, schoolsatisfaction and general well-being were measured. Just after the lesson (time 2), the students’ perceived motivational climate, basicpsychological needs, and academic emotions were measured.

Finally, at the beginning of the next lesson about the same subject (Time 3),students’ school satisfaction and general well-being has been measured once again.The path analysis using AMOS 7.0 showed that the model specified yielded a satisfactory fit across indices: 2 (52) = 100.47, p < 0.05, TLI= 0.96, CFI = 0.98, RMSEA = 0.05. In essence, results showed that teachers’ need supportive behaviours (i.e., autonomy support,structure and implication) predicted positively students’ basic psychological needs, which in turn predicted positively students’ academicemotions, which in turn positively predicted school satisfaction and general well-being. In contrast, teachers’ need thwarting behaviours(i.e., control, chaos and hostility) predicted negatively students’ needs, emotions, school satisfaction and well-being. More importantly,the results showed that students’ academic emotions at T2 fully mediated the effect of teachers’ behaviours on school satisfaction andwell-being. This study seems to reveal that students’ academic emotions are the cornerstone in the students’ well-being process at school Keywords • well-being, motivational climate, academic emotions, school satisfaction, psychological needs References: [Seligman, M. E. P. et Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychology, 55, 5–14Deci, E.L., & Ryan, R.M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the selfdetermination of behaviour.Psychological Inquiry, 11, 227–268

EDUCATION • PRE WORKSHOP PW05 - Introduction to Positive Education Bringing the science of Positive Psychology to the classroom C. ScudamoreGeelong Grammar School, Australia Based on the science and proven methods of Positive Psychology, the Positive Education movement is transforming staff and studentwellbeing in schools across Australia and around the world. Could your school, staff and students also benefit for placing wellbeing at theheart of the curriculum? This pre-conference workshop

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gives an overview of Positive Education and its benefits in the school curriculum.Presented by Charlie Scudamore from Geelong Grammar School’s Institute of Positive Education – who have implemented a whole-schoolapproach to Positive Education as well as trained thousands of educators worldwide – the workshop will cover Geelong Grammar School’sjourney so far and the research that guides and underpins teaching practice.Participants will gain an understanding of:• the science of Positive Psychology• the benefits of and evidence for Positive Education programmes• the key elements of wellbeing within the GGS Model for Positive Education

PW06 - Positive Education I. Boniwell (1)C. Martin-Krumm (2)(1) Positran, France(2) ESPE de Bretagne, Rennes, France This workshop will address the applications of recent positive psychology research to education. First of all, it will examine factorsunderlying the development of well-being and will introduce tools enabling the enhancement of well-being skills in primary school childrenvia engaging games and activities. Secondly, it will focus on a series of strengths exercises using tangible pedagogical tools such asstrengths cards.The objectives of the workshop are as follow:- To develop an awareness and understanding of positive education tools and methods- To practice effective strategies in the building of mental well-being in primary school children- To understand how children's strengths can be recognised and built via games and hands on activities

PW07 - Coaching: "Tangible tools: Hands-on activities for positive psychology coaching, training, teaching andfacilitation I. Boniwell (1)M. Bab (2)(1) Positran, France(2) Aarhus University, Denmark Most of research within the field of positive psychology deals with the “what”. It is mainly interested in how the “what” can help us toincrease well-being and other aspects of positive functioning among children, adults, organisations and society. This workshop deals withthe “how” and invites participants to explore novel ways to engage people in different aspects of positive psychology.« Thinkering’ is a word coined by Michael Ondaatje in his novel The English Patient. It expresses the creation and understanding ofconcepts in the mind while tinkering with the hands. When we physically engage with things, especially with our hands, we generate agreat variety of sensory images. These sensory images help us understand our immediate realty and serve us in our personal and sharedmeaning making. The proposed workshop will let you try out methods of “Positive Thinkering” where by experimenting with tangible itemslike LEGO, strengths cards, HEX cards and a range of other tools you would achieve a vivid and memorable experience and understandingof topics like character strengths, resilience and shared goals.Whether you work as a coach, teacher, facilitator or consultan, be it with children, adolescents or adults, the workshop will offer youmany ideas to help create a more experience based approach to exploring positive psychology.

Flourishing FLOURISHING • KEYNOTE K10 - What Makes People Flourish?

F. A. HuppertUniversity of Cambridge, UKInstitute for Positive Psychology and Education, Australian Catholic University, Sydney Australia Flourishing, or a high level of well-being, is about the experience of life going well. It is a combination of feeling good and functioningeffectively. There is evidence that a high level of well-being is associated with positive health and good relationships, with learning andcapability. However, the instrumental benefits of well-being are not the main reason why well-being is important. They are merely a byproductor bonus of a high level of well-being. The real reason well-being matters is that well-being is an end in itself – an ultimate good.In this presentation I will describe a recent approach to measuring flourishing, and new data on the drivers of flourishing across Europe.There is also great interest in how to increase flourishing, and there are many good programs designed to do this. It could be argued thatunderlying them all are the skills of attention, emotion regulation, and selfcompassion. One technique which explicitly develops theseseminal skills is mindfulness. Evidence for the wellbeing benefits of mindfulness programs will be presented, along with supporting datafrom neuroscience.

Keywords • Flourishing, well-being

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Health and Positive Aging HEALTH AND POSITIVE AGING • SYMPOSIUM AS12A - Well-being across health conditions and life stages: empirical findings and the challenge ofcollaborative research A. Delle FaveDept. of Pathophysiology and Transplantation, University of Milano, Italy In the last few decades, the relationship between physical conditions and well-being has increasingly attracted the interest ofresearchers and professionals within the most diverse disciplines. Positive psychology, with its emphasis on prevention and well-beingpromotion, has provided crucial contributions to the advancement of knowledge and intervention in this domain. The identification of thepersonal and contextual factors that promote health in its broadest meaning – including physical, mental and social components – isespecially important today. Around the world, the higher life expectancy has deeply modified the population distribution across differentlife stages, with a relevant increase in the percentage of aging citizens. Together with the striking advancements in biology and medicine,this phenomenon has also led to the increase in the number of years spent living with chronic physical diseases and mental disorders.Currently, the estimated prevalence rate of disability in the adult population ranges from 11.8% in higher income countries to 18% in lowerincome countries (WHO, 2011). This situation has relevant implications for research, intervention programs, and social policies. Thepresentations in this symposium will attempt to shed light on some of these implications. Ulrich Wiesmann will focus on positive aging,adopting a salutogenic approach centered on the construct of sence of coherence (SOC), and combining it with the study of timeperspective, considered as the process of assigning life experiences to temporal categories, which give coherence to these experiences.Findings suggest that the sense of coherence represents a higher-order concept as it pools time perspective influences on positive aging.Andrea Buzzi will address a methodological issue too often neglected in health and well-being research, namely the need for co-projectingstudies and intervention programs through the active involvement of end users, families and patient organizations. An ongoing projectinvestigating well-being dimensions among persons with haemophilia will be described as an exemplary case of collaborative research.Antonella Delle Fave will illustrate qualitative and quantitative findings derived from a study conducted among persons with multiplesclerosis and their caregivers, suggesting the co-existence of well-being dimensions with disease related challenges. The importance ofadopting a mixed method approach, that allows participants to freely express their daily experience, resources and needs will be alsohighlighted.

Keywords • chronic disease, aging, salutogenesis, happiness, meaningfulness, collaborative research, mixedmethod References: ReferencesWorld Health Organization (2011). World Report on Disability. whqlibdoc.who.int/publications/2011/9789240685215_eng.pdf

AS12B - Sense of Coherence, Time Perspective and Positive Aging U. Wiesmann, I. Ballas, H-J. HannichInstitute of Medical Psychology, University of Greifswald, Germany Recent gerontological research has identified the sense of coherence as a crucial resilience factor which develops over time andevolves from experiences across the life-span (Wiesmann & Hannich, 2008, 2013, 2014). As a consequence, not only evaluations of one’spast should be important determinants of one’s current sense of coherence, but also present evaluations and future expectations mayhave an impact on the sense of coherence.

Time perspective is the process by which life experiences are assigned to temporal categorieswhich give coherence to these experiences (Zimbardo & Boyd, 1999). In the present study, we tested the salutogenic hypothesis that timeperspective reflects a psychological resource that shapes the sense of coherence, and that both are important predictors of positive agingas indicated by subjective well-being and psychological health. We examined 210 individuals (60.5% women) at the mean age of 70.4years using the Zimbardo Time Perspective Inventory, a questionnaire measuring five time perspective dimensions—a Past-Negative,Present Hedonistic, Future, PastPositive and Present-Fatalistic factor—and a balanced time perspective, which is supposed to be the idealoptimal temporal perspective and the key to a good life. We found that (a) two time perspectives—a lack of concentration on the negativepast and a high future orientation—predicted the sense of coherence, and that (b) the sense of coherence was a mediator of the timeperspective dimensions-positive aging relationship. An exploratory path analytical model fitted our data well, revealing that a low Past-Negative factor was the strongest time perspectives

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predictor, disclosing both a direct and an indirect influence on positive aging.Furthermore, (c) a balanced time perspective was associated with both the sense of coherence and positive aging measures, disclosingpartial mediation of the sense of coherence. As regards our analytical model, the sense of coherence and—to a lesser degree—timeperspective dimensions and a balanced temporal perspective are important antecedents of positive aging. In line with recent salutogenicresearch, our findings suggest that the sense of coherence represents a higher-order concept as it pools time perspective influences onpositive aging.

Keywords • Time perspectives, sense of coherence, well-being, positive aging References: Wiesmann, U., & Hannich, H.-J.(2008). A salutogenic view on well-being in active elderly persons. Aging and Mental Health, 12(1), 56-65.Wiesmann, U., & Hannich, H.-J. (2013). The contribution of resistance resources and sense of coherence to life satisfaction in older age.Journal of Happiness Studies, 14(3), 911-928.Wiesmann, U., & Hannich, H.-J. (2014). A salutogenic analysis of the well-being paradox in older age. Journal of Happiness Studies, 15( 2), 339-355.Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individualdifferences metric. Journal of Personality andSocial Psychology, 77(6), 1271-1288.

AS12C - Despite Haemophilia: a multidisciplinary, mixed method and person-centered research model A. Buzzi (1), L. Negri (2), C. Castegnaro (1)(1) Fondazione Paracelso, Milano, Italy(2) University of Milano, Department of Pathophysiology and Transplantation, Italy Scientific studies in the clinical domain are substantially research-centered. Participants usually play the role of compliantrespondents who fill out questionnaires and scales. This presentation proposes a model of co-projecting effort, involving a patientorganization, researchers, and clinicians from different hospitals.The project involved Fondazione Paracelso, an Italian organization of persons with haemophilia, who contacted a university researchgroup to investigate the needs and psychosocial resources of people experiencing this condition. Both partners agreed upon adopting a amixed method approach, including a semi-structured interview and a set of scales evaluating hedonic and eudaimonic dimensions of wellbeing.Three aims guided the project. Firstly, very few studies are available on this topic (Cassis et al., 2012). This chronic disease whosesymptoms (typically internal and joint bleedings) arise sometimes without a trauma and on an uneven basis seemed especially promising:what is it like living with a disease that’s always there but does not always represent a tangible issue?Secondly, highlighting different ways of coping with haemophilia can provide patients and their families with valuable perspectives,helping them to better adjust to their condition. Haemophilia medical treatment greatly improved in the last few decades. Today patientscan live a pretty unimpeded life, escaping major impairment and disability, though with the toll of two-three intravenous injections perweek. However, better treatment does not necessarily imply better perceived quality of life. Particularly parents are often worried abouttheir children’s experience of disease (Bottos et al., 2007). Showing them the resources mobilized by people living with haemophilia cansignificantly modify their approach and expectations. Findings derived from this study can be used as educational tools within the socialprograms proposed to families by Fondazione Paracelso.A third relevant outcome concerns health professionals. In light of treatment advancements, physicians may not easily understand whyhaemophilia can be so burdening still today, and what can be done to relieve persons and families. The project aims at highlighting extraclinicalneeds and issues, including psychosocial and emotional aspects that fall beyond medical care, but nonetheless representcornerstones for promoting personal and family wellbeing. Realizing that the patient is just a part of the whole person, and that diseaseaffects the latter as well, can be a worthy learning tool for doctors and an essential step towards the often recommendedmultidisciplinary approach.This project may represent an exemplary case of what can be achieved joining efforts and competences (Delle fave & Massimini, 2005).when confronted with such a complex scenario like a chronic disease.

Keywords • Haemophilia, biopsychosocial health, collaborative research, mixed method References: Bottos, A. M.,Zanon, E., Sartori, M. T., & Girolami, A. (2007). Psychological aspects and coping styles of parents with haemophilic child undergoing aprogramme of counseling and psychological support. Haemophilia, 13, 305310.Cassis, F. R. M., Querol, F., Forsyth, A., & Iorio, A. (2012). Psychosocial aspects of haemophilia: A systematic review of methodologies andfindings. Haemophilia, 18, e101-e114.Delle Fave, A., & Massimini, F. (2005). The relevance of subjective wellbeing to social policies: Optimal experience and tailoredintervention. In F. Huppert, B. Keverne, & N. Baylis (Eds.), The Science of Wellbeing (pp.379-404). Oxford: Oxford University Press.

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AS12D - Something of value: happiness, goals and meanings in daily life among persons with multiple sclerosisand their caregivers A. Delle Fave (1), M. Bassi (2), M. Falautano (3), S. Cilia (4), B. Goretti (5), M. Grobberio (6), M. Pattini (7), E. Pietrolongo (8), R.G.Viterbo (9), M.P. Amato (5), M. Benin (6), A. Lugaresi (8), E. Minacapelli (3), E. Montanari (7), F. Patti (4), M. Trojano (9)(1) Departmentof Pathophysiology and Transplantation, University of Milano, Italy(2) Department of Biomedical and Clinical Sciences L. Sacco , University of Milano, Italy(3) Neurological Department, San Raffaele Hospital, Milano, Italy(4) Department GF Ingrassia - Neuroscience section, University of Catania, Italy(5) Department of NEUROFARBA, University of Florence, Italy(6) Laboratory of Clinical Neuropsychology, ASST Lariana, Como, Italy(7) Multiple Sclerosis Centre - Neurology Unit, Hospital of Vaio-Fidenza, Italy(8) Department of Neurosciences, Imaging and Clinical Science, University G. D'Annunzio, Chieti, Italy(9) Department of Basic Medical Sciences, Neurosciences and Sense Organs, University of Bari, Italy Background: Studies on persons with multiple sclerosis (MS) prominently focus on emotional distress and healthrelated quality of life(HRQOL), while the subjective experience of well-being - in both hedonic and eudaimonic terms – associated with daily life domainsremains largely underexplored (Barak & Achiron, 2011). Even fewer studies have investigated well-being among caregivers of persons withMS (Bassi et al., 2014). Moreover, information on these issues is predominantly collected through scaled instruments, that do not allowparticipants to autonomously identify and describe their own needs, resources and expectations.Aims: This study aimed at shedding some light on these issues through a mixed method approach. A group of persons with MS (PwMS)and their caregivers filled out the Positive Affect Negative Affect Schedule (PANAS), Satisfaction with Life Scale (SWLS), and theEudaimonic and Hedonic Happiness Investigation instrument (EHHI; Delle Fave et al., 2011). EHHI includes both scaled and open endedquestions. The former assess the levels of happiness and meaningfulness perceived in ten specific life domains and in life as a whole. Thelatter invite participants to report their own definition of happiness, the most important future goals, the most meaningful things in theircurrent life, and recent situations of most intense happiness. Demographic and clinical information was also gathered. Findings werecompared with a control group from the general population.Results: Overall, 71 PwMS and 71 caregivers were enrolled (N=142). Compared tothe control group (N=216), both PwMS and theircaregivers reported lower positive affect and life satisfaction, lower levels of happiness in the domains of health, leisure, spirituality andsocial issues, lower meaningfulness attributed to leisure, but no difference in negative affect, happiness and meaningfulness levels infamily, work, personal growth and life as a whole. As concerns answers to open ended questions, compared with the control group, PwMSand caregivers referred to a lower range of life domains in the description of happiness, goals and meaningful things, prominentlyfocusing on family and health. This trend was more evident in the comparison between caregivers and the control group. Conclusion:Results suggest that coping with MS implies a narrowing of the daily opportunities for action, engagement and resource investment,especially in the domains of free time and social activities. Hedonic and eudaimonic well-being is however preserved in the most relevantlife domains, such as family, work and close relationships. These findings highlight the positive role of relational resources in allowingfamilies to adaptively face chronic disease. At the same time, they point to the risk of family isolation, and to the need for providingpatients and caregivers with more opportunities for social integration and competence development in recreational and communityactivities.

Keywords • Multilple sclerosis, caregivers, happiness, meaning, goal setting, mixed method References: Barak Y, AchironA. (2011). Happiness and personal growth are attainable in interferon-beta-1a treated multiple sclerosis patients. Journal of HappinessStudies 12, 887-895.Bassi, M., Falautano M., Cilia S., Goretti B., Grobberio M., Pattini M., et al. (2014). The coexistence of well- and ill-being in persons withmultiple sclerosis, their caregivers and health professionals. Journal of the Neurological Sciences, 337, 67-73.Delle Fave A., Brdar I., Freire T., VellaBrodrick D., & Wissing M.P. (2011). The eudaimonic and hedonic components of happiness:qualitative and quantitative findings. Social Indicators Research, 100, 185-209.

HEALTH AND POSITIVE AGING • INVITED SYMPOSIUM IS14A - Positive psychology and life span C. AguerreUniversité François Rabelais, Tours, France We postulate that successful aging may coexist with diseases and functional limitations if compensatory psychological and/or socialmechanisms are used. In this perspective, positive interventions, like proactive and

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intergenerational programs, can promote the wellbeingof older adults, moreover if they have physical disabilities and chronic pain. They are becoming important for two major reasons.First, the aging population underscores the importance of creating opportunities for older adults to continue engaging in society. Second,there is an increasing need to develop sustainable means to assist older adults in need. This symposium presents two innovative projectson the well-being of older adults: (1) a psychoeducational program on proactive aging for senior (Delalu & Aguerre); (2) a workshop forchronic pain patients including positive interventions (Aguerre & al.) ; (3) an intergenerational program in which non-frail older adults pairup with students to provide support to the frail elderly (Giraudeau & al.). The outcomes of the interventions suggest enhancedpsychological and social well-being of the older adults and young people.

IS14B - Proactive coping and positive aging D. Delalu, C. Aguerre (1)Université François Rabelais, Tours, France

IS14C - ABCD (« Atelier Bien-être et Coping envers la Douleur Chronique”) : a workshop for chronic painpatients including positive interventions M. Bridou (1), C. Aguerre (2), R. Jourdy(1) Université Paris 8, France(2) Université François Rabelais, Tours, France

IS14D - Well-being and intergenerational approach Giraudeau C (1)., Bailly N., Prouver, L(1) Université Fraçois Rabelais, UFR d'Arts et Sciences Humaines, Département de psychologie,Tours, France

HEALTH AND POSITIVE AGING • PAPER SESSION P06B - Thieves of Thankfulness: What Factors Inhibit the Development of Gratitude?

P. Watkins (1), J. Bell (1), D. Scheibe (1), R. Solom (1)(1) Eastern Washington University, Cheney, WA, USA Research in positive psychology has shown that gratitude is one of the most important components of the good life (Watkins, 2011,2014). Trait gratitude is strongly correlated with measures of subjective well-being and gratitude exercises have been shown to enhancehappiness (e.g., Watkins et al., 2015). Because of the importance of gratitude to happiness, it is imperative to understand what fosters thedevelopment of gratitude. In this context it is also important to understand what inhibits the development of gratitude. The purpose ofthis paper is to explore traits that might inhibit the experience of gratitude. We first describe several cross-sectional studies that providesuggestions for gratitude inhibitors, followed by a description of a longitudinal study that more conclusively investigates these inhibitors.In several cross-sectional studies we have found that gratitude is negatively correlated with materialism, envy, narcissism, cynicism, andtrait indebtedness (feeling obligated to repay). For the most part these were moderate correlations, but it is important to state thatnarcissism only correlates negatively with gratitude after controlling for self-esteem. Given these findings, we then conducted a twomonthprospective study where we administered measures of narcissism (PNI and NPI), cynicism (CLOT), materialism/envy (BelkMaterialism Scale), and indebtedness, along with a measure of the frequency of grateful affect and two trait gratitude measures (GQ-6and the GRAT, Watkins et al., 2003). The questionnaires were administered to 138 students twice, 8 weeks apart. We also used theRosenberg Self-Esteem scale to create narcissism measures that controlled for self-esteem. Our analytic approach was to use hierarchicalregression where the Time 1 inhibitor was used to predict Time 2 gratitude after controlling for Time 1 gratitude. Results showed that Time1 narcissism (both measures), cynicism, and materialism/envy all predicted declines in the frequency of grateful affect at Time 2. Similarresults were found with our trait gratitude measures. Trait indebtedness did not show reliable relationships with gratitude over time. Wealso conducted a hierarchical multiple regression analysis predicting Time 2 grateful affect where Time 1 gratitude was entered in the firststep, and all of the Time 1 inhibitors were entered simultaneously in the second step. This analysis showed that only narcissism andcynicism independently predicted declines in grateful affect over time. We then used hierarchical regression to investigate how narcissismand cynicism impact each other over time. We found that narcissism predicted increased cynicism and cynicism predicted increasednarcissism over time. This suggests a particularly insidious vicious cycle that might inhibit the development of gratitude. We conclude thatnarcissism and cynicism are important inhibitors of the development of gratitude.

Keywords • gratitudewell-beinghappiness

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References: Watkins, P. C. (2011). Gratitude and well-being. In C. Martin-Kumm & C. Tarquinio (Eds), Traité dePsychologie Positive: Théories et implications pratiques (pp. 519-537). Bruxelles, France: De Boeck Publishers.Watkins, P. C. (2014). Gratitude and the Good Life: Toward a Psychology of Appreciation. Dordrecht, Netherlands: Springer.Watkins, P. C., Uhder*, J., & Pichinevskiy*, S. (2015). Grateful recounting enhances subjective well-being: The importance of gratefulprocessing. Journal of Positive Psychology, 2, 91-98.Watkins, P. C., Woodward*, K., Stone*, T., & Kolts, R. (2003). Gratitude and happiness: Development of a measure of gratitude, andrelationships with subjective well-being. Social Behaviour and Personality, 31, 431-452.

P06C - Does the role of temperament for well-being decrease with age?

A. Bojanowska (1)A.M. Zalewska (1)University of Social Sciences and Humanities, Faculty in Poznan,Kutrzeby 10, 61-719 Poznan, Poland Aim: It has been known for quite a while, that genetically determined factors, such as personality or temperament traits determine asignificant proportion of well-being variance (Kandler & Bleidorn, 2015). Still, some issues remain unclear:1) What is the relationship between specific personality or temperament dimensions and specific components of the subjective well-being(positive affect, negative affect, satisfaction with life)?2) What is the developmental dynamic of these relationships - does the role of personal traits for the experience of well-being change aspeople age?Method: We analyzed how two temperamental dimensions impacted well-being among teenagers and adults. Over 700 participants aged13-45 reported their Subjective Well-Being, Stimulation Processing Capacity and Stimulation Supply. We conceptualized Subjective wellbeingas the positive affect, negative affect and satisfaction with life (Diener et al., 1985; Watson, Clark & Tellegen, 1988).

StimulationProcessing Capacity indicated how effective a person is in dealing with everyday stimuli (e.g. how enduring they are), while StimulationSupply indicated how much stimulation they get (e.g. how active they tend to be) (Strelau & Zawadzki, 1995).Results: People with higher Stimulation Processing Capacity enjoyed higher wellbeing (increased positive affect and satisfaction,decreased negative affect), while higher Stimulation Supply was linked to higher PA and satisfaction. This suggests, that the ability toprocess a lot of stimulation promotes wellbeing and shields from negative emotions. The tendency to supply a lot of stimulation, throughengagement in numerous and varied activities promotes well-being, but it does not shield from negative emotions.However, half of these effects decreased with age. The effect of Stimulation Processing Capacity on positive affect and satisfaction wassmaller in the older group, similarly to the effects of Stimulation Supply on satisfaction. This shows, that the ability to process stimulationpromotes well-being up to a certain point in life and that somewhere in adulthood environmental influences start to take over. On theother hand, this effect was not observed for the negative affectivity. This suggests, that the 'positive' experience may be more flexible andpeople learn to compensate for their less favorable trait configurations, while the 'negative' well-being experience is more fixed and staysdependent on genetically determined traits. In other words, people with less favorable trait configurations may, with age, learn toactivate positive experiences. Temperament impacts negative emotionality in a stable way, implying that learning to decrease negativereactions is difficult. This supports claims of positive psychotherapy, that interventions aimed at increasing strengths surpass those aimedat limiting the impact of the deficits for well-being.

Keywords • Development, Subjective well-being, temperament References: Diener, E., Larsen, R.J., Levine, S., Emmons, R.A. (1985). Intensity and frequency: Dimensionsunderlying positive and negative affect. Journal of Personality and Social Psychology, 48, 1253-1265.Kandler, C., Bleidorn, W. (2015).

Personality Differences and Development: Genetic andEnvironmental Contributions. In: J. D. Wright (Ed.) The International Encyclopedia of Social andBehavioral Sciences, Edition: 2nd, Publisher: Elsevier, pp.884-890. DOI: 10.1016/B978-0-08-097086-8.25011-3Strelau, J. & Zawadzki, B. (1995), The Formal Characteristics of Behaviour— Temperament Inventory(FCB—TI): Validity studies. European Journal of Personality, 9: 207–229.doi: 10.1002/per.2410090304.Watson, D., Clark, L. A., &Tellegen, A. (1988). Development and validation of brief measures ofpositive and Negative Affect: The PANAS scales. Journal of Personality and Social Psychology,54, 1063-1070. doi: 10.1177/1073191108328890.

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P06D - Positive emotions and daily functioning of older adults: from current knowledge to technology basedresearch M. Cabrita (1,2)S.M.A. Lamers (3)H.R. Trompetter (4)M. Tabak (1,2)M. Vollenbroek-Hutten (1,2)(1) Telemedicine group, Roessingh Research and Development, Enschede, the Netherlands (2) Telemedicinegroup, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, the Netherlands (3) NestorOld-Age Psychiatry, GGNet, Apeldoorn, the Netherlands (4) Centre for eHealth and Wellbeing Research, Department of Psychology,Health and Technology, University of Twente, Enschede, the Netherlands Introduction: As people grow older, their vision on ‘being healthy’ changes from being disease-free to being able to perform dailyactivities without, or with minimal, support. Positive emotions are proven to have a beneficial influence on physical health (e.g. (Pressman& Cohen, 2005)). However, the relation between daily experience of positive emotions and daily functioning of older adults livingindependently has not been clearly investigated. The present study intends to fill this gap by reviewing the current knowledge on thetopic. Additionally, it identifies opportunities of using technology in daily life interventions.Methods: A systematic literature review was performed using three electronic databases: PubMed, Scopus and PsycInfo. Inclusion criteriaincluded, but were not limited to, observational peer-reviewed work focused on the relation between exclusive measures of positiveemotions and ability to perform activities of daily living (ADL) with older adults living independently.Results: Ten out of the 963 results initially retrieved met the inclusion criteria and were therefore selected for further analysis. Crosssectionalstudies (n=5) provide limited evidence for a relation between experience of positive emotions and daily functioning. However,longitudinal studies not only suggest a relation but also, a bi-directional interaction between the two outcomes.Discussion: The ability to perform ADL seems to predict experience of positive emotions at follow-up and also, the experience of positiveemotions seems to delay functional decline, in accordance with what is expected by the ‘upward spiral of positive emotions’ proposed byFredrickson & Joiner (Fredrickson & Joiner, 2002). However, caution should be taken when interpreting the results due to the diversity ofresearch methods applied in the various studies. Improvements on sensing technology aligned with innovative research methods arepromising developments in increasing the knowledge on the interaction between physical and mental health in daily life. For example, newsensing technology, such as activity recognition sensors or location tracking, provide information about the current functional statuswithout being vulnerable to the interpretation of the participants in the studies. A promising research method is the Experience SamplingMethod – intensive real-time assessments in daily life at regular or (semi-)random time intervals – applied on ambulant technology. Thismethod allows longer studies and reduces the recall-bias by questioning participants about their current state at each moment. Finally,the results of the present study suggest that technology based interventions for promotion of active aging, should be tailored to the endusersand continuously adapt to their functional status and life situation.

Keywords • daily functioning, positive emotions, older adults, independent living, technology, Active Aging References: Fredrickson, B. L., & Joiner, T. (2002). Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being.

Psychological Science, 13(2), 172–175. doi:10.1111/1467-9280.00431Pressman, S. D., & Cohen, S. (2005). Does positive affect influence health? Psychological Bulletin, 131(6), 925–971. doi:10.1037/0033-2909.131.6.925

P06E - Depression and life satisfaction after midlife. A longitudinal twin study across 17 years.

E. Røysamb (1,2),R.B. Nes (2,1),O. Vassend (1)(1) Department of Psychology, University of Oslo, Norway(2) Norwegian Institute of Public Health, Norway Life satisfaction is inversely related to mental health problems such as depression. There is however limited knowledge about longterm relations, and about the nature of the associations. The aim of this study was to a) examine to what extent depression symptomsaround midlife predict life satisfaction 15-20 years later, b) what role the personality trait of neuroticism plays in the association, and c)how environmental and genetic factors contribute to the relationship.Data are based on the Norwegian Twin Registry. A total of 1516 twins (born 19451960) participated in surveys around 1993 (time1) andagain in 2011 (time2). Measures include the Depression subscale of the Symptom Check List and Neuroticism from Eysenck PersonalityQuestionnaire, at time 1, and Satisfaction With Life Scale (SWLS) at time 2. Data were analyzed with multiple regression and biometrictwin modelling including multivariate Cholesky models.Mean score on the SWLS at time 2 was 5.2 (sd=1.2; range 1-7), indicating a relatively high level of life satisfaction. Depression scores attime 1 predicted life satisfaction scores across 17 years (beta=.31), and the effect was partly, but not fully, accounted for by neuroticism.Twin modelling

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showed heritability of 31% for life satisfaction, and that genetic factors played a major role in the associations betweendepression, neuroticism and later life satisfaction. However, most of the variance in life satisfaction was unrelated to previous symptomsand neuroticism, and was environmental rather than genetic in origin.

Keywords • Life satisfaction, neuroticism, depression, twins, genetic, mental health, longitudinal, aging

HEALTH AND POSITIVE AGING • POSTER POF045 - Is there a relationship between grandparents’ forgiveness and their subjective mental health?

L. Gustainien , E. Belano kien Vytautas Magnus University, Lietuva Introduction. Recent research findings demonstrate positive relationship between forgiveness and mental health (Geurts, Tilburg,Poortman, 2011). Still, relationship between family members may be rather challenging (Carr, Wang, 2012) and causing mental andemotional strain. When communicating with grandchildren grandparents may experience both positive and negative interactions,nevertheless forgiveness/unforgiveness has scarcely been analysed in relation to communication with grandchildren.Purpose. The aim of research was to determine the role of grandparents’ forgiveness and communication with their grandchildren onsubjective mental health.Methods.

Research participants were 343 grandparents (79.6 per cent of women and 20.4 per cent of men), aged 40 – 89.

Subjectivemental health was measured by the Complete Mental Health questionnaire (Keys, 2005), and forgiveness was measured by the HeartlandForgiveness Scale (HFS) (Thompson, Snyder, 2003).The results of the research revealed that inability of men to forgive was related to their worse subjective mental health. Whereas theworse subjective mental health among women was related to less frequent meetings with their grandchildren, lower education, inability toforgive and older age. The results demonstrated that meetings with grandchildren were not related to grandfathers’ subjective mentalhealth. However, grandmothers who met with their grandchildren more often tended to have better subjective mental health.In conclusion, grandparents’ better subjective mental health was predicted by more frequent meetings and communication with theirclosest grandchild, lower inability of forgiveness, higher education and younger age of grandparents. These findings call for more researchin revealing grandparent-grandchildren relationship.

Keywords • forgiveness, communication, mental health, grandparents, grandchildren References: 1. Carr, K. and Wang,T. R. (2012) Negotiating Forgiveness in Nonvoluntary Family Relationships. Communication Studies Theses, Dissertations, and StudentResearch. Paper 18. http://digitalcommons.unl.edu/commstuddiss/182.

Geurts, T., Tilborg, Th., Poortman, A.-R. (2012). The grandparent-grandchild relationship in childhood and adulthood: A matterof continuation? Personal relationships, 19, 267-278. DOI: 10.1111/j.1475-6811.2011.01354.x3.

Keyes, C.L.M. (2005). Mental Illness and/or Mental Health? Investigating Axioms of the Complete State Model of Health.Journal of Consulting and Clinical Psychology, 73(3), 539-548.4. Thompson, L. Y., & Synder, C. R. (2003).

Measuring forgiveness. In Shane J. Lopez & C. R. Snyder (Eds.), Positive psychologicalassessment: A handbook of models and measures (pp. 301-312). Washington, DC, US: American Psychological Association.

POF046 - Better psychological wellbeing of psychiatric elderly residents of nursing homes is associated withtheir involvement in housekeeping activities Ruslan Leontjevas(1,2), Els van Schendel(1), Wim Waterink(1), Susan van Hooren(1), Elja van de Wolf(1,3)(1)Faculty of Psychology andEducational Sciences, Open University of the Netherlands, Heerlen, The Netherlands(2) Department of Primary and Community Care, Center for Family Medicine, Geriatric Care and Public health, Radboud UniversityNijmegen, Medical Centre, the Netherlands(3) Laurens, organization for elderly care, Rotterdam, the Netherlands BACKGROUND: Activity based therapies showed to be effective in enhancing quality of life in patients. There is a lack of insight intowhich specific activities are most effective for enhancing psychological wellbeing (eudaimonic component of wellbeing, meaning andfulfilment) and emotional wellbeing (hedonic component, pleasure) in psychiatric elderly inpatients. This insight is needed for improvingactivity based interventions.AIM: To explore the relations between specific activity types on the one hand (creative, physical, social, and housekeeping) and, on theother hand, psychological and emotional wellbeing in psychiatric elderly living in nursing homes.METHODS: In total, 124 gerontopsychiatric nursing home residents (N=124, age M, 66.8 years [SD, 11.2]) participated in this crosssectionalstudy. For wellbeing, the Qualidem was administered to professional caregivers, who also provided

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information on the frequencyof creative, physical, social, and housekeeping activities conducted by the residents during the week. The BayesFactor package was usedin the statistical environment of R to calculate Bayesian Factors (BF) and effect sizes (ES). ES were explored for models with at leastsubstantial evidence (BF>3 Jeffreys’ classification) with type of activities predicting total Qualidem score, the score for psychologicalwellbeing (subscales care relationship, positive self-image, restless behavior, social relations, social isolation, feeling at home and havingsomething to do) and emotional wellbeing (subscales negative affect and positive affect). Age, gender and the general functional status(Barthel-index) were explored as covariates.RESULTS: Participants more often seemed to conduct housekeeping activities (M, 4.9 times/week [SD, 6.0]) than physical activities (1.6[2.3]), and creative activities (1.1 [2.4]). Social activities scored 5.8 [3.7] on a 0-15 scale. Housekeeping activities were the only activitiesrelated to the total Qualidem score (standardized ES, .35 [95% Credibility Interval, 0.19 to .52], extreme evidence BF=827), psychologicalwellbeing (.35 [0.19 to .52], extreme evidence BF=999), and to emotional wellbeing (.22 [.05 to .39], substantial evidence BF=5). Generalfunctional status was related to housekeeping activities (.37 [.20 to .55], extreme evidence BF=774). However, neither this index norgender, nor age were related to wellbeing outcomes with a substantial or higher degree of evidence (BF<2).CONCLUSION: The extreme evidence for psychological wellbeing, and the substantial evidence for emotional wellbeing related to theinvolvement of psychiatric elderly inpatients in housekeeping activities argue for possible fine-tuning of existing interventions in nursinghomes. However, the cause-and-effect mechanisms for the relation between housekeeping activities and wellbeing are not yet clear andneed further exploration in experimental research.

Keywords • nursing home, elderly, activity based interventions, quality of life

POF047 - The positive effects of guilt feeling on elderly well-being (a preliminary quantitative study) M. Mohammadi (1)P-Y. Brandt (2)University of Lausanne, Institute of Social Sciences of Contemporary Religions (ISSRC), Psychology of religion, Switzerland(1,2) Most research about the effect of guilt feeling on well-being has concerned negative effect of this emotional construct. Thispreliminary study aimed to explore and recognize related variables and possible hypothesis on the main research question which ispositive role of guilt feeling in human well-being. At first a literature review collected studies about this subject. Databases were searchedfor publications after 1990 up to now using guilt feeling, well-being and mental health as keywords. Then Semi-structured interviews with20 elderlies were performed. Interviews were recorded and transcripts were analyzed. Interviews explored connections between guiltfeeling, well-being, and spirituality experiences as a possible positive factor. Possible lines of research to investigate this relationship arediscussed.

Keywords • Guilt feeling, well-being, elderly, and spirituality

POF048 - Self-esteem, psychological wellbeing and life satisfaction in retired age in Nigeria A.M. Lawal,E.S. IdemudiaSchool of Research and Postgraduate Studies,North-West University, South AfricaSchool of Research and Postgraduate Studies,North-West University, South Africa No doubt, little or no attention has been given to issues affecting Nigerian Retirees. For a vibrant and effective policy making, there isalways a need to understand the factors determining life satisfaction of retirees of a nation.

We examined the influence self-esteem andpsychological wellbeing on life satisfaction among retirees in southwestern parts of Nigeria. Ex-post facto research design was used witha purposive sampling technique, where 592 retirees completed questionnaires. We tested hypotheses in the study using t-test to comparemeans differences on variables. Separate t-test analyses conducted showed that either self-esteem or psychological wellbeing hassignificant positive influence on life satisfaction among retirees. It is recommended that Nigerian government and non-governmentalorganizations should engage in programmes that will ensure care and support for the aged ones for them to enjoy and live a fulfilled lifeafter service to their nation.

Keywords • Life satisfaction, psychological wellbeing, self-esteem, retirees, Nigeria

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POT045 - Personal Growth among Parents of Children with Congenital Heart Disease-a qualitative survey A. Dorka (1) , R. Dorka (2,3) , P. Amedro (3)1 Department for behavioral psychotherapy in childhood and adolescence, UniversityKoblenz-Landau, Germany2 Pediatric and Congenital Cardiology Department, University Hospital, Montpellier, France3 Pediatric Department, St. Vinzentius Hospital, Landau, Germany AbstractAim: To assess the psychological resilience and the positive experiences that having a child with a congenital heart disease can bringwithin the family.Method: Thirty parents were recruited at an informative doctor-parent seminar and subsequently asked the following question by e-mail:What did you learn from your children’s CHD, when faced with challenges and critical life moments and in which way did your personalitychange through this process? Two researchers carried out a cluster analysis independently of each other. Wherever they differed, aconsensus was found.Results: 19 parents answered, from which most children had severe heart defects (Bethesda Score) and underwent invasive cardiactreatment.The internal factors reveal changes in personal level resilience and personal growth, spirituality, self-trust, living in the present, astronger appreciation of life, taking things easier.A shift of prioritization regarding the environment (career, friends, and society) occurred.The extended family and the couple relationship grew stronger in most of the cases. The friends’ circle became smaller, but more valuable.Some parents were not paying as much attention to their careers or to material things as before. Except for three mothers, all others(78%) described also difficult experiences with negative psychological results.Conclusion: Results can be seen as an impulse for medical health practitioners and parents to switch their focus towards resilience andthe resourceful sides of the problem which are additional aspects for fetal and neonatal counseling.

POT046 - Incidental encoding of emotional words: Affective bias studied through a Yes/No recognition memorytask.

Kaynak, Hande (1)Gökçay, Didem (2)(1) Cankaya University, Ankara, Turkey(2) Middle East Technical University, Ankara, Turkey Older adults seem to exhibit a positivity effect; they are more likely to remember positive information than negative information(Carstensen & Mikels, 2005; Leigland, Schulz & Janowsky, 2004; Mather & Knight, 2005).

According to the socioemotional selectivitytheroy, as older adults realize that they are very close to the end of their lives, they begin to view time as limited. Their goals change froma focus on exploration and knowledge accumulation toward emotional gratification (Carstensen, Fung & Charles, 2003). While trying toavoid negative information, older adults try to approach towards positive information deliberately (Williams et al., 2006). In this regard,the aim of the study is to observe this pattern through a surprise yes/no recognition memory task. The question we need to answer is thatdo older adults actually recognize positive words better than negative ones, so is there an enhanced recognition memory for positivewords or do they actually exhibit a bias for positive words?

While emotionality enhances recognition accuracy, does it also induce a moreresponse bias? To do so, we’ve investigated the memory scores and response bias for emotional words. 53 older adults (mean age 77.13,range= 65-91, 62% Female, mean education in years 12.96) were participated. Verbal materials consist of 180 written concrete wordsselected from the Turkish Affective Norms Database (TUDADEN). On a scale of 1-9, mean valence of the positive words is 7.58; meanvalence of the negative words is 2.46. In the study session of the recognition task, the words were presented one at a time at the center ofa computer screen for 1 second. The participants were instructed to count vowels within a word in 2 seconds under incidental encoding.After 30 min of retention interval, memory was assessed with a surprise old/new recognition task. Data were analyzed based on SignalDetection Theory; and d’ scores and criterion values were calculated accordingly. The results showed that older adults had similar scorefor positive and negative words in terms of d’ scores. On the other hand, they had both higher hit rates and higher false alarm rates forpositive words. In other words, positive words produced a more liberal response bias than neutral and negative, which shows that olderadults seemed to “expect” more positive words or they were more susceptible to thinking they had encountered a positive word while theyactually had not. As stated in socioemotional selectivity theory, older adults seek information to promote emotional wellbeing underincidental encoding, so they regulate their emotion in favor of maintaining well-being. Thapar and Rouder (2009) also declared thatincreasing age was associated with more liberal bias in older for positive words.

Thus, the emotional enhancement effect in adults wasdue to a more liberal response bias for positive words. This indicates that better recognition of positive words is attributable to theconfounding factor of bias Keywords • positive bias, maintaining well-being, socioemotional selectivity theory, recognition memory, emotional words

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References: Carstensen, L. L., Fung, H. H., and Charles, S. T. (2003). Socioemotional selectivity theory and the regulation of emotionin the second half of life. Motivation and Emotion, 27, 103–123.Carstensen, L. L. and Mikels, J. A. (2005).

At the intersection of emotion and cognition: Aging and the positivity effect. Current Directionsin Psychological Science, 14(3), 117-121.Leigland, L. A., Schulz, L. E. and Janowsky, J. S. (2004). Age related changes in emotional memory. Neurobiology of Aging, 25, 1117-1124.Mather, M. and Knight, M. (2005). Goal-directed memory: The role of cognitive control in older adults’ emotional memory. Psychologyand Aging, 20, 554-570.Tapar, A. and Rouder, J. N. (2009). Aging and recognition memory for emotional words: A bias account. Psychonomic Bulletin andReview, 16 (4), 699-704.

POT047 - Satisfaction à l’égard de la vie, une étude intergénérationnelle et territoriale N, Jordana (1,2), C. Alsinet (1,2), C, Torrelles (1,2), A. Blasco (1,2), E. Benito (2)(1) Càtedra d'Innovació Social, UdL, Spain (2) Universitéde Lleida, Spain Cette investigation étudie quels sont les degrés de satisfaction à l’égard de la vie des personnes de différents groupes d’âge de laCatalogne. L’objectif est connaitre et comparer le degré de satisfaction à l’égard de la vie (Watanabe, A., 2014 ; Cummins, R.A., 2003)Casas, F., 1996) entre les jeunes, les personnes adultes et âgées des zones rurales et urbaines et les comparer avec la moyenneeuropéenne.L’étude analyse l’item Overall Life Satisfaction de l’enquête de qualité de vie de l’Eurostat pour l’Europe (Eurostat., 2016) et l’item OLS(Cummins, R. A., Eckersley, R., Pallant, J., Van Vugt, J., & Misajon, R. 2003; Casas et al., 2013) utilisé pour l’échantillon enquêté enCatalogne. Cet indicateur mesure le jugement global que les individus portent sur leur vie, plutôt que leurs sentiments du moment.Lorsqu’on leur demande de noter de 0 à 10 leur niveau global de satisfaction, les résultats sont classés de la manière suivante ;satisfaction basse de 1 à 4, satisfaction moyenne de 5 à 8 et satisfaction haute de 9 à 10. L'étude contient également une analyse desrésultats concernant la moyenne globale entre les différents groupes d’âge (Clemente, A., & Molero R. J., 2000) et entre différentescaractéristiques du territoire.L'analyse se base sur les données provenant d'un échantillon anonyme de 1428 sujets. L’enquête menée envisage les caractéristiques dugenre, de l’âge et du territoire, zone rurale ou urbaine. Plus concrètement se sont réalisés enquêtes à 562 personnes de moins de 24 ans,180 d’entre 25 et 34 ans, 214 d’entre 35 et 49 ans, 107 d’entre 50 et 64 ans, 124 d’entre 65 et 74 ans et 228 à personnes de plus de 75 ansde la Catalogne. L’échantillon se compose de 398 hommes et 1030 femmes, et de 444 sujets qui habitent dans le milieu rural et 930 dansle domaine urbain.À la suite des études concernant la qualité de vie dans le cadre rural-urbain(Puig, M & Rodríguez, N., 2011; Sánchez-Oro, M., Pérez, J.A., &Moreno, J., 2013), qui soutiennent que l’âge et le milieu où on habite ont un rôle relevant sur la possibilité d’obtenir niveaux plus hauts desatisfaction en relation au bien-être, cette investigation a pour objet contribuer à l’analyse des components cités auparavant dans le bienêtrede personnes d’après une perspective régionale et européennes.

Keywords • Satisfaction à l’égard de la vie, bien-être, milieu rural-urbain References: • Casas, F., Fernández-Artamendi, S., Montserrat, C., Bravo, A., Bertrán, I., & Valle, J. F. D. (2013). El bienestar subjetivo en la adolescencia: Estudio comparativode dos Comunidades Autónomas en España. Anales de psicología, 29 (1), 148-158.• Casas, F. (1996). Bienestar social. Una introducción psicosociológica. Barcelona: PPU.• Clemente Carrión, A., & Molero Mañes, R. J. (2000). Estudio de la satisfacción personal según la edad de las personas.• Cummins, R.A,. (2003) Normative life satisfaction: measurement issues and a homeostatic model.

Social Indicators Research 64,225-256.• Cummins, R. A., Eckersley, R., Pallant, J., Van Vugt, J., & Misajon, R. (2003). Developing a national index of subjective wellbeing:The Australian Unity Wellbeing Index. Social indicators research, 64(2), 159-190.• Puig, M & Rodríguez, N. (2011) Calidad de vida, felicidad y satisfacción con la vida en un grupo de mayores en zona rural.Nursing, 29, 9.• Sánchez-Oro, M., Pérez, J.A., & Moreno, J. (2013) Los mayores en el continuo rural-urbano. Aproximación a la percepciónsubjetiva y expectativas vitales (el caso de Extremadura). Papers 98/1, 143-174.• Watanabe, B. Y. A. (2014). Satisfacción por la vida y teoría homeostática del bienestar. Psicología y Salud, 15/1, 121-126.• Eurostat. (2016). Qualité de vie. 2016, de Union Européenne Web: http://ec.europa.eu/eurostat/cache/infographs/qol/index_fr.html#

POT048 - The Role of Strengths Use in the Mental Well-being of Older Adults D. Baumann (1), F.J. Eiroa-Orosa (2)(1) University of Zurich, Switzerland (2) University of East London, UK

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Introduction. The ageing of society calls for an understanding of the factors that could promote optimal functioning in older age.Moreover, it requires a more balanced view of the general ageing population that also focuses on human capital and the fulfilment ofpotential throughout the life span. This study therefore investigates the relationships between strengths use, mental well-being, meaningin life and self-perceptions of ageing in older individuals.Method. The present study involved 88 older adults (52 men, 36 women) between 55 and 88 years (M = 70.3, SD = 6.7). Study participantstook an online survey consisting of the following instruments: Strengths Use Scale (Govindji & Linley, 2007), Warwick-Edinburgh MentalWell-being Scale (Tennant et al., 2007), Scale of meaning in life (Krause, 2004), Attitude toward own ageing (Lawton, 1975).Sociodemographic data were also collected. To complement the quantitative data, an open-ended question asked participants to indicatewhich support they might need from their environments in order to deploy their strengths more.Results. As expected, correlation analysis showed that greater strengths use was related to higher levels of mental well-being in olderindividuals. Furthermore, participants with higher levels of positive self-perceptions of ageing were realising their strengths to a greaterextent. Hierarchical regression analysis revealed strengths use as a significant predictor of mental well-being. Moreover, mediationanalysis showed a significant and large indirect effect of strengths use on mental well-being through meaning in life. Content analysis ofthe qualitative data yielded five major themes 1) no further support required 2) appreciation of older people 3) valuing the experience andcompetencies of older adults 4) opportunities for work and meaningful engagement and 5) (intergenerational) dialogue and cooperation.Conclusion. These findings document the importance of practicing strengths in late life for positive mental health and the process ofageing well. A strengths-based approach aiming at improving well-being in older age respects the diversity among ageing individuals,enables self-expression, realisation of potential and allows elderly persons to make a valuable contribution to society. This paperconcludes by discussing strategies at the level of society that may enhance greater strengths use in the ageing population.

Keywords • Strengths use, mental well-being, meaning in life, self-perceptions of ageing

POT049 - Zilverwijzer in Woonzorgcentra: Promoting mental health in residential care facilities for the elderly K. Van Den Berge (1)(1) Flemish Institute for Health Promotion and Disease Prevention (VIGeZ), Brussels, Belgium In order to increase resilience, and consequently to prevent the Flemish population from developing mental disorders, the Flemishgovernment launched ‘Fit in je Hoofd’. The goal of this online self-help tool is to promote mental wellbeing in the population byencouraging the use of ten steps. These steps are also known as protective factors for positive mental health. Results from the evaluationstudy showed that the elderly (60+) were reached insufficiently. Therefore the ten steps were tailored to the needs of this age group andtransformed into ‘Zilverwijzer’: a group method that contains effective elements for mental health promotion in elderly living at home.Presently a substantial amount of elder people live in residential care facilities, with numbers on the rise as life expectancy heightens. Likeelderly living at home they face the same challenges and struggles that can compromise positive ageing and mental health. In addition,moving into residential care is one of the most difficult transitions and a substantial mental health risk the elderly have to cope with,resulting in depression and related mental health problems being more prominent in retirement homes. Validated methods for mentalhealth promotion in residential care facilities seem to be lacking. Yet, promoting resilience and mental wellbeing in this target populationis important. Therefore ‘Zilverwijzer in Woonzorgcentra’ was developed. Methods: First, a literature review was conducted on effectivemental health promotion interventions in residential care and the effective elements were distilled. Relevant accumulated knowledge andresults from previous ‘Zilverwijzer’ evaluations were examined. Simultaneously, a group of experts in residential care provided advice andfeedback during the development process. A pilot (product and process evaluation) was conducted in four residential care facilities.Based on these results the method was finalized. Results: ‘Zilverwijzer in Woonzorgcentra’ was launched in February 2016. Core elementsare the interactive group sessions moderated by an expert, where the participants can get to know each other, exchange experiences andpromote their resilience through interactive exercises. In addition, tools were developed to support implementation e.g. educationalmaterials to discuss mental health (promotion) with residents and staff (anti-stigma) as well as materials that can be used for referral tomental health care when necessary. Conclusions: In order to address the increasing mental health needs of the elderly a group method forpromoting mental resilience in residents of old age homes was developed. ‘Zilverwijzer in Woonzorgcentra’ will be implemented in Flemishresidential care facilities and the implementation process will be monitored. If this method for mental health promotion and positiveageing proves to be effective in further evaluations, options for implementation in other forms of residential elderly care will beconsidered.

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Keywords • Zilverwijzer in Woonzorgcentra, Mental health promotion, Elderly, Positive ageing, Positive mental health, Residentialcare References: Australian Institute of Health and Welfare. (2013). Depression in residential aged care 2008–2012. Agedcare statistics series No. 39. Cat. No. AGE 73. Canberra: AIHW.Eisses, A.M.H., Kluiter, H., Jongenelis, K., Pot, A.M., Beekman, A.T.F., & Ormel, J. (2004). Risk indicators of depression in residentialhomes. International Journal of Geriatric Psychiatry, 19, 634-640. doi: 10.1002/gps.1137Ellis, J.M. (2010). Psychological transition into a residential care facility: older people’s experiences. Journal of Advanced Nursing, 66(5),1159-1168. doi: 10.1111/j.1365-2648.2010.05280.xJongenelis, K., Pot, A.M., Eisses, A.M.H., Beekman, A.T.F., Kluiter, H., & Ribbe, M.W. (2004). Prevalence and risk indicators of depressionin elderly nursing home patients: the AGED study.

Journal of Affective Disorders, 83, 135-142. doi: 10.1016/j.jad.2004.06.001Lee, V.S.P., Simpson, J., & Froggatt, K. (2013). A narrative exploration of older people’s transitions into residential care. Ageing & MentalHealth, 17(1), 4856. doi: 10.1080/13607863.2012.715139Lee, D.T.F., Woo, J., & Mackenzie, A.E. (2001). A review of older people’s experiences with residential care placement. Journal ofAdvanced Nursing, 37(1), 19-27.

POW044 - The mediating role of self-esteem in shaping subjective well-being in women after 50 D. Ochnik (1), R. Rosmus (1)(1) Departament of Psychology,Katowice School of Economics, Poland The aim of this study is to examine how social and physical activity is shaping subjective well-being in women after 50 and to revealthe mediating role of self-esteem. The subjective well-being is defined as a sum of partial subjective satisfactions (Czapi ski, 2009):satisfaction with life, satisfaction with sexual life, and mental health.Examining factors shaping subjective well-being in mature and older women is particularly important for understanding active andsuccessful aging process (Foster, Walker, 2014) regarding gender differences.The study involved 143 women after 50 (Mage = 64). The research was carried out among socially and physically active women (SeniorClub, fitness groups) as well as among inactive women (snowball sampling). The methods used in this study were: The General HealthQuestionnaire (GHQ-28)(Goldberg, 1972), Satisfaction with Life Scale (SWLS)(Diener et al., 1985), Multidimensional Self-Esteem Inventory(MSEI)(O’Brien, Epstein, 1986) and Sexual Satisfaction Scale.The study revealed self-esteem as an important predictor of well-being in elderly women, as well as a predictor of social activity.Those results are discussed in sociometric theory (Baumeister, Tide, 1990). Social activity shapes the well-being through the self-esteemas a mediator. Physical activity is a direct predictor of social activity and mental health. The satisfaction with sexual life allows to predictthe satisfaction with life, whereas mental health doesn’t. This effect is explained by relatively good mental health that becomes ‘theinvisible good’.

Keywords • mature women, subjective well-being; social activity; physical activity; self-esteem; satisfaction with life; mentalhealth References: Baumeister, R. F., Tice, D.M. (1990). Anxiety and social exclusion, Journal of Social and ClinicalPsychology, 9, 165195.Czapi ski, J. (2009). Dobrostan psychiczny i spo eczny Polaków wieku 50 i wi cej lat na tle wybranych spo ecze stw europejskich[Subjective well-being in Polish people over 50 and older against selected European societies], Centre for Economic Analysis ResearchNote, 1-38.Diener, E., Emmons, R.A., Larsen, R.J., Griffin, S. (1985). The Satisfaction With Life Scale, Journal of Personality Assessment, 49, 71-74.O’Brien, E. J., Epstein, S. (1988). The Multidimensional Self-Esteem Inventory (MSEI): Professional Manual, Odessa, FL.Goldberg, D.P. (1972). The detection of psychiatric illness by questionnaire: a technique for the identification and assessment of nonpsychoticpsychiatric illness. London: Oxford University Press.

POW045 - Personality, Hope, and Resilience among Community Dwelling Aged R. MhaskeAssociate Professor Dept. of Psychology, Pune University, Pune (India) ABSTRACTThe purpose of this study was to examine the relationship between personality factors, hope, and resilience among the aged living incommunity but away from their family. The sample for the study was consisted of 100 aged community dwellers, male (50) and female(50) from the different areas from Pune city. All were middle-class aged between 60 to 85 years (Mean age = 71.97) and staying separatefrom their family members since last one year and free from any psychopathological conditions. The tests used for this study were NEOFFI(McCrae and Costa, 1992), Connor-Davidson Resilience Scale (Connor-Davidson, 2003), and Adult Hope Scale (Snyder et el., 1991)translated in Marathi. The product-moment correlation method was applied to see the

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relationship between personality, hope, andresilience. Results shows that neuroticism was found significantly and negatively correlated with hope (r = -.298, p < .01) and resilience (r=-.205, p <.05) among aged. Conscientiousness was found significantly and positively correlated with hope (r = .337, p < .01), andresilience (r = .523, p < .01) among aged. Extraversion was found positively correlated with resilience (r =.455, p < .01), and agreeablenesswas also found positively correlated with resilience (r = .198, p < .05). Hope was found significantly and positively correlated withresilience (r = .550, p< .01) among aged.

Keywords • Personality and Hope, Personality and resilience,Personality, hope and aged, Personality, resilience and aged.

POW046 - On the Integration of Need-Related Autobiographical Memories: The Role of SelfCongruence andDepressive Symptoms among Elderly Individuals J. Van der Kaap-Deeder (1)M. Vansteenkiste (1)S. Van Petegem (2)F. Raes (3)B. Soenens (1)(1) Faculty of Psychology and Educational Sciences, Department of Developmental, Social, and Personality Psychology,Ghent University, Ghent, Belgium(2) Family and Development Research Centre, Institute of Psychology, University of Lausanne, Switzerland(3) Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium Objective: Within Self-Determination Theory, integration denotes the process through which people accept past and presentexperiences and harmonize these experiences within their identity. We investigated associations between different indicators of (poor)integration of need-related memories and memory-related affect as well as the role of depressive symptoms and self-congruence herein.Finally, we investigated whether late adults, compared to adolescents, would be better capable of integrating need-frustrating memoriesand whether selfcongruence accounted for these age differences.Method: Participants were 133 adolescents (Mage = 18.01; SD = 2.30; 56.4% women) and 147 late adults (Mage = 76.13; SD = 7.57; 66.0%women), who reported on their level of depressive symptoms and self-congruence. Next, participants generated a need-satisfying andneed-frustrating memory and reported on their current memory-specific affect.Results: Whereas depressive symptoms related mainly to the poor integration of need-frustrating memories, self-congruence relatedpositively to the integration of both need-satisfying and need-frustrating memories, with integration relating to more positive and lessnegative affect. Late adults scored higher than adolescents on the integration of need-frustrating memories, an effect that was partlyaccounted for by late adults’ elevated self-congruence.Conclusion: Self-congruence, depressive symptoms, and age play an important role in the integration of need-based autobiographicalmemories.

Keywords • autobiographical memories, integration, Self-Determination Theory, depressive symptoms, selfcongruence

POW047 - EFFECTS OF A PROGRAM OF COGNITIVE STIMULATION WITH LEISURE ACTIVITIES AND GAMESFOR ELDERLY Elisabeth Grimaud (1,3)David Clarys (2) ,Laurence Taconnat (1)(1) University of Tours, CeRCA (UMR-CNRS 7295), France(2) Université of Poitiers, CeRCA (UMR-CNRS 7295), France(3) - Centre de Ressources pour la Cognition, France EFFECTS OF A PROGRAM OF COGNITIVE STIMULATION WITH LEISURE ACTIVITIES AND GAMES FOR ELDERLYIntroductionThe influence of leisure activities on everyday functioning is largely under investigated.

Nevertheless, there are several relevant criteriaemerging from the literature that support the efficacy of cognitive interventions using leisure activities (Kelly et al., 2014; Tesky et al.,2011; Tranter & Koutstaal, 2008). This study investigates the impact of a method of cognitive training with leisure activities like games onthe cognitive functioning of older adults without known cognitive impairment.Materials and MethodFourty people were included: twenty four people in a control group and sixteen participants in cognitive training groups. The interventionconsisted of 8 weekly sessions. We examined transfer and maintenance of intervention effects over executive functions (working memory,processing speed, shifting, updating, inhibition) and self-esteem.Results and ConclusionsResults revealed that compared to active controls, cognitive training improved performance on measures of executive function (workingmemory, processing speed, inhibition and updating) but also on self esteem. More research is required to determine which kind of leisureactivities can improve cognitive and everyday cerebral functioning and everyday well-being.

Keywords • Aging, brain training, leisure activities, self-esteem

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References: Ball K., Berch D.B., Helmers K.F., Jobe J.B.,Leveck M.D., Marsiske M., Morris J.N.,Rebok G.W., Smith D.M., Tennstedt S.L., Unverzagt F.W., WillisS.L. (2002) Effets of Cognitive Training Interventions With Older Adults: Arandomized controlled trial. JAMA, 288(18), 2271-2281.Brissard H. Morèle E., Daniel F., Leroy M., (2010) Prise en charge des fonctions exécutives. Solal.Isingrini, M., & Taconnat, L. (1997). Aspects du Vieillissement normal de la mémoire. Psychologie Française, 42(4), 319-331.Tesky V.A., Thiel C., et al. (2011). Effect of a group Program to Increase Cognitive Performance Through Cognitively Stimulating LeisureActivities in Healthy Older Subjetcs.

GeroPsych, 24, 83-92.

POW048 - The Role of Personality in Cognitive Training Adherence and Outcomes K.S. Double (1), D.P. Birney (1)(1) The University of Sydney, Australia Age related cognitive decline comes at a significant economic, social, and health cost. Interventions that prevent or slow cognitivedecline and encourage positive ageing have potential to produce significant societal benefits and are a rapidly growing enterprise.However, evidence that cognitive training programs deliver meaningful benefits beyond improvements on the trained task is mixed.Currently little is known about how individual difference factors influence adherence to the training regimes and training outcomes. Thisis particularly important because cognitive training programs require high levels of trainee self-regulation and motivation. The aim of thepresent study was to identify the personality and metacognitive beliefs that predict individuals’ adherence to a regular training regime andthe likelihood that they discontinue training. A sample of 831 older Australians (MAge = 61.9), drawn from registered users of acommercial brain training program, completed a range of personality and noncognitive measures, specifically: need for cognition, goalorientation, implicit theories of personality and intelligence, self-concept, self-efficacy, and big-5 personality factors, as well as generalindicators of overall physical health. The training frequency and performance of participants was tracked over a 12-month period.

Theresults suggest that, within a sample of existing brain trainers, non-cognitive personality factors play a significant role in predictingcognitive training adherence and performance outcomes. We discuss the implications of such findings for the effective design andapplication of cognitive training as a tool for encouraging positive ageing and slowing or preventing cognitive decline.

Keywords • Cognitive training, personality, cognitive decline, positive ageing, individual differences

POW049 - The importance of gratitude in palliative patients: preliminary results M Bernard (1)G Braunschweig (1)A-S Hayek (1)GD Borasio (1)(1) Palliative Care Service, University hospital of Lausanne, Switzerland BackgroundAlthough the psychological sphere is recognized as a major component of quality of life in palliative care, the majority of research mainlyconcerns a better understanding and improvement of negative factors, e.g., anxiety, depression or hopelessness. We postulate thatpositive psychology may represent an additional point of interest for palliative care practice. This pilot study aims to assess therelationship between (i) gratitude and quality of life (QOL), (ii) gratitude and psychological distress (anxiety and depression), and (iii)gratitude and posttraumatic growth in palliative patients.MethodWe performed a cross-sectional study involving face-to-face interviews with palliative patients in a Swiss university hospital. QOL wasassessed by the McGill-Quality of Life questionnaire (MQOL, physical subscale, psychological subscale, existential subscale, relationshipsubscale, total score), gratitude by the Gratitude Questionnaire (GQ-6), psychological distress by the Hospital Anxiety and DepressionScale (HADS, anxiety and depression subscales, total score), and post-traumatic growth by the Posttraumatic Growth Inventory (PTGI,relating to others subscale, new possibilities subscale, personal strength, spiritual change subscale, appreciation of life subscale, totalscore). Kendall’s tau-b correlations were used to assess the level of relationship between gratitude and the other variables.ResultsBetween March and December 2015, 57 patients met the inclusion criteria and were informed by a research collaborator. Among them, 26patients completed the protocol (45.6% recruitment rate): 58.3% were female; the mean age was 65.6 ± 13.4; and 88.5% had a cancerdiagnosis. The results showed a significant positive relationship between the total gratitude score and the existential subscale (Kendalltau-b=.43, p=.004), and the total score of the MQOL (Kendall tau-b=.36, p=.016).

In addition, we found a significant negative relationshipbetween the total gratitude score and the depression subscale (Kendall tau-b=-.55, p=.001) as well as the total score of the HADS (Kendalltau-b=-.45, p=.004). Finally, we found a significant positive relationship between gratitude and the spiritual change subscale of the PTGI(Kendall tau-b=.37, p=.022).ConclusionThese data suggest a significant relationship between gratitude and

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QOL and could be explained, at least partially, by a spiritual changefollowing the diagnosis announcement.

Moreover, gratitude may represent a protective factor against psychological distress in palliativecare patients.

These preliminary results require confirmation in a larger study. Based on the results obtained with this research, we willconsider carrying out a second project to develop and evaluate the effectiveness of a specific positive psychology intervention focused onthe feeling of gratitude that could be beneficial to both the patients as well their relatives.

Keywords • gratitude, palliative care, quality of life, psychological distress

POW050 - Associations of telomere length and meaning of life in an aging working sample G. Salavecz(1), G. Purebl(1), É. Pállinger(2), A. Falus(2)(1)Semmelweis University, Institute of Behavioral Sciences, Hungary(2)Semmelweis University, Department of Genetics, Cell- and Immunobiology, Hungary Background: Telomere length and rate of telomere shortening are indicators of mitotic cell age. Telomere shortness in humans is aprognostic marker of disease risk, progression, and premature mortality.Aim of the study: We conducted a pilot study to investigate the psychosocial determinants of celullar aging. In this study we focused onmeaning of life.Sample: We collected the sample in Hungary. 40 full time working women (n=20) and men (n=20) participated in our study. The age rangewas between 40 and 70.Methods: Telomere length was determined in peripheral blood mononuclear cells (PBMCs). Telomere PNA Kit/FITC for Flow Cytometrywas used for detection of the telomeric sequences which allows the estimation of the telomere length. We used the eight-item version ofthe Brief Stress and Coping Inventory’s Life Meaning Subscale (BSCI-LM) to measure person’s sense that life is meaningul. We used partialcorrelation analyses to determine the associaton of psychosocial variables and telomere length. Age and gender was used as covariates.Results: A moderate positive relationship was found between meaning in life measured by BSCI-LM and the indicator of cellular age(r=0.42; p=0.01).Conclusions: This pilot study showed that there were associations between meaning in life, independently from age and gender.

Theresults suggest that this psychosocial factors have protective role to avoid early health deterioration and premature mortality. Since thesample was small, further investigations on larger representative samples are needed to confirm the findings of this study.

Keywords • Aging, meaning in life, telomere length

Health and Wellness

HEALTH AND WELLNESS • SYMPOSIUM AS04A - The Interplay of Character strengths and Relationships: Insights, and Effects on Well Being S. Lavy (1)H. Littman-Ovadia (2)(1) Department of Leadership and Policy in Education, University of Haifa(2) Department of Behavioral Sciences and Psychology, Ariel University Character strengths and interpersonal relationships are two pillars of human flourishing. Character strengths, defined as durable,positive attributes, provide the personality basis for thriving and well being. Relationships are among the most robust predictors ofdifferent aspects of thriving, including well-being. Character strengths and their use can provide a basis for the creation and maintenanceof healthy, satisfying relationships – leading to wellbeing. And relationships can provide the social context which promotes, supports andenables development and use of strengths – which also lead to fulfillment and well-being. The present symposium includes threepresentations, which address different aspects of the interplay of character strengths and relationships, and explore the effects of thisinterplay in various contexts, in different countries.The first presentation, based on a longitudinal intervention study, focuses on compassion as a key contributor to relationships. The studydemonstrates how acknowledging and developing character strengths can promote development of compassion and other interpersonalskills and attitudes, for the benefit of individuals and organizations in which they work.The second presentation, based on a relatively large dyadic diary study, shows how character strengths are associated with marriedcouple relationship quality, and point to the special contribution of specific strengths (women's forgiveness and love and men's socialintelligence and prudence) to relationship quality.The third presentation describes four studies, which demonstrate two ways in which character strengths and their perception are underliesatisfying, fulfilling relationships, and two ways in which relationships can lead the way to individuals' fulfillment by enhancing their useof strengths. The studies focus on couple relationships, work

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relationships, and general, unspecified relationships (including various kindsof relationships).Taken together, the studies delineate the interplay of character strengths with interpersonal relationships and portray different ways inwhich it promotes well being for individuals, dyads and groups. The studies suggest mechanisms underlying the effects of characterstrengths on interpersonal relationships and their quality, and suggest character strengths as a path by which relationships promotethriving.

Keywords • relationships; interpersonal relationships; character strengths; strengths use; compassion; couple relationships

AS04B - Character Strength Interventions to Foster Compassion L. Uusitalo-Malmivaara (1)K. Vuorinen (1)(1) Teacher education, Special education, University of Helsinki, Finland Compassion means noticing, feeling and taking action in order to alleviate suffering in others. Furthermore, it also comprises conceptsof co-celebrating and sharing positive feelings with each other. Compassion is the basis for social well-being and for flourishing coexistenceof heterogeneous groups. Compassionate behavior is mutually beneficial. It gives one the deepest feeling of meaning, it adds tosocial cohesion, increases trust and positive energy.Compassion skills can be trained. Learning to know what is strong and intact in every person helps in building trustworthy, respectfulrelationships where empathy and compassion can flourish. Character strengths provide a powerful tool to have a positive view towardothers and a fruitful starting point for cultivating compassion. In our multidisciplinary CoPassion project (copassion.fi), we have exploitedthree kinds of interventions to foster compassionate culture. These are learning about 1) character strengths, 2) emotion skills, and 3)self-compassion. In this presentation, we describe two character strength interventions: the first one, conducted in 2015, and the secondone that will be run in spring 2016.In 2015, 30 kindergarten head teachers participated in a two-month 6x3 h intervention focused on learning about (VIA) characterstrengths and how to apply them in their daily jobs in order to promote compassionate behavior. The intervention was interactive with theparticipants having their say on practical exercises tailored to kindergarten context.A classic design was applied with pre-post measurements for the test and a matching control group. Our questionnaire consisted of scalesfor global compassion, compassion in organizations, fear of compassion, scales for positive and negative affect, work engagement,character strength identification, self-determination, and calling, flourishing, and meaning in work. Also, open-ended questions wereapplied to tap individual views on compassion and its role in organizations.In all measurements, the test group had made progress over the control group. In global compassion, the difference almost reachedstatistical significance, F(1, 48) = 3.49, p = .068. Also, in character strength identification, the difference came close to statisticalsignificance, F(1, 48) = 3.30, p = .075. The qualitative data was extremely encouraging. “A total change in attitude” and “a new, empoweringapproach to face the work community” are quotes that well represent the feedback.In spring 2016, we are repeating the character strength intervention and new data will be pooled together with the data from the firstintervention. These results will be presented in ECPP2016.

Keywords • compassion, character strengths, intervention, organizations

AS04C - Character Strengths and Marital Satisfaction M. Boiman-Meshita (1)H. Littman-Ovadia (1)(1) Department of Behavioral Sciences and Psychology, Ariel University, Israel Introduction: Character strengths are 24 positive human traits that have been associated with diverse positive outcomes, such as lifesatisfaction and relationship satisfaction. Despite the significant potential impact that character strengths have on relationshipsatisfaction, only few researchers have empirically tested character strengths in the relationship context. For example, some studies haveinvestigated the strengths we seek in a spouse, while others have examined the association between partners' character strengths to theirmarital or life satisfaction. However, to the best of our knowledge, the question of which of the 24 individuals' and partners' characterstrengths have the most significant contribution to individuals' marital satisfaction has yet to be considered. The present study sought tofill this gap. Method: The sample consisted of 176 heterosexual couples, who were married for 6 months to 45 years (M= 4.88, SD = 8.41).About half of them (44%) had children. Upon agreeing to participate in the study, each partner received an e-mail containing twoelectronic links to webpages through which they submitted demographic information on-line and completed two questionnaires: 1) DyadicAdjustment Scale (DAS), assessing marital satisfaction, and 2) The short version of the Value in Action

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Inventory (VIA-120), assessingcharacter strengths. Each participant completed the questionnaire battery individually. Results: In order to determine which of theindividuals' and partners' 24 character strengths make the most meaningful contribution to the individual’s marital satisfaction, weconducted 24 hierarchical regressions twice, with one set of the 24 strengths predicting the husbands' marriage satisfaction and a secondset of the 24 strengths predicting the wives' marriage satisfaction. In each regression, individuals' strengths score was entered as apredictor in step one, and partners' strengths score was entered as a predictor in step two. Results indicated that most of the individuals'character strengths were associated with marriage satisfaction, both for males and for females. In addition, females' strengths offorgiveness and love, and males' strengths of social intelligence and prudence, contributed significantly to the explained variance ofpartners' marriage satisfaction, beyond the individuals’ own character strengths. Conclusions: The present study's findings are consistentwith Weber and Ruchs' (2012) adolescent sample results, indicating that the contribution of females' forgiveness and males' socialintelligence and prudence to partners' satisfaction is stable across age, status, and culture. Furthermore, based on previous evidence, ourfindings suggest that the strengths we seek in a spouse have a very little overlap with the strengths that actually contribute to maritalsatisfaction. Taken together, these findings help clarify the role of character strengths in the martial context.This research is based on the first author's doctoral dissertation, under the second author's supervision.

Keywords • Character strengths, Relationship satisfaction, Marital satisfaction; Positive relationships; VIA Inventory of Strengths

AS04D - The Wind beneath my Wings: How Character Strengths and Relationships Promote Each Other toFacilitate Human Thriving S. Lavy (1)H. Littman-Ovadia (2)(1) Department of Leadership and Policy in Education, University of Haifa, Israel(2) Department of Behavioral Sciences and Psychology, Ariel University, Israel Satisfying interpersonal relationships are major predictors of human flourishing. They are evident in different life domains, apparentand influential across the life-span, and have a crucial contribution to physical and mental health, longetivity, and well being. In thispresentation we will examine two issues related to (1) establishment and maintenance of satisfying interpersonal relationships and (2)positive effects of interpersonal relationships on human thriving. The framework of character strengths will be used to address theseissues: Character strengths have been identified as positive personality attributes which serve as the basis for human thriving, and theiruseas a path for fulfillment. Thus, they are relevant for identifying mechanisms underlying maintenance and effects of relationships, asthey pave the path to thriving. Specifically, in this presentation we will review a set of studies which provide initial evidence for (1) ways inwhich character strengths and their perception are underlie satisfying, fulfilling relationships, and (2) ways in which relationships can leadthe way to individuals' fulfillment by encouraging them to use their strengths. Each question was addressed in two studies.The first study addressing question 1 explored the individual and dyadic effects of relationship partners' strengths endorsement and useon relationship satisfaction. As expected, results indicated significant associations of endorsement and deployment of partners' strengthson relationship satisfaction. But, unexpectedly, the study also revealed negative associations of men's idealization of their wives withrelationship satisfaction. The second study which explored this question demonstrated how the use of specific strengths (with a focus onrelationship-related strengths) can buffer the effects of individuals' difficulties in relationship on their well-being.The third and fourth studies address the question 2 and demonstrate, using a daily-diary method, how relationships enhance the use ofcharacter strengths, which in turn enhances well-being. The third study reveals how a short, daily relationship exercise facilitatesstrengths use following a negative mood, and increases its positive effects. The fourth study shows how supervisor support enhancesdaily use of strengths at work.These studies highlight the ways in which the use and development of character strengths and of satisfying interpersonal relationshipsadvance each other, and calls for further use of these frameworks in tandem.

Keywords • relationships, character strengths, interpersonal relationships, couple relationships, strengths use

AS05A - Genetics of Psychological Well-Being M. PluessDepartment of Biological and Experimental PsychologySchool of Biological and Chemical SciencesQueen Mary University of LondonE14NS, LondonUnited Kingdom

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The science of psychological well-being has gained a lot of interest in the last decade. While it has been known for some time thatpsychological well-being is partly heritable, research focused on the investigation of specific genetic factors related to well-being emergedonly in the last few years. This relatively new surge of research explores not only heritability based on traditional twin study designs, butincludes studies applying some of the most recent molecular genetics techniques and methods. Recently, the growing number of researchfindings on heritability and molecular genetics related to positive psychology has been summarised in the first edited book on Genetics ofPsychological Well-Being (Oxford University Press). This symposium features different authors of this book presenting the most recentfindings on heritability and molecular genetics in the field of positive psychology. The first presentation focuses on behaviour geneticfindings of happiness and well-being based on the classic twin study approach. Besides reporting meta-analytic findings on theheritability of subjective well-being, substantial differences in heritability estimates between state and trait well-being will be presentedand discussed before considering implications for interventions aimed at improving well-being. The second presentation features newfindings from the largest ever conducted genome-wide association study on well-being based on a total sample of almost 300,000individuals (Social Science Genetic Association Consortium). Results suggest that there are several specific gene variants that areassociated with higher well-being. The third presentation introduces the relatively new field of epigenetics. Epigenetic mechanisms arehypothesised to mediate environmental effects on well-being by biochemically influencing the molecular activity of genes withoutchanging the genetic structure.

Epigenetic differences related to well-being have not been investigated until very recently. Thepresentation features results of the first epigenome-wide association study on well-being. Finally, the chair of the symposium willintegrate results from the different studies and evaluate their meaning for our understanding of what shapes psychological well-being.The discussion will also highlight the importance of considering how genetic and environmental factors influence each other as shown inso-called gene-environment interaction studies.

Keywords â&#x20AC;˘ Genetics, Well-being, Heritability References: Pluess, M. (Ed.). (2015). Genetics of Psychological Well-being:Heritability and Molecular Genetics of Positive Psychology. Oxford: Oxford University Press.

AS05B - Happiness in Behaviour Genetics: Heritability and Changeability R. Bang Nes, E. RoysambNorwegian Institute of Public Health, Pb 4404 Nydalen, 0403 Oslo, Norway In this presentation we summarize behaviour genetic findings on happiness and wellbeing and discuss their implications, particularlythose pertaining to stability and change. Whereas molecular genetic studies seek to trace the causal pathways from specific DNAvariants, behavior genetic studies estimate the overall genetic and environmental influences without specifying actual DNA sequencesand usually without specifying specific environmental circumstances. Instead, the estimates are derived from twin and family studiesdecomposing variation and co-variation into genetic, shared, and non-shared environmental sources. Recent meta-analyses of suchstudies report genetic (heritable) influences (i.e., heritability) to account for 32-40% of the variation in overall, time-specific happiness (e.g., SWB, LS), and indicate that heritability varies across populations, subgroups, contexts and/or constructs. The heritability of stablewellbeing levels is reported in the 70-80% range, whereas momentary positive affect is often entirely situational and may thrive in allirrespective of genetic variation.

Wellbeing understood as a stable propensity or trait is therefore largely down to genetics, whilstimmediate positive affect appears to be largely down to the environment. Happiness is thus heritable, stable, variable and changeable.What do these findings imply for change and intervention? Can happiness be raised as a platform in individuals and societies? Geneticallysensitive designs are likely to assist us in developing more effective interventions regardless of whether they are individual therapies oruniversal interventions. Positive geneenvironment matchmaking pertains to active use of findings from genetically sensitive designs tocreate wellbeing interventions, policies, activities, and environments that permit flourishing of genetic potentials and buffer vulnerabilityand risk.We suggest that interventions that target causal pathways and simultaneously address factors that boost and harm wellbeingare likely to be particularly useful and longer lasting.

Keywords â&#x20AC;˘ Happiness, Wellbeing, Heritability, Twin, Genetic, Gene-environment matchmaking

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AS05C - Genome-wide Association Meta-Analyses Subjective Well-being; identifiction of the first genomicregions of interest Okbay*, Baselmans*, De Neve*, Turley*, Nivard*, Fontana*, Meddens*, Karlsson Linnér*, Rietveld*, Krueger#, Beauchamp#,Koellinger#, ^, Benjamin#,^, Bartels#, ^, Cesarini#. And the Social Science Genetics Association Consortium.* = shared first authors; # = shared last authors; ^ = corresponding authorsDepartment of Biological PsychologyVrije Universiteit, AmsterdamThe Netherlands Based on the robust meta-analytic heritability estimate of about 35% (Bartels 2015) and the GCTA estimate of about 10% (Rietveld etal., 2013), the Social Science Genetic Association Consortium initiated a project to identify genomic regions of interest for SWB. The GWAsmeta-analyses project has over the past year matured into a large international cross-disciplinary project. Fifty-seven cohorts uploadedgenome-wide association analysis results files, which were subject to a stringent quality control protocol. Finally, We conducted agenome-wide association study of SWB in 298,420 individuals. We found three approximately independent genome-wide significant SNPs,two at chromosome 5 (rs3756290 and rs4958581) and one at chromosome 20 (rs2075677).

Keywords • Genome-wide Association Subjective Well-being References: Okbay*, Baselmans*, De Neve*, Turley*, Nivard*,Fontana*, Meddens*, Karlsson Linnér*, Rietveld*, et al. Krueger#, Beauchamp#, Koellinger#, ^, Benjamin#,^, Bartels#, ^, Cesarini#. GeneticAssociations with Subjective Well-Being Also Implicate Depression and Neuroticism. bioRxiv. November 2015. http://biorxiv.org/content/early/2015/11/24/032789.abstract. Under Revision at Nature GeneticBartels, M. (2015) Genetics of Happiness, Satisfaction with Life, and Well-being; A Review and Meta-Analysis of Heritability Studies.Behavior Genetics, 45(2), 137-156.Rietveld, C.A., Cesarini, D., Benjamin, D.J., Koellinger, P.D., De Neve, J-E., Tiemeier, H., Johannesson, M., Magnusson, P.K.E., Pedersen, N.L., Krueger, R.F., Bartels, M. (2013). Molecular Genetics and Subjective Well-Being. Proceedings of the National Academy of Sciences,110(24), 9692-7,

AS05D - Epigenome-Wide Association Study of Wellbeing Bart M. L. Baselmans (1,2), Jenny van Dongen (1,2), Michel G. Nivard (1), Bochao D. Lin (1), BIOS Consortium ( 3), Nuno R. Zilhão (1),Dorret I. Boomsma (1,2,4) and Meike Bartels (1,2,4)(1) Department of Biological Psychology, VU University, Amsterdam, the Netherlands(2) EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, the Netherlands(3) The Biobank-Based Integrative Omics Study (BIOS) Consortium(4) Neuroscience Campus Amsterdam, Amsterdam, the Netherlands Subjective wellbeing (SWB) is a major topic of research across several scientific disciplines, partly driven by its strong association withpsychological and mental health. Twin-family studies have found that both genotype and environment play an important role inexplaining the variance in SWB. Epigenetic regulation of gene expression by mechanisms such as DNA methylation may mediate theinterplay between the genetic make-up of individuals and their exposure to the environment. DNA methylation is a process by whichmethyl groups are added to the DNA, which modify the function of the DNA, thereby altering gene expression. These methylation changescan be caused by external conditions, such as long-term stress exposure (Romens et al., 2015), smoking exposure (Allione et al., 2015),and dietary modifications at conception (Dominguez-salas et al., 2014). To study how environmental factors influence SWB on themolecular level, we applied, for the first time, an epigenome wide association (EWAS) approach to identify differentially methylated sitesthat were associated with individual differences in SWB. Included subjects were part of the longitudinal survey studies of the NetherlandsTwin Register (NTR) and participated in the NTR Biobank project between 2002 and 2011. SWB was assessed by a sort inventory thatmeasured satisfaction with life (SAT). DNA methylation was measured in whole blood by the Illumina Infinium Human Methylation 450BeadChip (HM450K array) and the association between SWB and DNA methylation level was tested at 411,169 autosomal sites. Two sites(cg10845147, p = 1.51 * 10-8 and cg01940273, p = 2.34 * 10-8) reached genome-wide significance following Bonferroni correction. Fourmore sites (cg03329539, p = 2.76 * 10-7; cg09716613, p = 3.23 * 10-7; cg04387347, p = 3.95 * 10-7; and cg02290168, p = 5.23 * 10-7) wereconsidered to be genome-wide significant when applying the widely used criterion of a False Discovery Rate (FDR) q value < 0.05.

Geneontology (GO) analysis highlighted enrichment of several central nervous system categories among higherranking methylation sites.Overall, these results provide a first insight into the epigenetic mechanisms associated with SWB and lay the foundations for future workaiming to unravel the biological mechanisms underlying a complex trait like SWB. Keywords • Wellbeing, satisfaction with life, DNA methylation, epigenetics, EWAS, 450k, twins

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References: Baselmans,B. M. L., van Dongen, J., Nivard, M. G., Lin, B. D., BIOS Consortium, Zilhão, N. R., Boomsma, D. I., & M. Bartels (2015). Epigenome-WideAssociation Study of Wellbeing. Twin Research and Human Genetics, 18(06), 710719.Romens, S. E., McDonald, J., Svaren, J., & Pollak, S. D. (2015). Associations between early life stress and gene methylation in children.Child development,86(1), 303-309.Allione, A., Marcon, F., Fiorito, G., Guarrera, S., Siniscalchi, E., Zijno, A., ... & Matullo, G. (2015). Novel epigenetic changes unveiled bymonozygotic twins discordant for smoking habits. PloS one, 10(6), e0128265.Dominguez-Salas, P., Moore, S. E., Baker, M. S., Bergen, A. W., Cox, S. E., Dyer, R. A., ... & Swan, G. E. (2014). Maternal nutrition atconception modulates DNA methylation of human metastable epialleles. Nature communications, 5.

AS16 - How Flow Promotes Wellness: Studies in Work, Music, Solitude, and Recreation H.S. Løvoll (1), J. Vittersø (2), E. Røysamb (3)J. Tan (4), C.D.B. Luft (4), J. Bhattacharya (4)O.C. Davis (5,6,7)J.J.J. van den Hout (8)1. Volda University College, Norway2. UIT The Arctic University of Norway3. University of Oslo, Norway4. Goldsmiths College, University of London, UK5. Quality of Life Laboratory6. Baruch College, City University of New York, USA7. University of Massachusetts Boston, USA8. Eindhoven University of Technology, Eindhoven, NL Although research has long since shown that flow has a variety of benefits, including improved overall quality of life, increased selfefficacy,and a stronger sense of self (e.g., Csikszentmihalyi, 1997), one of the remaining questions is determining exactly how flow leadsto such positive results. In this symposium, an intercontinental slate of researchers will show some of the experimentally-determinedmechanisms that enable the flow experience to promote wellness. A Norwegian team will present a longitudinal study of participantsengaging in outdoor activities that highlights the role of positive emotions in promoting both intrinsic motivation and flow experiences,which in turn produce positive emotions in a virtuous cycle. A British group will show electrophysiological evidence from musicians thatflow enables increased neural activity in prefrontal areas associated with attention and executive functioning even after the flowexperience terminates, and also that dispositional flow can moderate the effect, all of which has major implications for the value andbenefits of hobbies. An American study will demonstrate that even when people are alone, unexpectedly have nothing to do, and areconstrained in their choices of action, it is still possible to avoid the deleterious effects of boredom and to make a flow-type experience ofthe situation. Lastly, an international team based in the Netherlands will show how even a random group of people can create a strongbond through a team flow experience, and that the presence or absence of the correlates of team flow can inform ways of adjusting teamdynamics to produce positive experiences, intrinsic motivation, and enhanced performance. All four presentations will review furtherimplications for harnessing the mechanisms that link flow to wellness so as to promote greater amounts of both.

Keywords • Flow, Intrinsic Motivation, Self-Determination Theory, EEG, Recreation, Team Dynamics, Solitude References: Csíkszentmihályi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life . New York: Basic.

HEALTH AND WELLNESS • INVITED SYMPOSIUM IS03A - Positive Psychology Interventions Efficacy and Effectiveness A. CsillikUniversity of Paris Ouest Nanterre la Défense, Paris, France The aim of this symposium is to present recent developments and results on Positive psychology interventions (PPIs) with a focus onclient-centered ones. The PPIs aim to cultivate positive feelings, behaviors, or cognitions and both to relieve suffering andpsychopathology and increasewell-being. The number of interventions and evaluation studies has increased over the pastdecades. Many of these studies have demonstrated the efficacy and effectiveness of the PPIs, in increasing well-being and decreasingsymptoms, both in the general population and clinical samples.Across four presentations we will discuss the effects of Loving-kindness Meditation in midlife adults, the Eudaimonic well-being acrossthe life span by Well-being Therapy, Combining positive psychology interventions with Motivational Interviewing and The TherapeuticRelationship as a key factor in recovering from Relational Trauma.

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IS03B - Effects of Loving-kindness Meditation B. L. FredricksonUniversity of North Carolina at Chapel Hill, USA The practice of loving-kindness meditation (LKM) elevates day-to-day positive emotions in ways that yield numerous benefits formental and physical health. In this talk, Professor Barbara Fredrickson shares results of three randomized trials of LKM, each targetingmidlife adults.The first focuses on changes in personal resources, which in turn reduce depressive symptoms and increase satisfaction with life. Thesecond focuses on changes in positive social connections, which in turn improve objective markers of cardiovascular health. The thirdfocuses on accelerating dose-response relations between meditation practice and its positive emotion yield. Taken together, theseexperiments illuminate the downstream repercussions of learning how to self-generate positive emotions through the practice of lovingkindness.

IS03C - Addressing Eudaimonic well-being across the life span by Well-being Therapy C. Ruini, E. Albieri, F. Vescovelli, G. CesettiDepartment of Psychology, University of Bologna, Bologna, Italy Eudaimonic well-being is receiving increasing attention for its protective role for physical and mental health. Its promotion is thuscrucial, particularly in vulnerable stages of life, such as adolescence, older age, or during the remission from affective disorders. Amongpositive interventions, Well-being therapy (WBT) is a specific psychotherapeutic strategy for increasing eudaimonic well-being andpositive functioning, according to Ryff model.

It emphasizes self-observation of instances of well-being and their premature interruptions,with the use of a structured diary and homework assignments. Originally developed for preventing relapses in recurrent depression, WBThas been modified to be used as a preventive intervention in school settings. Recently, it has been integrated with narrative techniquesand used to treat children with emotional and behavioral disorders. Finally, a group intervention derived from WBT and tailored to agingindividuals has been developed and applied to older adults, living in the community and in nursing homes. These different strategies foraddressing eudaimonic well-being across the lifespan will be illustrated. The results obtained from these contributions suggest that, eventhough eudaimonic well being tends to be more stable compared to the hedonic one, it may be improved by brief, multidimensionalinterventions. Their beneficial effects are extended also to the abatement of symptomatology.

These interventions may be applicable indifferent settings (educational, clinical, community) and represent cost â&#x20AC;&#x201C; effective strategies for the prevention and treatment ofpsychological distress across the life span.

IS03D - Combining positive psychology interventions for increasing well-being and adherence to treatments A. Csillik, M. Miglianico, M. Bay-Smadja, F. FenouilletUniversity of Paris Ouest Nanterre la DĂŠfense, Paris, France Positive psychology interventions (PPIs) have shown their effectiveness in increasing well-being, both in general population andclinical samples. However, studies assessing the effectiveness of the PPIs have provided mixed results. Adherence and motivationalfactors play an important role in interventions results. Research show that up to 30- 40 % of patients abandon psychotherapy beforecompletion (Lambert et Ogles, 2004), it is thus important to increase motivation to change.It was proposed recently (Csillik, 2014) that integrating Motivational Interviewing to Positive Psychotherapy could lead to better results.Indeed, several studies have reported large effects of MI in promoting treatment engagement, retention, and adherence (Hettema, Millerand Steele 2005). Research shows that relatively high effect sizes are often observed when MI is added to other active psychotherapies ormethods of treatment, involving synergistic effects, each of the active psychological treatments enhancing the impact of the other.We will present three ongoing studies assessing the efficacy of MI integrated with positive psychotherapy in order to promote mentalhealth and well-being in high school, international university exchange students, as well as in chronic conditions (people with HIV).

IS12A - Meaning, strengths, values and spiritual accomplishments W. RuchZurich University, Switzeland Meaning, strengths, values and spiritual accomplishments

IS12B - MEANING IN THE CONTEXT OF BETTER LIVING: EVIDENCE FROM DAILY EXPERIENCE SAMPLINGRESEARCH M. F. StegerColorado State University, USA

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Positive psychology research and theory presumes that the possession of meaning in life not only signifies that people are living thegood life, but that meaning in life constructively enables people to achieve the good life. There are many ways in which meaning couldhelp people improve their lives. This talk focuses on people's participation in health-risking and health-promoting behaviors. Data arepresented regarding emotional and behavioral facets of the daily life of several samples of undergraduate students, with an eye towardunderstanding whether levels of meaning in life help explain the conditions under which people engage in behaviors that have potentialhealth consequences. Implications for how meaning can be used to help people live better lives are discussed.References: Michael F. Steger, Ph.D.Associate Professor, Counseling Psychology & Applied Social and Health PsychologyDirector, Laboratory for the Study of Meaning and Quality of LifeColorado State University

IS12C - Self-Transcendent Experience: A Potent Source of Spirituality and Meaning D. YadenUniversity of Pennsylvania, USA Self-transcendent experiences occur in over one-third of cross-cultural populations, are associated with a number of positiveoutcomes related to well-being, and are often counted among life's most meaningful moments. Despite their prevalence and significance,psychology has offered little in the way of explanation for the why, the what, or the how of these experiences. Self-transcendentexperiences (STEs), are marked by decreased self-focus and increased feelings of connection to other people and one's environment. Aself-transcendent quality can be found in common psychological constructs such as mindfulness, flow, self-transcendent positiveemotions (love, joy), awe, peak experiences, and mystical experiences. I will discuss how recent methodological and technologicaladvances can provide new insights into old questions about the phenomenology, neurobiological basis, and how these experiences areoften potent sources of spirituality and meaning.References: David Bryce Yaden is a research fellow at The University ofPennsylvania in the Positive Psychology Center under the direction of Dr. Martin Seligman. He also works in collaboration withneuroscientist Dr. Andrew Newberg of Thomas Jefferson University and The Center for Cognitive Neuroscience at The University ofPennsylvania. His research focus is on the psychology and cognitive-neuroscience of the varieties of self-transcendent and spiritualexperiences. He recently edited an collection on this topic, Being Called: Scientific, Secular, and Sacred Perspectives.

IS12D - Interventions on meaning in the realm of the Authentic Happiness-theory and extensions: Findingsfrom two recent studies Rene T. Proyer (1), Fabian Gander, Willibald Ruch (2)Halle University , Germany (1), Zurich University, Switzerland (2) Interventions on meaning in the realm of the Authentic Happiness-theory and extensions: Findings from two recent studies

HEALTH AND WELLNESS • WORKSHOP W09A - Embodied Experience: Improving Well-Being Through Expressive Movement L. Ugelow2 Glenridge Dr., Bedford, USA Our thoughts and feelings are typically conceptualized as primarily mental phenomena to which the body is secondary or irrelevant.However, a substantial body of literature suggests that nonverbal phenomena, such as gesticulation and posture, can profoundlyinfluence our thoughts and feelings. For instance, decades of research demonstrate that nonverbal elements like facial expressions andgestures can affect a speaker’s message as much or more than verbal cues (Mehrabian & Ferris, 1967; Mehrabian & Wiener, 1967). Morerecently, posture and pose have been shown to bear tangible hormonal effects, especially in cortisol and testosterone levels (Carney,Cuddy, & Yap, 2010), which are associated with changes in confidence and stress.This academic research suggests that our bodies may play a more significant role in our well-being than is commonly recognized. Further,the growing public interest in yoga and fitness, as well as the popularity of TED Talks like Amy Cuddy’s on the power of body language,strengthen the idea that additional exploration of nonverbal phenomena would be beneficial and resonant to the population at large.Thus, using the 24 character strengths outlined by Peterson and Seligman (2004), I propose that expressive movement can be a powerfulvehicle improving mood and overall well-being. In

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this presentation, I will first adapt Peterson and Seligman’s framework to highlight thebody’s role in each established character strength, detailing how movement can enhance far-reaching domains such as humor, curiosity,and social intelligence. Using this updated framework, I will lead an interactive dance session that puts these principles into action.Finally, I will host a discussion in which participants are invited to reflect upon their experience, discuss the role of movement and thebody in quality of life, and consider some ways in which we can incorporate these principles of movement in real-life contexts.

Keywords • embodiment, nonverbal behavior, movement, hormones, character strengths, quality of life, happiness, dance References: Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification.

OxfordUniversity Press.Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of ConsultingPsychology, 31(3), 248.Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of Personality and Social Psychology, 6(1), 109.Carney, D. R., Cuddy, A. J., & Yap, A. J. (2010). Power posing brief nonverbal displays affect neuroendocrine levels and risk tolerance.Psychological Science, 21(10), 1363-1368.

W09B - Shake Your Body: Exhilarating Movement For Positive Health Across Lifespan L. Buksbaum (1), E. O'Brien (2)Soaringwords, c/o Cisco 1 Penn Plaza, 9th fl. N.Y., N.Y. 10119 USA (1)Lifestyle Management Coaching & Training, LLC14 Summit Road, Shark River Hills, NJ 07753 USA (2) Appreciative movement in an enriched environment can literally transform people’s lives, leading them to positive health, healing, andpost-traumatic growth. (O’Brien, in press). Positive movement activates PERMA: positive emotions, engagement, relationships, meaning,and accomplishment (Seligman, 2011) across life domains, lifting up, helping, healing, inspiring. When people dance/move together, enjoymusic and share social support, it leads to a positive cascading impact on wellness (Ben Shahar, 2007; Hefferon, 2013). Elaine O’Brien, Ph.D., MAPP, 2008 and Lisa Honig Buksbaum, MAPP, 2013, have led thousands of participants, across the lifespan, through positiveinterventions built upon the healing and energizing modalities of dance, movement, expressive arts, and sports medicine in order toawaken heightened compassion, creativity, joy and radiant health. These positive psychology practitioners will share empirical findingsfrom their latest initiatives.Lisa Buksbaum, CEO & Founder, Soaringwords, a not-for-profit organization devoted to inspiring ill children and families to “Never giveup!” has led interventions that have already embraced more than 250,000 pediatric patients and families and 135,000 volunteers.Buksbaum is the author of the SOARING Model based on seven positive psychology interventions for health and healing. MonthlySoaringwords + Zumba = Love for Hospitalized Children programs are led by 450 Zumba® instructors for pediatric patients, familymembers, nurses and healthcare professionals worldwide. Dr. O’ Brien’s FitDance and Move2Love programs have enhanced the lives ofthousands of adults and seniors, and their families to live life to the fullest, and creates a new positive model of self-determined, activeadults and older adult development. She holds a doctorate in Kinesiology: The Psychology of Human Movement, from Temple University’sCollege of Public Health, Well-Being and Social Justice.You will learn about positive interventions, helping, healing strategies and outcomes demonstrating how movement and expressive artsplay an active role in enhancing whole health across the lifespan, how appreciative movement is a catalyst for the greater good, and howto design strategies for incorporating movement into your wellness program. The workshop will conclude with a hands-on experientialpeak ending, inviting participants to join in a positive movement experience together.

Keywords • positive health, appreciative movement, positive cascading impact on wellness, expressive arts, kinesiology:psychology of human movement, across the lifespan: pediatric patients, their families, healthcare professionals... adults andseniorsempirically-validated positive health interventions shared with thousands of participants References: Barb Fredricksonhttp://www.soaringwords.org/?s=barbara+fredricksonMartin Seligman (Lisa and Elaine are graduates of Marty's MAPP program. Elaine's work is profiled in Flourish.Kim Cameron (Chair, IPPA World Congress, 2015) where he invited Lisa to lead a 1 hour workshop and an evening activity for 300attendees. The Canadian Positive Psychology Association is collaborating with Lisa and Soaringwords for the Opening eveningCelebration. Lisa and Elaine would love to speak to ECPP organizers to do a conference-wide social experience during the opening orclosing nights.

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W12B - Romance and Research: An Interactive Strengths Model for Connecting the Head and the Heart J. O. Pawelski (1), S. Pileggi Pawelski (2)(1) University of Pennsylvania, USA(2) Philadelphia, USA Positive psychology research indicates that one of the most important factors in human flourishing is building close relationships withothers. Romantic relationships, in particular, have an enormous influence on our wellbeing. Yet, as divorce rates indicate, it is notalways easy to maintain a healthy relationship over the long term.

Furthermore, of the relationships that do stay intact, many are merelylanguishing rather than thriving. Can positive psychology help couples improve and sustain their relationships? Although there is as yetno comprehensive treatment of this question in the field, there are a number of promising findings. This interactive workshop is foranyone who would like to explore ways of applying positive psychology research to relationships.We are applying a variety of positive psychology findings to cultivating and sustaining thriving romantic relationships. Based uponresearch and our own experience as a couple, we believe it's important not just whether people use strengths in their relationship but howthey use them as well. We will introduce an "interactive model of strengths" that we developed and demonstrate how this approach tostrengths may help couples improve their relationship.References: • Algoe, S. B. , Gable, S. L., & Maisel, N. C.(2010). It’s the Little Things: Everyday Gratitude as a Booster Shot for Roman- tic Relationships. In Personal Relationships, Vol. 17, No. 2,(pp. 217–233).• Bryant, F., Veroff, J. (2006).

Savoring: A New Model of Positive Experience.• Bryant, F. (2003). Savoring Beliefs Inventory (SBI): A scale for measuring beliefs about savoring. Journal of Mental Health, 12,175-196.• Gable, S. L., Gonzaga, G. C., & Strachman, A. (2006). Will You Be There for Me When Things Go Right? Supportive Responses toPositive Event Disclosures. In Journal of Personality and Social Psychology, Vol. 91, No. 5, (pp. 904-917).•• Lopez, S. J., & Edwards, L. M. (2008). Assessing and promoting human strengths: The interface of counseling psychology andpositive psychology. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology. New York: John Wiley and Sons.• Prover, R. T. (2014). To Love and Play: Testing the Association of Adult Playfulness with the Relationship Personality andRelationship Satisfaction. In Current Psychology.• Proyer, R.T. (2014) Perceived functions of playfulness in adults: Does it mobilize you at work, rest, and when being with others?Rev. Eur. Psychol. Appl.

HEALTH AND WELLNESS • PAPER SESSION P05A - The role of mindfulness in professional quality of life and psychological adjustment in rural mentalhealth workers C. Samios (1), S. Thomas (1)(1) Department of Psychology, Bond University, Australia Mental health workers who work in rural Australia face unique challenges, such as isolation, and are at risk of having poorprofessional quality of life (for example, burnout and low compassion satisfaction) as well as poor personal adjustment outcomes (forexample, depression and low satisfaction with life). Trait mindfulness has been linked to better mental health outcomes in a range ofsettings. Thus, the present study examined the role of trait mindfulness in professional and personal adjustment outcomes in 69 ruralmental health workers who completed measures of mindfulness, positive reappraisal, professional quality of life and both positive andnegative indicators of adjustment. Using hierarchical multiple regression, it was found that mindfulness predicted better professionalquality of life as well as lower scores on depression and higher scores on positive affect. We also tested whether mindfulness workedthrough positive reappraisal to exert a positive influence on professional and personal adjustment outcomes. This mediational hypothesis,which was tested with nonparametric bootstrapping, was not supported. The results indicate that mindfulness may be beneficial for theprofessional quality of life and adjustment of rural mental health workers; however, the mechanism through which mindfulness exerts itspositive influence for rural mental health workers requires further research, especially research that is of a longitudinal nature.

Keywords • rural mental health workers; mindfulness; professional quality of life; mindful coping model; adjustment

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P05B - Chronic pain care: The importance of a biopsychosocial-existential approach J. Dezutter (1), M. Offenbaecher (2) , M. Vallejo (3)S. Vanhooren (1) , E. Thauvoye (1) , & L. Toussaint (4).(1) KU Leuven - Belgium(2) Munich University - Germany(3) National Distance Education University - Spain(4) Luther College - USA Objective: Experiencing pain not only affects patients’ biopsychosocial functioning but also impacts the existential domain. Attentionto the distinct life domains (biological, psychological, social and existential) might thus be important in chronic pain care. In this study, weinvestigated: a) how satisfied pain patients were with the attention of their practitioner to the distinct life domains, and b) how thissatisfaction was related to their functioning.Method: Pain patients (N = 163) filled out questionnaires assessing satisfaction with the attention of their practitioner to four lifedomains: life satisfaction, depressive symptoms, pain intensity, and pain disability.

Univariate and multivariate analyses and path modelswere used to test the hypotheses.Results: Pain patients reported low satisfaction with the attention of their practitioner to the social and existential domains in their life.Satisfaction with each of the four dimensions was negatively related with pain intensity, pain disability and depressive symptoms andpositively with life satisfaction. The effect size of the correlations between the biological dimension and patient functioning was small,whereas the effect sizes for the other correlations were moderate. A path model showed that only satisfaction with the existentialdimension was able to predict all outcomes above and beyond all other satisfaction variables.Conclusions: Patients reported not feeling satisfied with the attention to the social and existential dimensions of their life. Furthermore,practitioner’s attention to the existential domain seems highly important for patient functioning. Openness for existential concerns ofpain patients might thus be an important aspect of chronic pain care.

Keywords • Biopsycho-social existential care, chronic pain, meaning in life, patient satisfaction

P05C - The Effect of Gratitude Training on Daily Functioning of Women with Breast Cancer J.Sztacha ska (1), I. Krejtz (1), John B. Nezlek (1, 2)1) SWPS University of Social Sciences and Humanities, Warsaw, Poland; (2) Collegeof William and Mary, Williamsburg, VA, USA IntroductionGratitude is understood as an emotion, a disposition or life orientation, enabling people to appreciate the good things in everyday life. Inthe recent years, there has been growing number of research which suggests the influence of gratitude on the increase of happiness andpsychological wellbeing. We decided to verify, whether this effect is also observable in the group of oncological patients..Method61 women with breast cancer were invited to participate in a 2-week gratitude diary study, in which every day they were asked to reportdaily events and their mood, depression level, anxiety, acceptance of illness, stress coping methods, quality of life and other well-beingrelated constructs. Additionally, half of them were asked to list reasons why they felt grateful that day.

There were pretest and posttestmeasures taken, which involved similar constructs as daily measures but at a dispositional level.ResultsMultilevel modeling analyses indicated that daily gratitude was positively related to e.g., self-esteem, positive affect, well-being, perceivedpartner support, while being negatively related to depression and negative mood. It is worth noting, that those relationships werestronger in the gratitude group. Moreover, the gratitude group experienced higher daily gratitude, self-esteem, optimism and socialsupport.Comparison of pre and post measures showed that there was a decrease of emotion-oriented and avoidance-oriented stress coping stylesin the gratitude group over the 2-week gratitude training. Furthermore, the results suggested that the gratitude group chose task-orientedstress coping style more often than emotion- and avoidance-oriented styles, which dominated in the control group.There was also an increase in the level of dispositional gratitude.ConclusionThe results of the present study suggest that gratitude may be an effective tool for increasing daily well-being of women with breastcancer.. It is worth considering the possibility of using the gratitude training as a form of autotherapy.

Keywords • gratitude, positive psychology, diary study, breast cancer

P05D - Relationship of posttraumatic growth and adjustment to spinal cord injury: Moderated byposttraumatic depreciation?

S. Kunz (1, 2), S. Joseph (3), S. Geyh (1, 2), C. Peter (1, 2), for the SwiSCI study group(1) Swiss Paraplegic Research, Nottwil, (2)University of Lucerne, Switzerland (3) University of Nottingham, UK

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Background: Findings on the relationship between posttraumatic growth (PTG) and adjustment to potentially traumatic events areinconsistent. As an explanation, posttraumatic depreciation (PTD), i.e. negative changes individuals may perceive at the same time and inthe same domains as PTG, has been suggested as a possible moderator. PTG may only be associated with better adjustment whenindividuals concurrently experience PTD, as it enables that these negative changes are not the entire focus of attention.Objective: The objective of this study was to investigate the associations between PTG and PTD on one side and life satisfaction andindicators of mental and physical health on the other side in individuals with spinal cord injury (SCI). The primary study aim was to testwhether PTD moderates the relationships between PTG and different adjustment indicators.Method: A total of 141 newly injured patients of one of the four Swiss SCI rehabilitation centers took part in a national cohort study(Swiss Spinal Cord Injury Cohort Study, SwiSCI) and completed questionnaires assessing PTG and PTD, different indicators of mental andphysical health as well as life satisfaction at discharge from their first rehabilitation. Correlational and regression methods were used toexamine the research questions.Results: PTG and PTD were positively correlated (rs = .47, p 2 .001). PTD was associated with lower mental and physical health and lowerlife satisfaction, with effect sizes ranging from small (rs = .26, p = .002 with pain intensity) to large (rs = .57, p 2 .001 with symptoms ofdepression). PTD moderated the associations of PTG with symptoms of depression ( of interaction term = -.18, p = .018) and lifesatisfaction ( of interaction term = .24, p = .003). Probing these significant interaction terms revealed that PTG was related to lower levelsof symptoms of depression for participants at the mean (simple slope B = -.075, p = .003) and 1 SD above the mean of PTD (simple slope B= 0.127, p 2 .001). Similarly, PTG was related to higher levels of life satisfaction for participants at the mean (simple slope B = 0.076, p= .002) and 1 SD above the mean of PTD (simple slope B = 0.138, p 2 .001). In contrast, PTG was unrelated to symptoms of depression(simple slope B = -0.023, p = .481) and life satisfaction (simple slope B = 0.014, p = .670) in individuals with PTD levels 1 SD below themean of PTD.Conclusions: The results indicate that PTD may partially explain the mixed findings on the relationship between PTG and adjustment topotentially traumatic events. PTG can have conditional effects on adjustment: Whereas individuals concurrently experiencing PTD profitfrom its experience, others who perceive less PTD do not.

Keywords • posttraumatic growth, posttraumatic depreciation, life satisfaction, depression, psychological adjustment, physicalhealth, spinal cord injury References: (No references in abstract)

P05E - Prioritizing meaning: A potential resource for well-being P. Russo-NetzerDepartment of Counseling and Human Development, University of Haifa, Israel Happiness and meaning are both fundamental to human flourishing. While research on hedonic happiness has increased significantlyin the last two decades, research examining meaning in life has progressed at a slower pace (Baumeister, Vohs, Aaker, & Garbinsky, 2013).More recent research has also begun to show that pursuing only happiness may in fact be limiting, and could even backfire by makingpeople feel worse (Ford & Mauss, 2014).

While valid measures of meaning do exist in the literature, we currently know very little regardinghow individuals incorporate meaning into their daily lives, besides emphasizing the value they place on experiencing it. Following recentattempts to assess prioritizing positivity, in other words, habitual ways of incorporating positive emotions in daily life (Catalino, Algoe, &Fredrickson, 2014), the current research assessed “prioritizing meaning” in daily life, adopting a eudaimonic approach, and its variouseffects on well-being outcomes. Two studies, one within an undergraduate students' sample (N= 107), and another within a communitysample (N= 251), were conducted assessing a variety of well-being outcomes: life satisfaction, positive and negative affect, generativity,gratitude, happiness and meaning in life (both the presence of and search for meaning). Preliminary results suggest that prioritizingmeaning positively contributes to life satisfaction, happiness, positive emotions, sense of coherence, gratitude, and presence of meaning,and is negatively correlated with depression and negative emotions. These findings hold potential theoretical and practical implicationsfor further understanding the effects of prioritizing meaning on individuals' well-being.

Keywords • Meaning in life; Well-Being References: Baumeister, R. F., Vohs, K. D., Aaker, J. L., & Garbinsky, E. N. (2013).Some key differences between a happy life and a meaningful life. Journal of Positive Psychology, 8, 505-516.Catalino, L. I., Algoe, S. B., & Fredrickson, B. L. (2014). Prioritizing positivity: An effective approach to pursuing happiness? Emotion, 14,1155-1161.Ford, B. Q., & Mauss, I. B. (2014). The paradoxical effects of pursuing positive emotion: When and why wanting to feel happy

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backfires.In J. Gruber & J. T. Moskowitz (Eds.), Positive emotion: Integrating the light sides and dark sides (pp.

363–381). Oxford: Oxford UniversityPress

P14A - Interpersonal Trust and Wellness: Relational Factors and Illness Processes in Adversity – A NovelHypothesis Z. ChouliaraEdinburgh Napier UniversitySchool of Nursing, Midwfery & Social CareSighthill Campus, Sighthill CourtEdinburghScotland, UK Background: We introduce the importance of trust for physical wellness in adversity for the first time internationally. We claim thatrelational variables mediate the link between adversity and illness processes, thus introducing a novel formulation of body-mind links inadversity. Survivors of trauma often present with numerous physical, as well as psychological complaints. Compromised ability to trust isa key psychological feature in complex trauma, and an important condition for recovering (Chouliara et al., 2011; 2013). It is thereforehypothesised that interpersonal trust could be the mediating factor between exposure to adversity, especially so relational adversity, andthe development of a chronic inflammatory response, key in illness processes. Methods: We will present findings from our previousqualitative and quantitative work over the last 10 years. We will summarise our qualitative work highlighting trust as a key factor in clientsatisfaction and recovering from relational trauma in individual and group therapy settings and outwith therapy. We will also present thefindings of a groundbreaking study, the first of its kind to look at trust and illness processes in adversity. In a non clinical sample (N=30)in Scotland, we measured levels of psychological trauma history (Childhood Trauma Questionnaire-; Life Events Checklist) andsymptomatology (Impact of Events Scale-R), and interpersonal trust (Trust Scale –Rempel et al., 1985) by using standardisedquestionnaires. Blood serum cortisol, pro-inflammatory cytokines associated with immune activation which is a key process inautoimmunity, and Erythrocyte Sedimentation Rate (ESR) were also measured. Findings: The findings of our research overall highlightedthe importance of relational variables and trust in emotional and physical wellbeing in adversity. Our qualitative research emphasised theimportance of trust in propelling the development of empathy through shared experience, facilitating a more accurate symbolisation ofthe traumatic experience. Preliminary results from our quantitative research indicated that higher interpersonal trust levels are directlyassociated lower levels of post-traumatic symptoms in a non clinical sample. Trust levels mediated the relationship between psychologicaltrauma history and symptoms and some pro-inflammatory/autoimmune biomarkers, key in illness processes, thus confirming ourhypothesis. Discussion: In an increasingly traumatogenic world, the role of interpersonal trust as a ‘psychosocial vaccine’ which couldlessen the negative impact of adversity on physical and emotional wellness becomes paramount. The role of trust as a preventative andremedial factor, determining the impact of adversity on physical health inevitably redefines our understanding of the body- mind link, byexpanding our understanding of the link between distress and inflammation. Our findings put relational variables back in the forefront ofhealth and wellness. We are curren Keywords • Interpersonal trust, welness, adversity, recovery, biomarkers References: Chouliara, Z; Karatzias, T; Gullone,A (2013). Recovering from Childhood Sexual Abuse: A Theoretical Framework for Practice and Research. In Journal of Psychiatric &Mental Health Nursing. DOI: 10.1111/jpm.12048Chouliara, Z; Karatzias, T; Scott-Brien, G; Macdonald, A; MacArthur; Frazer, N (2012). Adult survivors' of childhood sexual abuseperspectives of services: A systematic review. Counselling and Psychotherapy Research: Linking research with practice, 12, 146-161DOI:10.1080/14733145.2012.656136 / Included in Social Care Online information free to use and updated daily (the UK’s largestdatabase of social care)Chouliara, Z; Karatzias, T; Scott-Brien, G; Macdonald, A; MacArthur, J; Frazer, N (2011). Talking Therapy Services for Adult Survivors ofChildhood Sexual Abuse (CSA) in Scotland: Perspectives of Service Users and Professionals (2011). Journal of Child Sexual Abuse, 20:1-29. / Included in the PILOTS Database, the online index to the worldwide psychotrauma literature of the United States Dept. of VeteransAffairs, National Center for PTSD since August 2011). / Included in Social Care Online information free to use and updated daily (the UK’slargest database of social careChouliara, Z; Hutchison, C; Karatzias, T (2009). Vicarious Traumatisation in Practitioners Who Work With Adult Survivors of SexualAbuse and Child Sexual Abuse (CSA): Literature Review and Directions for Future Research. Counselling and Psychotherapy Research(Special issue: Trauma, Resilience and Growth), 9 (1), 47 – 56. Included in Social Care Online information free to use and updated daily(the UK’s largest database of social careChouliara, Z; Gay, H; Barlow, P; Choi, A; Chan, J; Chan, C (2015). Interpersonal Trust and Wellness: Relational and Physiological

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Factorsin Adversity – A Novel Hypothesis. – Submitted for publicationRempel, J.K., Holmes, J.G. & Zanna, M.P. (1985). Trust in close relationships. Journal ofPersonality and Social Psychology, 49, 95-112.

P14B - Effects of a laughter yoga program on glycemic control in older people with diabetes M. Hirosaki (1), T.Ohira (1), Y. Wu (2), R. Hayashi (2), H. Nishizawa (2), I. Shimomura (2), H. Iso (2)(1) Fukushima Medical University,Japan(2) Osaka University, Japan Background: An increasing number of studies have reported that laughter has several psychological and physiological health benefits.However, most studies have concentrated on the acute effects of laughter, and there has been little research on the long-term effects oflaughter intervention. The aim of this study was to investigate the effects of a laughter yoga program on physical and psychological healthamong older people with diabetes.Methods: A total of 41 individuals with diabetes were randomly assigned to either an intervention group (n = 21) or a control group (n =20). The intervention was a 90-min program consisting of laughter yoga and watching comedy programs, carried out for 12 weeks, for atotal of eight sessions. Measurements taken at baseline and week 12 included bodyweight, waist circumstance, and hemoglobin A1c(HbA1c), as well as psychological factors and sleep duration.Results: The change in HbA1c significantly differed between the intervention and control groups (intervention group: from 7.12% to6.86%, control group: from 7.15% to 7.25%, p = 0.006). In addition, positive affect and sleep duration increased in the intervention group.Conclusions: A laughter yoga program may be effective in improving glycemic control in older people with diabetes. Laughter can beapplied as an easy and useful intervention to people with diabetes.

Keywords • laughter, diabetes, hemoglobin A1c, positive affect

P14C - Forgive or not to forgive? Well-being as the mediator of the relationship between personality andforgiveness M.M. Kossakowska (1), M. Wronska (1), P. Kwiatek (2)(1) SWPS University of Social Sciences and Humanities, Faculty in Sopot,Poland(2) Higher Theological Seminary of The Order of Friars Minor Capuchin, Cracow, Poland Introduction. Forgiveness attracts increasing attention of researchers from various disciplines - social, personality and positivepsychology, as well as religious studies. Following McCullough (McCullough & Hoyt, 2002), we conceptualize forgiveness as a state, inwhich the offended person no longer seeks avoidance or revenge towards the transgressor. Instead, the transgression recipientexperiences a prosocial change, reflected in benevolent motivation towards the transgressor. Some evidence suggests that forgivenesspredicts well-being, but other studies put this relationship in doubt. A systematic relationship was found between personality andforgiveness.

Meta-analysis (Fehr, Gelffand, & Nag, 2010) established a weak, but significant correlations between Big Five personalitytraits (Agreeableness and Neuroticism) and forgiveness (avoidance, revenge and benevolence motivation). In this study we aimed toexplain the relationship between personality and forgiveness and test the mediating role of well-being variables.Method. We used the Polish adaptation of TRIM-18 to measure avoidance, revenge and benevolence motivations towards a singletransgressor in a historical scenario. Well-being was measured with the Polish version of PERMA-Profiler (Kossakowska, Kern, Butler,2014), a brief multidimensional measure of flourishing based on Seligman’s (2011) model, in which well-being consists of five aspects:positive emotion, engagement, relationships, meaning, and accomplishment (additional components were added: satisfaction with healthcondition and negative emotions). Personality was measured with TIPI (Gosling, et al., 2003). 530 participants (345 females and 185males) aged between 18 and 84 volunteered to take part in the study.

Participants filled in online and paper questionnaires (individuallyand in groups).Results. The study revealed that: 1/ Positive Relations mediate the relationship between Agreeableness and Benevolence (c=.43***;c’=.48****); 2/ Negative Emotions mediate the relationship between Emotional Stability and Benevolence (c=.13 ns; c’=.27**),Agreeableness and Revenge (c=-.36***, c’=-.42****), Extraversion and Avoidance (c=-.16ns, c’=-.24*), and between Emotional Stability andAvoidance (c=-.12ns, c’=-.28**); 3/ Satisfaction with Health mediates Emotional Stability and Benevolence (c=.21*; c’=.27**).Conclusion: We found that some aspects of well-being mediate the effect between personality and forgiveness. Well-being variables mayat least partly explain the relationship between personality and forgiveness.

Keywords • forgiveness, well-being, personality, PERMA References: Fehr, R., Gelfand, M.J., & Nag, M. 2010. The road toforgiveness: A meta-analytic synthesis of its situational and dispositional correlates. Psychological Bulletin, 136: 894-914.Gosling, S. D., Rentfrow, P. J. i Swann, W. B. Jr.

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(2003). A very brief measure of the Big-Five personality domains. Journal of Research inPersonality, 37, 504528.Kossakowska, M., Kern, M.L., Butler, J. (2014). Well-being in Poland according to PERMA-Profiler. Poster. 7th European Conference onPositive Psychology. Amsterdam, Holland.McCullough, M. E., & Hoyt, W. T. (2002).

Transgression-related motivational dispositions: Personality substrates of forgiveness and theirlinks to the Big Five. Personality and Social Psychology Bulletin, 28, 1556 –1573.Seligman, M.E.P. (2011). Flourish. A visionary new understanding of happiness and well-being. New York: Simon and Schuster.

P14D - Consequences of Hiding One’s Happiness for well-being: the role of culture . Gordeeva (1),. Osin (1),. Sheldon (1, 2),S. Bogomaz (3)(1) International Laboratory of Positive Psychology of Personality and Motivation, National Research University HigherSchool of Economics, Russia(2) University of Missouri and International Laboratory of Positive Psychology of Personality and Motivation, National ResearchUniversity Higher School of Economics, USA(3) Tomsk State University Department of Psychology, Russia Although positive emotional expression may typically be beneficial for coordinating with others by communicating affiliative intentand approachability and by inducing positive emotional state in others (Mauss et al., 2011), it may also depend on values, local norms,and social status of expresser. In some contexts, expressing positive emotions may be a sign of imbalance or youthful immaturity. Theresearch conducted mainly with North-American participants suggests that emotion suppression has negative consequences for wellbeing(John & Gross, 2004).

Proceeding from contemporary cross-cultural research in this field (Soto et al., 2015), we examined whetherthe negative impact of emotional suppression on well-being is also true in European cultural contexts.We created a 2 (State of mind: happiness versus unhappiness) x 2 (Target of expression: friend/family versus stranger/authority) x 2(Culture: Russia, U.S.) experiment, with repeated measures on the first two factors. The reasons of hiding happiness/ unhappiness werealso studied. As Sheldon and Lyubomirsky (2006) state, the ‘‘pursuit of happiness’’ is an American cultural obsession; happiness, positiveemotions and smiles are highly valuable. On the other hand, Russians are often perceived as gloomy and some authors present findingsindicating that Russians experience rather low level of happiness (Veenhoven, 2001) and high levels of emotion inhibition (Matsumoto etal., 1998).

Students from one American university (N=352) and two Russian Universities (N= 260) participated in the study, all studentswere from large state universities located in relatively small cities.Results showed that people conceal happiness expression less than unhappiness expression and inhibit more overall to strangers than tofriends. In both contexts, happiness inhibition was related to introversion and fear of happiness. The obtained results suggested thatRussian participants inhibited happiness more, and especially to outgroup (strangers). There were no differences in unhappinessinhibition to ingroup (friends), but Russians inhibited unhappiness to outgroup more than Americans. Most importantly, as predicted,happiness suppression was strongly associated with negative well-being and adverse psychological functioning in the U.S., but not inRussia. Americans who suppressed happiness were less satisfied with their relationships, less autonomous, agreeable, conscientious, andopen to experience. At the same time no differences in the level of happiness and subjective well-being in two cultural contexts werefound, which is in line with recent data obtained by Inglehart et al. (2013). The findings cast considerable doubt on the all-but-axiomaticview that expressing one’s happiness is universally adaptive. The directions for future cross-cultural studies aimed to understand thereasons of happiness expression and inhibition and its relations with well-being will be presented.

Keywords • happiness, unhappiness, emotion suppression, subjective well-being, culture, strategic selfpresentation References: John, O. P., & Gross, J.J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individualdifferences, and lifespan development. Journal of Personality, 72, 1301-1334.Inglehart, R., Foa, R., Ponarin, E., and Welzel, C. (2013). Understanding the Russian malaise: The collapse and recovery of subjective wellbeingin post-communist Russia. Higher School of Economics Research Paper No. WP BRP, 32.Matsumoto, D., Takeuchi, S., Andayani, S., Kouznetsova, N., & Krupp, D. (1998). The contribution of individualism vs. collectivism tocross national differences in display rules. Asian Journal of Social Psychology, 1(2), 147-165.Mauss, I. B., Shallcross, A. J., Troy, A. S., John, O. P., Ferrer, E., Wilhelm, F. H., & Gross, J. J. (2011). Don’t hide your happiness!

Positiveemotion dissociation, social connectedness, and psychological functioning. Journal of Personality and Social Psychology, 100, 738-748.Sheldon, K. M., & Lyubomirsky, S. (2006). Achieving sustainable gains in happiness: Change your actions, notSoto, J., Perez, C., Kim, Y. H., Lee, E., & Minnick, M. (2011). Is expressive suppression always associated with poorer psychologicalfunctioning? A cross-cultural comparison between European Americans and Hong Kong Chinese. Emotion, 11(6), 1450-1455.Veenhoven, R. (2001). Are the Russians

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as Unhappy as They Say They Are? Comparability of Self-Reports Across Nations. Journal ofHappiness Studies, 2001, Vol. 2, 111 – 136.

P14E - Effect of positive emotions with different arousal levels on thought-action repertoires D.Sugawara (1), M, Sugie (1)(1)University of Tsukuba, Japan [Introduction] From a more recent perspective, an emphasis on positive emotions serves to broaden individuals’ thought–actionrepertoires, and it could work to foster smooth interpersonal relationships and resilience, in addition to facilitating health and well-being(Fredrickson, 1998). Positive emotion research based on the broadenand-build theory (Fredrickson, 1998; Fredrickson & Branigan, 2005)is becoming mainstream in the area of positive psychology. According to this theory, the experiencing of positive emotion first serves tobroaden an individual’s thought-action repertoires. Then, such broadening forms physical, intellectual, and social personal resources, suchthat personal resources will bring well-being. This process is described as an “upward spiral,” since it will arouse further positive emotions.However, different levels of arousal of positive emotions (e.g., joy or relaxation) have been demonstrated to affect cognitive functions (DeDreu, Bass, & Nijstad, 2008). The present study examines their effects on thought–action repertoires.[Methods] First, participants were told they would watch a video and then complete a cognitive task. Then, they were assigned to threegroups each screening three separate three-minute films that elicited (a) high-arousal positive emotion, (b) low-arousal positive emotion,and (c) neutrality. They completed the Affect Grid (Russell, 1990) before and after film. Next, they were assessed concerning thought–action repertoires using the Twenty Statements Test (Kuhn & McPartland, 1954). After that, they were debriefed.[Results] An analysis of variance was conducted for each of the three types of emotion elicited by the films. The pleasure scores for thehigh and low arousal positive emotion groups were higher than that of the neutrality group. In addition, the arousal score of the higharousal group was higher than those of the low arousal positive emotion or neutrality groups. Next, an analysis of variance wasconducted for each group’s thought-action repertoires. The results showed that the thought-action repertoires of the high-arousalpositive emotion group were higher than those of the low arousal positive emotion and neutrality groups.[Conclusion] This study shows that different levels of arousal of positive emotion affect thought–action repertoires, suggesting a certainlevel of emotional arousal is required for positive emotion to promote these repertoires. According to the broaden-and-build theory, higharousal positive emotions promote the development of personal resources and well-being.

Keywords • positive emotion, broaden-and-build theory, thought-action repertoires References: De Dreu, C. K. W., Baas,M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model.Journal of Personality and Social Psychology. 94, 739-756.Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300-319.Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition andEmotion, 19, 313-332.Kuhn, M. H., & McPartland, T. S. (1954). An empirical investigation of self-attitudes.

American Sociological Review, 19, 68–76.Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39, 1161-1178.

P15A - Meaning in life and perceived quality of life in Switzerland: results of a representative survey in theGerman, French and Italian regions M Bernard (1)G Braunschweig (1)GD Borasio (1)(1) Palliative Care Service, University hospital of Lausanne, Switzerland BackgroundThe concept of meaning in life (MIL) has become a central one in recent years, particularly in psychooncology and palliative care. TheSchedule for Meaning in Life Evaluation (SMILE) has been developed to allow individuals to choose the life areas that they consider to beimportant for their own MIL. This approach relates to the “World Health Organisation” definition of quality of life (QOL) as an individual’sperception of his own position.

The aims of this study were (i) to assess MIL in a representative sample of the Swiss population accordingto the three linguistic regions and (ii) to evaluate whether MIL constitutes a significant determinant of the perceived QOL.MethodsA telephone survey of the Swiss population, performed by a professional survey company, was conducted between November andDecember 2013. The interview included the SMILE, perceived QOL (0-10) and health status (1-5), and various sociodemographic variables.In the SMILE, an index of weighting (IOW, 20-100), an index of satisfaction (IOS, 0-100), and a total SMILE index (IOWS, 0-100) arecalculated from the areas mentioned

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by the participants as providing MIL.ResultsAmong the 6671 telephonic contacts realized, 1015 (15%) participants completed the survey: 405 French, 400 German and 210 Italianparticipants. “Family” (80.2%), “occupation/work” (51%), and “social relations” (43.3%) were the most cited MIL-relevant categories.Italian participants listed “health” more frequently than German and French participants (50.4% vs 31.5% and 24.8% respectively,c2=12.229, p=.002). Age, gender, education, employment, and marital status significantly influenced either the MIL scores or the MILrelevantcategories. Linear regression analyses indicate that 24.3% of the QOL variance (p=.000) is explained by health status (B=.609,IC=.490-.728, p=.000), MIL (B=.034, IC=.028-.041, p=.000) and socioeconomic status (F=11.01, p=.000).ConclusionThe major finding of our analysis highlights the positive and significant influence of MIL on the perceived QOL in a representative sampleof a general, multilingual and multicultural population. This result indicates that the existential dimension is not only determinant for QOLin some critical life events, as shown e.g. in psycho-oncology and palliative care, but also in everyday life.

Keywords • Meaning in life, general population, quality of life, health

P15B - Character Strengths and Wellbeing: A Comparison of Young Adults from Counselling Centres withCommunity Samples A, Anjum (1), N, Amjad (1)Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan Character strengths have been linked to subjective wellbeing in terms of both being well adjusted and being free from psychologicalproblems. Our study examined the role of character strengths in young adults while exploring which, if any, character strengthsdiscriminate between young adults who are well adjusted and free of psychological problems’ symptoms from those who are reportingpsychological symptoms and poor wellbeing.

Students (age range 18 – 25 years) from three major public universities of Lahore weresurveyed during two academic years. Those who were well adjusted in terms of having below cut off scores on screening test and no selfreportof any psychological problem, need of any consultancy and any actual visit to campus counselor/psychologist during twosemesters were included in group 1i.e well adjusted (n=196). Group 2 (counseling group; n=87) comprised of students selected fromcampus counseling service centres of the same universities who were identified by the counselors as having problems/symptoms after 1-3initial sessions and were recruited before start of any counseling. A third group (n=148) was identified, from the general surveyed sample,indicating self-reported need of psychological help but never actually contacted any counselor/psychologist. Three groups wereadministered Values in Action –Inventory of Strengths-Urdu version (VIA-IS-U; Anjum & Amjad, 2015) alongwith self-constructed LifeStress Inventory (LSI) and Depression Anxiety Stress Scale (DASS; Lovibond & Lovibond, 1995). Counseling groups and those whoreported need of psychological help were significantly higher on life stress scores than well-adjusted group whereas on DASS, all threegroups significantly differed with counseling groups reporting highest scores followed by group 2 and then group 1. Three groups werethen compared on character strengths scores and four virtue factors identified in VIA-IS-Urdu. Three groups significantly differed on 15 ofthe 24 character strengths and all four virtue factors. Discriminant Function Analysis with 15 character strengths as independent variablesand life stress and DASS scores as covariate was run to find which character strengths discriminate between the groups. One significantdiscriminant function was identified that discriminated counseling group from other two groups, explaining 90% of the variance.

Zest,gratitude, perseverance, social IQ, creativity and humor were significantly discriminating with counseling group being lower on abovementioned six character strengths. Further, character strengths as predictors of DAS composite controlling for life stress scores wereexplored separately for each group. Some unique contributors of wellbeing were found with most important finding on self-regulation.High self-regulation predicted lower DAS scores in well-adjusted group and higher DAS scores in counselling group; a finding whichwarrants further in depth exploration. The study has vital implications.

P15C - The mutual support model of mindfulness and character strengths D. Pang, W. RuchUniversity of Zurich, Switzerland In the field of positive psychology, mindfulness and character strengths have gained much attention in research because of individualbeneficial effects. However, not much literature has been published about their overlap and potential synergetic effects. The aim of thecurrent study is to investigate the relationship between mindfulness and character strengths in a systematical way by usingcomprehensive instruments. Altogether 825 Germanspeaking volunteers (18-79 years, M = 42.0, SD = 12.5; 19.3% male) with differentlevels of meditation experience participated the study online. They filled in the questionnaires of mindfulness (FFMQ; Baer et al., 2006),character

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strengths (VIA-IS; Peterson, Park, & Seligman, 2005), as well as their meditation experience respectively. Partial correlation(spearman’s rho, controlled for age, gender and education) showed positive relationships between participants’ five mindfulness subscalesscores and their meditation experience (all p < .01). Seven out of the 24 character strengths are positively correlated (spearman’s rho,controlled for age, gender and education) with participants’ meditation experience: creativity, curiosity, love of learning, bravery,appreciation of beauty, gratitude and spirituality (all p < .01). The scores of the subscales of mindfulness served as mediators in therelationship between meditation experience and the corresponding character strengths. The results will be discussed in the context of amutual support model of mindfulness and character strengths: a) Meditation practicing predicts participants’ mindfulness scores, which,in turn, predict the corresponding character strengths; b) Participants with the corresponding character strengths tends to be interestedin meditation practice, which leads to the cultivation of mindfulness.

Keywords • character strengths, meditation experience, mindfulness, mutual support

P15D - Passion and Optimal Functioning in Society : The Mediating Effects of Self-Efficacy F. Fenouillet (1)R. J. Vallerand (2)C. Martin-Krumm (4)J. Heutte (3)Y. Delas (4)A. Krafft (5)A. Slezackova (6)(1)Chart-UPON - EA 4004, Université Paris Ouest Nanterre, France(2) Université du Québec à Montréal, Canada(3) Centre Interuniversitaire de Recherche en Education de Lille - EA 4354 -Université de Lille, France(4) CREAD - EA 3875 - ESPE de Bretagne – UEB, Rennes, France(5) University of St. Gallen Switzerland(6) University Mazaryk – Brno – Czech Republic The Dualistic Model of Passion (DMP; Vallerand et al., 2003) suggests that the existence of two forms of passion to explain highinvolvement in people’s favorite activities. With obsessive passion, the individual feels compelled to engage in the beloved activity.Conversely, harmonious passion allows the individual to freely engage in the activity in harmony with the different aspects of the self.Whereas the two forms of passions lead to similar outcomes (eg., performance), important differences take place with respect to otheroutcomes, such as well-being (see Vallerand, 2016). Specifically, research reveals that harmonious passion is positively related to variousindicators of wellbeing, while obsessive passion is negatively related or unrelated to these indicators (see Vallerand, 2015). In order toprovide a broader analysis of the well-being construct, Vallerand et al. (2011) proposed the Optimal Functioning in Society (OFIS)concept. OFIS involves high levels of psychological well-being from a multidimensional perspective (life satisfaction and meaning in life),physical health, positive relationships, high performance in one’s main field of endeavor (e.g., work or studies), as well as contributions tosociety. Past research, has shown that harmonious passion is positively associated with both self-efficacy and all constructs of the OFISconstruct, while obsessive passion is either unrelated or negatively associated with these constructs. The purpose of the present studywas to test an integrated model in which harmonious passion promotes self-efficacy whereas obsessive passion does not.

In turn, selfefficacywas expected to facilitate the experience of all OFIS constructs. This causal model was tested through SEM analysis with asample of nearly 5,000 respondents from four European countries (Switzerland, Germany, France, Czech Republic). The results confirmedthe proposed model. Areas for future research on the concepts of passion and Optimal functioning are proposed.

Keywords • passion, wellbeing References: Vallerand, R. J., Blanchard, C. M., Mageau, G. A., Koestner, R., Ratelle, C.,Léonard, M., Gagné, M., & Marsolais, J. (2003). Les passions de l’âme: On obsessive and harmonious passion. Journal of Personalityand Social Psychology, 85, 756-767.Vallerand, R.J., Forest, J., Houlfort, N., Miquelon, P., Perreault, S., & Rinfret, N. (2011).

Passion andoptimal functioning in society. Upublished data.Vallerand, R.J. (2015). The Psychology of Passion : A Dualistic Model. Oxford University Press.Vallerand, R.J. (2016). The Dualistic Model of Passion: Theory, research, and implications for the field of education. In J.C.K.Wang, L.W.Chia, & R.M. Ryan (Eds.). Building autonomous leaders: Research and practical perspectives using Self-Determination Theory. New York:Springer.

P15E - Sense of coherence and authenticity mediate the relationship between grit and different aspects of wellbeing M. M. Vainio (1), D. Daukantait (2)University of Nottingham, UK (1), Lund University, Sweden (2) The aims of the present study were to investigate whether grit, defined as passion and perseverance for long-term goals (Duckworthet al. 2007), is positively related to psychological well-being, life satisfaction and harmony in life

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(Kjell et al., 2015), and whether theserelationships are mediated by sense of coherence and authenticity. These hypothesized relationships were approached throughorganismic valuing theory (Rogers 1961, 1964), which proposes that people are motivated to pursue their highest potential while growingtowards a stronger connection with the self (authenticity), higher well-being, and harmony in life. These hypotheses were thoroughlytested in two studies, with Study 1 comprising a student sample (N = 196) and Study 2 comprising a larger, more diverse, and older sampleof working adults (N = 396). The results of both studies supported our hypotheses. First, grit was strongly related to all aspects of wellbeing,which was expected given our theoretical framework of considering grit as a motivation akin to the growth motivation posited byorganismic valuing process theory (i.e., the growth towards one’s full potential). Second, these relationships were significantly mediatedby sense of coherence and authenticity for women in both studies and men in Study 2; however, for men in Study 1, the relationshipbetween grit and life satisfaction and harmony in life was mediated only via sense of coherence while the indirect relationship viaauthenticity was not significant. Specifically, the relationship between grit and psychological wellbeing showed complementary mediationvia both mediators, while the mediations were indirect-only between grit and life satisfaction and between grit and harmony in life (exceptfor men in Study 1). Finally, we found no moderation by gender.The results from the two studies add to the research on positive psychology, providing new knowledge on the complexity of therelationships between variables—variables that had previously been discussed separately. Furthermore, by using organismic valuingtheory as a framework, our results offer further support for the humanistic psychology perspective on well-being as a growth processtoward the fulfillment of one’s potential and finding authenticity.

Keywords • Grit, Psychological well-being, Life satisfaction, Harmony, Sense of coherence, Authenticity, Organismic valuingtheory References: Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion forlongterm goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. DOI: 10.1037/00223514.92.6.1087Kjell, O. N. E., Daukantait , D, Hefferon, K., & Sikström, S. (2015). The Harmony in Life Scale complements the Satisfaction with Life Scale:Expanding the conceptualization and measurement of the cognitive component of subjective well-being. Social Indicators Research. DOI:10.1007/s11205-015-0903-zRogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. London: Constable.Rogers, C. R. (1964).

Toward a modern approach to values: the valuing process in the mature person. Journal of Abnormal and SocialPsychology, 68(2), 160–167.

P23E - Effectiveness of Group Intervention Based on Positive Therapy on Dysfunctional Attitudes andHappiness in Adolescent (1)S. Behzadi Pour(2). S. Khosravi1., 2. Department of psychology, Shiraz branch, Islamic Azad University, Shiraz, Iran Positive interventions which focus on positive aspects and strengths of people are kinds of relatively new interventions in psychology.This research has been conducted in order to investigate how effective the positive intervention is in decreasing dysfunctional attitudesand in increasing level of happiness in adolescent girls.

Method: Using available sampling method, 31 girls were selected and randomlyassigned in experimental and control groups. Trainings based on positive therapy were given to the experimental group during elevenweekly sessions of two-hour duration each. During this period, control group was given no training at all. Dysfunctional attitudes weremeasured by using Weissman scale of Dysfunctional Attitude and the rate of happiness was measured by using Oxford HappinessInventory, and both were done before and after intervention, 4 and 9 months after the intervention ended. Results: Repeated measuresshowed that in comparison with the control group, positive trainings significantly reduced dysfunctional attitudes, and increased rate ofhappiness. Conclusion: Based on these results, it can be claimed that positive intervention not only decreases dysfunctional attitudes, butalso increases happiness. Therefore, this method can be used to reduce psychological problems which underlie psychological disorders.This intervention can also improve quality of life.

P24A - Personality, Optimism, Hope, and religiosity among Cancer Patients K. Parthi1 and R. Gupta1(1)DAV College, Sector 10, Chandigarh, India Introduction: With the increasing number of cancer cases, increasing demands are being placed on health care systems to addresspsychosocial care. It generally is accepted that religiosity is associated with increased optimism

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and decreased pessimism. However, theempirical link between religiosity and optimistic and pessimistic expectancy outcomes remains under examined. Similarly, how hopeinteracts with optimism and religiosity tends to remain a subject of fewer enquiries. Methodology: The current study explored theassociation between religiosity, hope and dispositional optimism among a sample of cancer patients. Also, how personality interacts withthe three variables was also assessed. The data were collected with a questionnaire set composed of a demographic form and fourresearch instruments: Eysenck’s Personality Inventory (Short form), Adult Hope Scale, The Life Orientation Test—Revised (LOT-R), and TheCentrality of Religiosity Scale (CRS). Results & Conclusions: Significant gender differences were observed on the dimensions of religiosity,hope and extroversion, and psychoticism scales of personality. Correlational analysis found significant correlation among the variousdimensions of personality.

Significant correlation was also observed between religiosity dimension and neuroticism scale. This studybrings forth relevant findings for developing specific psychological care in the field of oncology. The results of this study will help guidethe direction of future prospective studies in the field of positive psychology.

Keywords • Optimism, Hope, Religiosity, personality, Cancer References: Ai, A.L., Peterson, C., Bolling, S.F., & Koenig, H.(2002). Private prayer and optimism among middle-aged and older patients awaiting cardiac surgery. The Gerontologist, 42, 70-81.Ebright, P.R., & Lyon, B. (2002). Understanding hope and factors that enhance hope in women with breast cancer. Oncology NursingForum, 29(3), 561-568.Felder, B.E. (2004). Hope and Coping in Patients with Cancer Diagnoses. Cancer Nursing, 27(4), 320-324.Ferguson, V. H. (2006). Relationships of age and gender to Hope and Spiritual Well-Being Among Adolescents with Cancer.

Journal ofPediatric Oncology Nursing July 2006 vol. 23 no. 4 189-199.Goodwin, P.J., et al. (2001). The Effect of Group Psychosocial Support on Survival in Metastatic Breast Cancer. N Engl J Med,345, 1719-1726.Halama, P., & Dedova, M. (2007). Meaning in life and Hope as predictors of positive mental health: Do they explain residual variance notpredicted by personality traits?. Studia Psychologica, 49, 3.Huber, S.; Huber, O.W. The Centrality of Religiosity Scale (CRS). Religions 2012, 3, 710-724.Lynn, R., Martin, T. (1997). Gender Differences in Extraversion, Neuroticism, and Psychoticism in 37 Nations. The Journal of SocialPsychology, 137(3), 369-373.Mattis, J.S., Fontenot, D.L., Hatcher-Kay, C.A., Grayman, N.A., Beale, R.L. (2004). Religiosity, Optimism and Pessimism among AfricanAmerican. The Journal of Black Psychology, vol.30, no.2., 187-207.Park, C. L. (2005). Religion as a meaningmaking framework in coping with life stress. Journal of Social Issues, 61, 707–729.Saroglou, V., & Munoz-Garcia, A. (2008). Individual Differences in Religion and Spirituality: An Issue of Personality Traits and/or Values.Journal for the scientific study og religion,47(1), 83-101.Scheier, M.F., Carver, C.S., and Brigdes, M.W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and selfesteem):A re-evaluation of The Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063 - 1078.Schmitt, D. P., Realo, A., Voracek, M., & Allik, J. (2008). Why can’t a man be more like a woman? Sex differences in Big Five personalitytraits across 55 cultures. Journal of Personality and Social Psychology, 94, 168–182.Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al.(1991). The will and the ways: Development andvalidation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 570-585.Tiwari, T., Singh, A.L., and Singh, I.L. (2009). The short-form revised Eysenck personality questionnaire: A Hindi edition (EPQRS-H).IndPsychiatry J. 2009 Jan-Jun; 18(1): 27–31.

P24B - Flow experience and individual differences Harmat, L. (1), Ullén F (1), Theorell T, (2), Madison, G. (3),(1) Karolinska Institute, Department of Neuroscience, Sweden (2) StockholmUniversity, Stress Research Institute, Sweden (3) Umeå University, Department of Psychology, Sweden Earlier studies suggest that individual differences in flow experiences depend on both situational variables, e.g. the environmentalopportunities to engage in flow promoting activities, and personal traits (Ullén at al. 2012). Here, we present results of phenotypicanalyses of associations between flow proneness and five major modalities of individual differences, i.e. personality, cognitive abilities,motivation, emotional competence (alexithymia) and performance on chronometric tasks. The data was collected using self-reportquestionnaires in a cohort of more than 10,000 Swedish twin individuals. The aim of the study was partly exploratory, but we alsoaddressed three specific hypotheses suggested by earlier literature, i.e. that flow proneness is (i) correlated with personality, specificallywith traits reflecting emotional stability (low neuroticism) and conscientiousness; (ii) unrelated to cognitive ability; and (iii) correlatedwith trait intrinsic motivation. The results confirmed all three hypotheses.

Additional main findings were that flow proneness is related toextraversion, agreeableness, openness to experience, low schizotypy, and emotional competence (low alexithymia). Sex differences in flowproneness were mostly negligible, but flow proneness increased weakly with age. In summary, individual differences in flow

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pronenessshow substantial relations to personality related traits but appear essentially independent of cognitive abilities. We conclude that theresults taken together support the notion of flow proneness being related to an autotelic personality, and discuss the potentialimplication of relations between the observed correlates of flow proneness and outcomes related to health and well-being.

Keywords • autotelic perosnality, intelligence, flow proneness, individual differences, personality, References: Ullén. F.,Harmat L., Theorell, T., Madison, G. (in press) Flow and individual differences – a phenotypic analysis of data from more than 10,000twin individuals. In: Harmat, L., Orsted, F., Ullén, F., Sadlo, G.,Wright, J. (eds): Flow Experience: Empirical Research and Applications.Springer, Dodrecht, Heidleberg, New York, London 2016.Ullén, F., de Manzano, Ö., Almeida, R., Magnussson, P. K. E., Pedersen, N. L., Nakamura, J., et al. (2012). Proneness for psychological flowin everyday life: Associations with personality and intelligence. Personality and Individual Differences, 52, 167-172.

P24C - The relationship between health-related behavior and life satisfaction, quality of life, well-being, positiveaffect and spirituality among future professionals expected to support people’s physical or mental health A. Bo ek (1, 2), P. F. Nowak (2)(1) Jagiellonian University, Institute of Psychology, Poland (2) Wojtyla Institute Science Foundation,Poland The impact of health-related behavior, including physical activity (PA), on the positive life outcomes such as life satisfaction, quality oflife and well-being has already been studied among different age groups: adolescents (Omorou et al., 2015), college students (Maher etal., 2014), university students (Binkowska-Bury et al., 2010), adults and the elderly (Blacklock, Rhodes and Brown, 2007; Brown andFrankel, 1993). The results are inconsistent, although most of them indicate positive relationships of PA with such outcomes (Penedo andDahn, 2005).

However, still little is known about relationship of health-related behavior and spirituality, although the latter has beenrecognized as one of the four dimensions of health (Harris et al. 1999). Moreover, it seems important to find out if choosing a professionexpected to support people’s health is related to demonstrated health-related behavior.The main aim of the study was to examine whether with the increase in health-related behavior, in particular the level of PA, increases thelevel of life satisfaction, overall quality of life, well-being, positive affect and whether health-related behavior is connected with the levelof spirituality. The second objective was to examine if people preparing for professions related to the support of physical health differ inhealth-related behavior, especially PA, and spirituality from people who, as professionals, are going to support psychosocial dimension ofhealth.To test the hypothesis we used Inventory of Health-Related Behaviour (IZZ), International Physical Acitvity Questionnaire (IPAQ), TheSatisfaction with Life Scale (SWLS), Comprehensive Quality of Life Scale – Adult (ComQol-A5), Psychological Well-Being (PWB), PositiveAffect Negative Affect Scale (PANAS-X) and The Self-Report Questionnaire (to measure spirituality). The study was conducted among 554students from five Polish universities – 295 of which studying physical health, physiotherapy or touristic and recreation and 259 of whichstudying psychology, pedagogy or theology, both sexes, aged from 18 to 30 (M=21,67; SD=1,88).The results showed that general health-related behaviour is positively related to life satisfaction, overall quality of life, positive affect andspirituality in both groups of future professionals, but not with any dimension of well-being.

Physical activity was positively related onlyto positive affect and overall quality of life. Health-related behaviour did not differentiate the two research groups, except the dimensionof proper eating habits. However, the level of physical activity was significantly higher in group expected to support physical health, andthe level of spirituality (both general and individual dimensions) was significantly higher in the group expected to support psychosocialdimension of health.The research indicates the importance of moulding health-related behaviour among people whose occupations are related to the supportof people’ health Keywords • health-related behaviour, physical activity, life satisfaction, quality of life, well-being, spirituality References: Binkowska-Bury, M., Kruk, W., Szyma ska, J., Mar , M., Penar-Zadarko, B., and Wdowiak, L. (2010). Psychosocial factors and healthrelatedbehavior among students from south-east Poland. Annals of Agricultural and Environmental Medicine, 17, 107-113.Blacklock, R. E., Rhodes, R. E., and Brown S. G. (2007). Relationship Between Regular Walking, Physical Activity, and Health-RelatedQuality of Life. Journal of Physical Activity and Health, 4, 138-152.Brown, B. A, and Frankel, E. G. (1993). Activity through the years: leisure, leisure satisfaction and life satisfaction. Sociology of SportJournal, 10, 1-17.Cummins R. A. (1997). Comprehensive Quality of Life Scale –

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Adult: ComQol-A5. Melbourne: School of Psychology, Deakin University.Diener E., Emmons, R. A., Larsen, R. J., and Griffin S. (1985) The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75.Harris, A. H. S., Thoresen, C. E., McCullough, M. E., and Larson, D. B. (1999). Spiritually and religiously-oriented health interventions.Journal of Health Psychology, 4, 413-434.Heszen-Niejodek, I. and Gruszy ska, E. (2004). Wymiar duchowy cz owieka, jego znaczenie w psychologii zdrowia i jego pomiar (Eng: Thespiritual dimension, its importance in health psychology and its measurement). Przegl d Psychologiczny, 47, (1), 15-31.Juczy ski Z. (2009) Narz dzia pomiaru w promocji i psychologii zdrowia. [Eng: Measurement tools in the promotion and healthpsychology]. Warszawa: Pracownia Testów Psychologicznych.Maher,J. P., Doerksen, S. E., Elavsky, S. and Conroy, D. E. (2014). Daily satisfaction with life is regulated by both physical activity andsedentary behavior.

Journal of Sport & Exercise Psychology, 36, 166-178.Omorou, A. Y., Langlois, J. A, Lecomte, E. B, Briançon, S. A, and Vuillemin, A. A (2015). Cumulative and bidirectional association ofphysical activity and sedentary behaviour with health-related quality of life in adolescents. Quality of Life Research, November 2015, 1-10.Penedo, F. J. and Dahn, J. R. (2005) Exercise and well-being: a review of mental and physical health benefits associated with physicalactivity. Current Opinion in Psychiatry, 18 (2), 189-193.Patterson E. (2015) Guidelines for data processing and analysis of the International Physical Activity Questionnaire (IPAQ), http://www.ipaq.ki.se/scoring.pdf.Ryff C.D., and Keyes C.L.M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69,719-727.Watson D., Clark L. A., Tellegen A. (1988). Development and validation of brief measures of positive and negative affect: The PANASscales. Journal of Personality and Social Psychology, 54, 1063-1070

P24D - Posttraumatic growth over time: A two-year study comparing melanoma and breast cancer patients A. Bonnaud Antignac (1,2), M. Bourdon (1,2), M. Blanchin (2), V. Sébille (2), Philippe Tessier (2), Mario Campone (1), François Dravet(1), Gaëlle Quéreux (3)(1) Institut de Cancérologie de l'Ouest, France(2) EA 4275 SPHERE, Université de Nantes, France(3) CHU de Nantes, France While numerous studies have examined the negative consequences of cancer diagnosis on quality of life, an expanding body ofresearch shows that patients can give a positive meaning in traumatizing event and even experience positive transformations following adiagnosis of cancer. This phenomenon has been called “PostTraumatic Growth” (PTG) and includes enhanced interpersonal relationships,increased spirituality, greater appreciation of life, positive changes in life priorities and sense of increased personal strength.

Longitudinalstudies that have examined PTG over time have generally focused on single-tumor sites, which makes difficult to compare the evolution ofPTG over time induced by various cancer types. Yet, this issue warrants scrutiny to determine whether support interventions should bedirected toward specific groups of people at specific times, depending on the type of cancer. Breast cancer and melanoma were selectedto perform such a comparison because they have a similarly good prognosis when detected at early stages, yet very different surgeriesand treatments. In addition, melanoma patients often look healthy compared to breast cancer patients.

They perceive their illness asrelatively easy to control, with little consequences on their health. Objective: The present study aims to estimate change in PTG totalscores over time following breast cancer and melanoma diagnoses; to identify psychological variables associated with PTG scores overtime in both cancers. Two hundred and four breast cancer patients and 74 melanoma patients completed self-report questionnaires ofPTG, coping strategies, anxiety, depression and emotional functioning within the months following the diagnosis at T1 (=6 months), T2(=12 months) and T3 (=24 months). Multilevel analyses are performed using SAS to assess the effects at baseline as well as the effects ofchange from baseline of psychological variables on PTG scores. Preliminary analyses show that PTG increases over time in both cancers(1.72 points, p < .001; from one time point to the next time point). However, breast cancer patients reported higher PTG than melanomapatients did (-7.78 points, p = .003; for melanoma patients as compared to breast cancer patients) over all time points of the study. Weexpect that the emotional determinants of PTG over time will differ according to the type of cancer, since melanoma may be moretrivialized compared to breast cancer. These results suggest psychological adaptation via perceived positive changes during and after thetreatment in melanoma and breast cancer patients. In addition, we found that breast cancer patients experience more PTG thatmelanoma patients. We are currently investigating whether specific psychological variables may be responsible for the differences in PTGreports.

Keywords • posttraumatic growth, longitudinal study, melanoma, breast cancer, positive psychology, psychooncology

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P24E - The Role of Social and Emotional Intelligence in Mental Well-Being T. Dogan (1), H. S. Ertas (2), N. C. OÅNksüz (3)(1) Uskudar University, Istanbul, Turkey(2) Uskudar University, Istanbul, Turkey(3) Uskudar University, Istanbul, Turkey Social and Emotional Intelligence has become of widespread interest to psychological research in recent years.

Related literaturedescribes The concept of social intelligence was first defined in literature by Thorndike (1920) as “the ability to understand and managemen and women, boys and girls, and to act wisely in human relations”.

Whereas in this definition “understanding people” forms thecognitive dimension of social intelligence, “managing people and acting wisely in human relations” form the performance dimension.Emotional Intelligence, on the other hand, is being described as an Emotional intelligence is the ability to be aware of your emotions andthe emotions of others and then to use that knowledge to help manage the expression of emotions in the most constructive manner.(Mayer & Salovey, 1997). Previous research on the topic has shown that individuals who are high on Social and Emotional Intelligence,have more advantages in life and better life standarts (Dogan & Eryılmaz, 2014). Thus this study is designed with the aim of examining therelationship between Social and Emotional Intelligences of universtiy students and their mental wellbeing levels. 274 student who arecontinuing their university educaitions in Istanbul participated in the study. The Tromso Social Intelligence Scale (Silvera, Martinussen, &Dahl, 2001).

Emotional Intelligence Evaluation Scale (Ergin & Yılmaz, 2000) and Warwick-Edinburgh Mental Wellbeing Scale (Tennant etal., 2007) are used for data collection. Pearson Correlation and multiple regression analysis methods have been used for analyzing data.Through this study, it has been determined that the mental well-being of individuals is explained by social and emotional intelligence at astatistically significant level. The results of the study shows that social and emotional intelligence are important predictors of mental wellbeing.Earlier literature findings supports that both social and emotional intellgences are highly prone to be improved. Thus it is concludedthat, by developing educational programs for university students on Social and Emotional Intelligence development, increase on the levelof their mental well-being will also be achieved.

Keywords • Social Intelligence, Emotional Intelligence, Mental Well-Being, Mental Health References: Dogan, T., &Eryılmaz, A. (2014). The role of social ıntelligencein happiness. Croatian Journal of Education, 16(3), 863-878.Ergin, E., & Yılmaz, H. (2000). Emotional intelligence and personality among university students. VIII. Educational Sciences Congress,Trabzon.Mayar, J.D., Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds), Emotional development and emotionalintelligence. Educational implications. (pp.430). New York Basic Books.Silvera, D.H., Martinussen, M., & Dahl, T. I. (2001). The Tromso social intelligence scale, a self report measure of social intelligence.Scandinavian Journal of Psychology, 42(4), 313-319.Tennant R, Hiller L, Fishwick R, Platt P, Joseph S, Weich S, Parkinson J, Secker J, Stewart-Brown S. The Warwick-Edinburgh Mental WellbeingScale (WEMWBS): Development and UK validation. Health and Quality of Life Outcome 2007, 5(63).Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227-235.

HEALTH AND WELLNESS • POSTER POF049 - The conception of God and its relationship with self- esteem and mental health among collegestudents M. M. NaderiDepartment of psychology, Islamic Azad University, Azadshahr branch, Azadshahr, Iran This study aimed to investigate the relationship between the conception of God, self -esteem and mental health in students of IslamicAzad University of Azadshahr. For this purpose, 250 students (130 men, 120 women) from various fields of study were selected withrandom cluster sampling and they responded to conception of God questionnaire, Self-esteem questionnaire of Copper Smith and Generalhealth questionnaire (GHQ). Data was analyzed using correlation method, multivariate variance and step by step regression tests. Thefindings indicate that there is a positive relationship between the student's conception of God and their mental health as well as their selfesteem.Also, students who had a positive conception of God had more self-esteem and mental health than other students. The results ofstep by step regression test showed that student's mental health can be predicted according to two variables of positive or negativeimpression of God as well as self- esteem. In addition, the positive impression among boys and girls is different in the sense that girlsreceived higher scores compared with boys.

Keywords • God, self- esteem, mental health

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POF050 - Effectiveness of Positive Psychological Intervention on Psychological Well-being and Life Satisfactionin Mothers of Children with Cancer S. Behzadi Pour(1)N. Reihani (1)M. Bordbar (2)(1).Department of psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.(2)Shiraz Medical University, Iran Having a child with cancer, had a negative impact on mental quality of life of parents, especially mothers, who have more caring role,and reduces the life satisfaction and the Psychological well-being. Therfore, this study aims to improve the life satisfaction and thepsychological well-being in their lives with the help of the procedures was conducted in positive psychological intervention. In this study,50 mothers of children with cancer who were referred to Immam Reza treatment center in Shiraz, was selected accessibly and thenassigned to two experimental and control group randomly. The participants completed SWLS (Satisfaction With Life Scale) and PWBS(Psychological Well-Being Scale). Data was analyzed using analysis of covariance and SPSS software.The findings suggest that positivepsychological intervention is positively affected on the life satisfaction and the psychological well-being.

Keywords • Positive Psychological Intervention, psychological well-being, life satisfaction, Mothers of Child with cancer

POF051 - Creativity, emotion and wellbeing: a theoretical description of their relationships.

A. Dumouilla (1)M. Botella (1)J. Nelson (1)F. Zenasni (1)(1) LATI - Université Paris Descartes 71 rue Edouard Vaillant 92100 Boulogne, France The studies analyzing the links between emotions and creativity show that creativity may be considered as the result of twoprocesses: a problem solving process or adaptation and fulfillment process or self-actualization. In the first case, creativity is thesuppression, or at least an attempting to suppress, a tension or an emotional problem. Hence, there are two precursors to the creativephenomenon: (1) the general level of activation induces an accompanying emotional state and (2) this state is characterized by thenegative valence. In the first case, for the sake of homeostasis, individuals seek to reduce the intensity of an emotional state. In thesecond case, on the basis of cognitive calibration, individuals tend to eliminate a negative sign of a problematic state. In both cases,creativity corresponds to a kind of coping strategy.As part of the process of fulfillment or self-actualization, creativity is an expression of well-being. In other words, creativity is the productof a process of free association, promoted by the state of serenity or wellbeing of the individual. This process may correspond, as regardsthe effect of a relaxed state, and / or a state of privileged connections with positive thoughts in memory. Note that this general processmay be divided into two sub-processes, related on the one hand to the intensity of the emotional state, and on the other hand to positivevalence. In line with the assumptions of Martindale (1981), when the intensity level is very low, individuals would generate far more easilyassociations. Furthermore, when the valence state is positive, the individual would be smoother because of privileged connections orflexibility.In presenting the state of the art of studies focusing on the links between emotions and creativity and analyzing the different possibleprocesses, we will show how creativity can be either an adaptation process or a development process.

Keywords • Creativity – emotion – problem solving - fulfillment process - wellbeing.

References: Martindale, C. (1981).Cognition and consciousness. Homewood, IL: Dorsey.

POF052 - Character strengths and Martial satisfation M. Boiman-Meshita (1) H. Littman-Ovadia (1)(1) Ariel University, 40700 Ariel, Israel IntroductionCharacter strengths are 24 positive human traits that have been associated with diverse positive outcomes, such as life satisfaction andrelationship satisfaction. Despite the significant potential impact that character strengths have on relationship satisfaction, only fewresearchers have empirically tested character strengths in the relationship context. For example, some studies have investigated thestrengths we seek in a spouse, while others have examined the association between partners' character strengths to their marital or lifesatisfaction. However, to the best of our knowledge, the question of which of the 24 individuals' and partners' character strengths havethe most significant contribution to individuals' marital satisfaction has yet to be considered. The present study sought to fill this gap.MethodThe sample consisted of 176 heterosexual couples,

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who were married for 6 months to 45 years (M= 4.88, SD = 8.41). About half of them(44%) had children. Upon agreeing to participate in the study, each partner received an e-mail containing two electronic links towebpages through which they submitted demographic information on-line and completed two questionnaires: 1) Dyadic Adjustment Scale(DAS), assessing marital satisfaction, and 2) The short version of the Value in Action Inventory (VIA-120), assessing character strengths.Each participant completed the questionnaire battery individually.ResultsIn order to determine which of the individuals' and partners' 24 character strengths make the most meaningful contribution to theindividual’s marital satisfaction, we conducted 24 hierarchical regressions twice, with one set of the 24 strengths predicting the husbands'marriage satisfaction and a second set of the 24 strengths predicting the wives' marriage satisfaction. In each regression, individuals'strengths score was entered as a predictor in step one, and partners' strengths score was entered as a predictor in step two. Resultsindicated that most of the individuals' character strengths were associated with marriage satisfaction, both for males and for females. Inaddition, females' strengths of forgiveness and love, and males' strengths of social intelligence and prudence, contributed significantly tothe explained variance of partners' marriage satisfaction, beyond the individuals’ own character strengths.ConclusionsThe present study's findings are consistent with Weber and Ruchs' (2012) adolescent sample results, indicating that the contribution offemales' forgiveness and males' social intelligence and prudence to partners' satisfaction is stable across age, status, and culture.Furthermore, based on previous evidence, our findings suggest that the strengths we seek in a spouse have a very little overlap with thestrengths that actually contribute to marital satisfaction. Taken together, these findings help clarify the role of character strengths in themartia Keywords • Character strengths, Martial satisfaction, Relationship satisfaction, Positive relationships, VIA inventory of strengths.

References: Weber, M., & Ruch, W. (2012). The role of character strengths in adolescent romantic relationships: An initialstudy on partner selection and mates' life satisfaction. Journal of Adolescence, 35(6), 1537-1546. Doi: 10.1016/j.adolescence.2012.06.002

POF053 - How to ensure well-being among children and adolescents: Giving children and adolescents a voice –Presenting an ultra-brief outcome measure for children and adolescents: The Well-being Rating Scale (WRS) P. NissenAarhus University, CopenhagenDenmark Positive psychology is about thriving and promoting healthy development but in order to attain a comprehensive understanding ofhuman pursuit of a fulfilling life we should also understand the obstacles to thriving in order to promote a growth and health in humanbeings. The presenter will describe and demonstrate an ultra-brief wellbeing outcome-measure tool to be used on a day-to- day-basis forpractitioners working in institutions, schools, treatment centers etc. Its theoretical basis includes personal as well as environmentalaspects. It takes less than one minute to measure the level of well-being. The rating scale enables the practitioner to measure the outcomeof an intervention and follow the trajectory of development. The feasibility of the scale is also dis-cussed, and considerations for furtherapplication of the instrument are presented. An electronic version has recently been developed for use on iPad, PC, iPhone, etc. whichenables the practi-tioner to get information from a child/adolescent, group of children/adolescents within a minute.

Keywords • Well-being, analog rating scale, measurement instrument

POF054 - How to teach and promote ‘Second Wave Positive Psychology’ principles? Insights from a well-beingpromotion workshop in Montreal M. Benny, PhD, Psychology teacher (1), S. Coulombe, PhD cand. (2), J.-F. Villeneuve, M.Ps., Clinical psychologist (3)1. CollègeMontmorency, Laval, Canada ; 2. Université du Québec à Montréal, Montréal, Canada ; 3.

Independent worker, Montréal, Canada Positive psychology has been criticized for being focused on the positive side of life, neglecting the hardship and distress that are partof being human. Researchers have recently proposed their visions for a Positive Psychology 2.0 (Wong, 2011) or 2nd Wave PositivePsychology (Ivtzan et al., 2015) that would recognize that aspects of positive functioning, such as growth, meaning and transformation,may arise from being confronted with adversity.

This challenges existing interventions that predominantly concern positive activities andthe pursuit of happiness (e.g., Layous et al., 2015). Rather than just supporting people in becoming more happy, how can we best helpthem

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becoming whole (Kashdan & Biswas-Diener, 2014), and embracing their complete set of emotions? This presentation aims to provideinsights on this question, based on our experience with the development and evaluation of a workshop (Villeneuve & Benny, 2014) for thegeneral public. Organized around Seligman’s (2011) PERMA model, this 5-session workshop aims to cultivate well-being : positiveemotions, engagement, meaningful life, harmonious relationships and accomplishments. Each session includes theoretical content andexperiential activities. The program has been implemented 3 times. Through upgrades performed between iterations of the program, itsperspective has become increasingly balanced: self-compassion (Neff, 2003), psychological flexibility (Kashdan & Rottenberg, 2010),mindfulness without meditation (Harris, 2009), resilience through strengths use (Wood et al., 2011), and growth mindset (Dweck, 2006)are now integrated as factors that promote wholeness in addition to happiness. Feedback from participants suggests their satisfaction.An evaluation process is being prepared. Measures of constructs related to wholeness will be used for both evaluation and pedagogicalpurposes.

We will discuss difficulties and successes associated with teaching and promoting a balanced approach to wellbeing.

Keywords • well-being, wholeness, intervention program, balanced approach, program development and evaluation References: Ivtzan, I., Lomas, T., Hefferon, K.,Second wave positive psychology: Embracing the dark side of life.

Routledge.Kashdan, T., & Biswas-Diener, R.The upside of your dark side: Why being your whole self --not just your "good" self-- drives success andfulfillment. Penguin.Wong, P. T. (2011). Positive psychologyCanadian Psychology/Psychologie Canadienne, 52(2), 69.

POF055 - Differences in distress, hedonic and eudaimonic well-being between patients with Parkinson’s andtheir caregivers.

F. Vescovelli (1), G. Cesetti (1), D. Sarti (2), D. Mariotti (2), C. Ruini (1)(1) Department of Psychology, Laboratory of PositivePsychology, University of Bologna, Italy(2) Talassoterapico-Riminiterme Physical Rehabilitation Center, Italy Background: Parkinson’s Disease could be a very disabling condition for patients and their caregivers (MartinezMartin et al. 2008;Peters et al. 2011; Greenwell et al. 2015; Starkstein et al. 2015). Previous research documented the presence of positive psychologicalfunctioning also in chronic medical diseases (Barskova & Oesterreich, 2009; Hefferon et al. 2009). However, the majority of these studiesmainly focused on cardiovascular and oncological illnesses. The aim of this study was to explore the role of positive psychologicalfunctioning in this neglected medical condition, represented by Parkinson's Disease.Methods: patients with Parkinson's Disease and their caregivers’ psychological functioning were compared using the Post-traumaticGrowth Inventory (PTG), the Psychological Well-being Scales (PWB), the Positive Effects of Illness Scale (PES), and the SymptomQuestionnaire (SQ). The final sample consisted of 19 patients devoid of cognitive impairments according to Mini Mental StateExamination and 19 caregivers.Results: patients with Parkinson's Disease reported significantly higher levels of PTG, PES gratitude, SQ somatic symptoms and lowerlevels of PWB positive relations, compared to their caregivers.Conclusions: these results suggest that Parkinson’s Disease may be particularly demanding for caregivers who show a more impairedpositive psychological functioning than patients. Dimensions such as PTG and gratitude resulted to be particularly developed in this groupof patients probably due to the amount of care and support they daily receive. Future research should better investigate the potentialprotective roles of these variables in facing the disease progression, both in patients and their caregivers.

Keywords • Chronic medical Illness; hedonic well-being; eudaimonic well-being; caregivers.

References: Barskova, T., &Oesterreich, R. (2009). Post-traumatic growth in people living with a serious medical condition and its relations to physical and mentalhealth: A systematic review. Disability and Rehabilitation, 31(21), 1709-33. doi: 10.1080/09638280902738441.Greenwell, K., Gray, W. K., van Wersch, A., van Schaik, P., & Walker, R. (2015).

Predictors of the psychosocial impact of being a carer ofpeople living with Parkinson's disease: A systematic review. Parkinsonism & Related Disorders, 21(1), 1-11. doi: 10.1016/j.parkreldis.2014.10.013.Hefferon, K., Grealy, M., & Mutrie, N. (2009). Post-traumatic growth and life threatening physical illness: A systematic review of thequalitative literature. British Journal of Health Psychology, 14(2), 343-378. doi: 10.1348/135910708X332936.Martinez-Martin, P., Arroyo, S., Rojo-Abuin, J. M., Rodriguez-Blazquez, C., FradesPayo, B., & de Pedro, C. J. (2008). Burden, perceivedhealth status, and mood among caregivers of Parkinson’s

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disease patients. Movement Disorders, 23(12), 1673-80. doi:10.1002/mds.22106.Peters, M., Fitzpatrick, R., Doll, H., Playford, D., & Jenkinson, C. (2011). Does self-reported well-being of patients with Parkinson’s diseaseinfluence caregivers strain and quality of life? Parkinsonism and Related Disorders, 17(5), 348-352. doi: 10.1016/j.parkreldis.2011.02.009.Starkstein, S., Dragovic, M., Brockman, S., Wilson, M., Bruno, V., & Merello, M. (2015). The impact of emotional distress on motor blocksand festination in Parkinson’s Disease. The Journal of Neuropsychiatry and Clinical Neurosciences, 27(2), 121-126. doi: 10.1176/appi.neuropsych.13030053.

POF056 - Relationship between positive resources, strengths of character and mental health C. BELROSE (1), MH. FERRER (1), C. MARTIN-KRUMM (1, 2), C. TARQUINIO (2), F. FENOUILLET (3), M TROUSSELARD (1)(1) IRBA NPS,France(2) APEMAC EPSaM, université de Lorraine, France(3) CREF, Université Paris X Nanterre, France Better understand the mechanisms of how to limit the deleterious consequences in stressful environments is in the search fieldfactors of individual resilience to promote the prevention of mental health. Psychology offers an application look to circumscribe the bestpsychological resilience for promoting mental health. The declination of these levers can be articulated around two axes: the positiveresources and that of beliefs, operationalized by the concept of values in action: 1/ The positive resources target the psychologicalconditions under which the quality of life of an individual is facilitated instead of being hampered. It raises the perception of autonomy asa major contributor to mental health. In this context, we consider it important to target the perception of individual autonomy as a keyelement of its reintegration dynamics. This autonomy is defined as a cognitive resource resulting from the interaction between positiveinternal resources (provisions of mindfulness, motivation and optimism contributing to the personality) and resources to cope. And 2 /The concept of strength of character characterizes the ability to support an effort without immediate results, and acceptance of partialresults. This inner strength reflects the ability of decision address the constraints that life imposes. It can withstand environmentalpressures but also to the dictatorship of the brain, in the sense of internal pressures related to emotions, habits, rituals and impulsivegestures. It is the ability to exercise a compromise between internal requirements and those of the outside world which. This cognitivemediation can guide prediction, deliberation, quick access to data from the memory and speed of the judgment of every moment. Recentstudies raise this force as the real engine of personal change and support their success. Although the majority of these studies have beenconducted in the field of clinical psychology, it appears in the world of work as a major factor for adaptation and job satisfaction.We evaluated 400 students in a cross- study psychological resources and values in action to explore their relationship. An initial analysiswill focus on whether there is relevant psychological clusters from the personality and psychological resources variables (latent clusteranalysis). The construction of a structural model will assess more precisely the nature of the relationship between variables but also theirmeaning. This approach provides a holistic view of resources. It is a prerequisite to any individualized preventive action.

Keywords • Positive psychology, mental health, well-being

POF057 - How people with disability cope with stressful experiences: a qualitative approach in the study ofcoping strategies employed by people with disability D. Pérez-Garín (1), M. J. Fuster (1), P. Silván (1), E. Nouvilas(1), F. Molero (1)(1) Facultad de Psicología, UNED, Spain This study aimed to describe and categorize the coping strategies that people with disabilities employ to address their dailydifficulties, including stigma. Data were gathered through in-depth individual interviews with 27 people with three different types ofdisability: physical, hearing and visual.For the analysis of qualitative data, we performed a content analysis of speech, supported by software used for textual data Atlas ti.5.The categorization of the speech was made deductively based on the theoretical model of coping with stress and, in particular, the modeldeveloped by Compas et al. (2001). According to this model, people emit both involuntary and voluntary coping responses to stressfulexperiences. Results showed, with regard to involuntary responses, that there was a predominance of negative emotional or cognitiveresponses. Regarding voluntary or coping responses, primary and secondary control coping strategies and also avoidance responses werefound. Among the first, it was found that people with disability used different strategies such as giving information about their owndisability, visibility of disability, strategies of daily adaptation to disability, collective action, compensatory strategies of their limitationsand emotionally regulated strategies for coping.Regarding secondary control strategies, the next were mainly used: distraction and emotional regulation, emotional social support,acceptance, humor, positive

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affirmation, positive cognitive reappraisal, cognitive restructuring aimed at minimizing or relativizingdifficulties, social comparison and attribution of the origin of disability. Finally, avoidance strategies employed were the psychologicaldisengagement, avoidance of relationships or difficult situations, and selective affiliation with the group.Our findings reveal that people with disability use a variety of strategies to cope with their difficulties, both positive and negative.Exploring them in detail may help to design interventions to train for coping that contribute to minimize the stressful experience of livingwith a disability.

Keywords • coping, disability, primary control, secondary control.

References: Allen, M., & Birse, E. (1990). Stigma andblindness. Journal of ophthalmic nursing & technology, 10(4), 147152.Green, S., Davis, C., Karshmer, E., Marsh, P., & Straight, B. (2005). Living stigma: The impact of labeling, stereotyping, separation, statusloss, and discrimination in the lives of individuals with disabilities and their families. Sociological Inquiry, 75(2), 197-215.Jones, M. (2002). Deafness as culture: A psychosocial perspective.

Disability Studies Quarterly, 22(2).Wallhagen, M. I. (2010). The stigma of hearing loss. The Gerontologist, 50(1), 66-75.

POF058 - The Influence of Marriage Expectations on Subjective Sense of Wellbeing Y. Takumi, T. Nakatsubo200 Daiganjicho, Chuo-ku, Chiba-shi, Chiba, Japan The increase in young people not marrying has become the subject of much discussion in Japan. However, the numbers of those whohave expectations within marriage are still high. In marriage, trust must exist between the couple, as this is needed to overcome difficultsituations. Potentially, people with this type of thinking have expectations regarding marriage. However, the effect of these expectationsin marriage on their subjective sense of wellbeing have not been revealed.In this research, the hypothesis is as follows: “That the expectation of marrying, resilience, and interpersonal reliance influence subjectivesense of wellbeing.” The study purpose is to examine the relationship between various ideas of marriage, wellbeing, resilience, andinterpersonal reliance.Participants in the study were 128 university students (51 male, 76 female, not declared 1; mean age: 21.36±10.09 years old). A stepwisemultiple regression analysis was used with subjective sense of wellbeing as the criterion variable, and the expectation of marriage,resilience, and interpersonal reliance as predictor variables. Subjective sense of wellbeing was positively influenced by married lifesatisfaction ( = .247, p < .001), resilience ( = .321, p < .01), and positive future orientation ( = .403, p < .001; R2 = .310, p < .001).Since a relationship with interpersonal reliance was not indicated, marriage expectation was then used as the criterion variable andinterpersonal reliance as the predictor variable in a stepwise regression analysis. Fulfillment in having children was positively influencedby interpersonal reliance ( = .338, p < .001; R2 = .310 p < .001).The higher the expectation of satisfaction in married life, resilience, and positive future orientation, the higher the subjective sense ofwellbeing. In other words, a person who has a high resilience and positivity towards a future with another person is considered happy.Additionally, a person with high interpersonal reliance can potentially feel fulfillment in having children. It appears that those who trustothers are able to have a future sense of trust and hope for their marriage and children.

Keywords • Influence of Marriage,Subjective Sense of Wellbeing,resilience

POF059 - The mediating effect of anger in the relationship between traumatic events and PSTD symptoms ismoderated by individual resilience J-S LeeDepartment of Psychology, Kangwon National University, Republic of Korea Individual resilience may play a pivotal role in buffering the harmful impact of traumatic stress on the development of posttraumaticstress disorder (PTSD)(Bonanno, 2004; Lee et al., 2014). The present study aims to investigate the moderated mediation model ofmaladaptive cognitive emotion regulation, anger and individual resilience in the relationship between traumatic events and PTSDsymptoms in university students. Self-reported qquestionnaires regarding the Life Event Checklist, the Impact of Event Scale-Revised, theCognitive Emotion Regulation Questionnaire, the Anger Expression Inventory and the Connor–Davidson Resilience Scale were completedby 350 university students. As a results, traumatic stress had both a direct and an indirect, via anger and maladaptive cognitive emotionregulation, impact on the development of PTSD symptoms. The mediation of the association between traumatic stress and PTSDsymptoms via anger was moderated by individual resilience. In particular, under the same level of traumatic stress, university studentswith high levels of resilience (upper 25th percentile) were protected from both the direct and indirect impacts of traumatic stress relativeto those with

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lower levels of individual resilience. Intervention on individual resilience might be helpful to prevent the development ofPTSD symptoms in university students with traumatic events.

Keywords • PTSD, Anger, Cognitive emotional regulation, Resilience References: Bonanno, G.A. (2004). Loss, trauma, andhuman resilience: have we underestimated the human capacity to thrive after extremely aversive? American Psychologist. 75, 812-815Lee, J-S, Ahn, Y-S, Jeong, K-S, Chae, J-H, & Choi, K-S. (2014). Resilience buffers the impact of traumatic events on the development ofPTSD symptoms in firefighers.

Journal of Affective Disorder, 162, 128-133.

POF060 - The Influence of Marriage Expectations on Subjective Sense of Wellbeing Y. TakumiT. Nakatsubo200 Daiganjicho, Chuo-ku, Chiba-shi, Chiba, Japan The increase in young people not marrying has become the subject of much discussion in Japan. However, the numbers of those whohave expectations within marriage are still high. In marriage, trust must exist between the couple, as this is needed to overcome difficultsituations. Potentially, people with this type of thinking have expectations regarding marriage. However, the effect of these expectationsin marriage on their subjective sense of wellbeing have not been revealed.In this research, the hypothesis is as follows: “That the expectation of marrying, resilience, and interpersonal reliance influence subjectivesense of wellbeing.” The study purpose is to examine the relationship between various ideas of marriage, wellbeing, resilience, andinterpersonal reliance.Participants in the study were 128 university students (51 male, 76 female, not declared 1; mean age: 21.36±10.09 years old). A stepwisemultiple regression analysis was used with subjective sense of wellbeing as the criterion variable, and the expectation of marriage,resilience, and interpersonal reliance as predictor variables. Subjective sense of wellbeing was positively influenced by married lifesatisfaction ( = .247, p < .001), resilience ( = .321, p < .01), and positive future orientation ( = .403, p < .001; R2 = .310, p < .001).Since a relationship with interpersonal reliance was not indicated, marriage expectation was then used as the criterion variable andinterpersonal reliance as the predictor variable in a stepwise regression analysis. Fulfillment in having children was positively influencedby interpersonal reliance ( = .338, p < .001; R2 = .310 p < .001).The higher the expectation of satisfaction in married life, resilience, and positive future orientation, the higher the subjective sense ofwellbeing. In other words, a person who has a high resilience and positivity towards a future with another person is considered happy.Additionally, a person with high interpersonal reliance can potentially feel fulfillment in having children. It appears that those who trustothers are able to have a future sense of trust and hope for their marriage and children.

Keywords • Marriage,Subjective Sense of Wellbeing, resilience

POF061 - The effect of intergenerational involvement on psychological depression: What role for maritalinteraction?

T. Lin (1), T. Li (1)Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., New Taipei City, 24205 Taiwan Psychological depression is a prominent topic in family-related scholarship as mental condition is not only related to the individual,but also connected to familial and social issues (British Psychological Society, 2010). In the context of Chinese society, as seniors holdauthority over juniors, there is a strong involvement of parent generation in child generation’s personal and marital lives (Wu & Yi, 2003).This intergenerational involvement, some scholars indicate, has a negative effect on the physical and mental condition of married couples(Li, 2007; Wu, 2004).However, although the influence of intergenerational interaction on the individuals is established in the literature, scholars ratheroverlook whether the strength of marital relationship plays a role in this specific context and, if so, how?Against this background, this study aims to explore the effects of intergenerational involvement (in marital relationship and childeducation) on the psychological depression of married couples. Furthermore, marital interaction is also examined in this study in order tounderstand whether it functions as a moderating factor in facilitating the mental depression of married couples. The data analyzed in thisresearch is based on a five-wave longitudinal dataset. Specifically, the study focuses on the fifth round questionnaire which includes dataon 221 married couples.In application of liner regression method, research findings reveal that marital interaction has beneficial effects on couples’ mentalcondition. More importantly, the data indicates that men’s psychological depression is mainly influenced by the frequency of maritalinteraction whereas parent generation’s involvement in marital relationship and child education fail to present a significant effect onhusbands’ mental health. In addition,

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interaction effect between intergenerational involvement and marital interaction does not appear inthe case of male participants. On the other hand, women’s data tells a different, but interesting story. Examining the women’s data, wecould see that women address the positive influence from marital interaction on psychological depression.

What is more, the findingsdemonstrate that frequent marital interaction acts as a moderating role, which significantly facilitates the psychological depressioncaused by intergenerational involvement. Accordingly, wives have higher psychological depression when they are aware of moreintergenerational involvement in marriage and child-education, but more marital interaction smoothes this particular psychological issue.In terms of different outcomes of husbands and wives, this research contends that men and women have a very different reaction andattitude towards intergenerational involvement. Thus it underlines the role that gender plays in shaping intergenerational interaction andambivalence.

Keywords • intergenerational involvement, marital interaction, psychological depression, Chinese society References: British Psychological Society (2010). Depression: The treatment and management of depression in adults.

Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22132433.Li, T. (2007). Intergeneration ambivalence in Chinese married women construct clarification and measurement development. FormosaJournal of Mental Health, 20 (4), 357-386.Wu, C. (2004). Utilizing data from multiple family members to building up intergenerational ambivalent experiences. Formosa Journal ofMental Health, 17 (1), 75-111.

POF062 - Interpersonal competencies and traits as predictors of gelotophobia, gelotophilia, andkatagelasticism B. Vratanar (1), K. Habu (1), S. Bajc (1), D. Dolenc (1), A. Avsec (2)(1) University of Ljubljana, Slovenia(2) University of Ljubljana, Slovenia The fear of being laughed at (gelotophobia), the joy of being laughed at (gelotophilia), and the joy of laughing at others(katagelasticism) are fundamentally interpersonal constructs. Social intelligence is the ability to understand others and how they willreact in different social situations, while empathy is the ability to understand and experience the thoughts and feelings of other people.Both are interpersonal variables which could be important predictors of these three laughter-related concepts.We hypothesized that gelotophobic individuals may have problems in understanding others and their reactions, meaning they wouldoften falsely attribute negative or hostile intentions to others, thereby exacerbating their fear of being laughed at. Katagelasticists couldalso have problems in understanding other people and how their behaviour affects them. Low social intelligence and lack of empathy arepossible predictors of whether or not a person will actively seek and enjoy situations in which they can laugh at others, irrespective oftheir feelings. Regarding gelotophilia, we hypothesized that it is not related to any deficiency in interpersonal competences. 448participants filled out the PhoPhiKat-45, the Tromsø Social Intelligence Scale (TSIS) and the Interpersonal Reactivity Index (IRI).Extraversion and agreeableness (IPIP-NEO) two personality dimensions most relevant for social behaviour - were also controlled in thestudy.Results of the three regression analyses indicate that the empathy and social intelligence scales explained 3%, 9%, and 27% of variance ingelotophilia, katagelasticism, and gelotophobia, respectively. As hypothesized, for katagelasticists, lack of empathic concern, social skills,and social awareness was characteristic. On the other hand, gelotophobic individuals were shown to have lower social skills and socialawareness, although they appeared to retain an ability to understand and predict other people’s emotions and behaviours. Empathicconcern and personal stress as a possible result of empathy were also important predictors of gelotophobia. We can conclude thatinterpersonal competencies are important predictors of gelotophobia and katagelasticism, but not of gelotophilia.

POF063 - Experienced Emotions and Thoughts During Different Activities Throughout the Day: DifferencesAmong Four Happiness Types A. Avsec (1), T. Kav i (2)(1) University of Ljubljana, Slovenia(2) University of Primorska, Slovenia In a previous study, Kav i & Avsec (2014) extracted four types of individuals, reflecting different intraindividual combinations of thethree orientations toward happiness. Full life individuals showed high scores on all three orientations to happiness, while Empty lifeindividuals showed low scores. Pleasurable life individuals scored high on pleasure, average on engagement and low on meaningorientation, while Meaningful life individuals had high scores on meaning, average on engagement, and low scores on pleasureorientation.In the present study, we examined if these four types differ in experienced emotions and thoughts during different everyday activities.

Wehypothesized that Full life individuals would report higher positive emotions and engagement, and that they

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would think about differentactivities as more meaningful compared to individuals within the other three types. In this study, 876 individuals filled out the Orientationto Happiness Questionnaire (Peterson, Park in Seligman, 2005) and were clustered into four types: Full, Empty, Pleasurable, andMeaningful. Using the Day Reconstruction Method the participants reported how they spent their time throughout the previous day andwhat they experienced during 20 various activities. The number of individuals who reported engaging in a specific activity varied from 120to 500.In general, participants reported the highest levels of positive and lowest levels of negative emotions during sport, enjoying nature andrelaxing, while the least positive emotions were experienced during work. People experienced the most meaning and engagement whiletaking care of children and working and the least during TV watching and mind wandering. Regarding subjectively perceived engagement,the highest levels were reported for sex, and the lowest for watching TV. Differences among the four happiness types were also examined.In general, Full type individuals reported significantly higher emotions, engagement, and meaning in most of the activities, although in onethird of the activities there were no statistically significant differences between types. Meaningful and Pleasurable life types reportedsomewhat higher levels of experienced meaningfulness and positive emotions compared to the Empty life type. However, compared to theEmpty life type, Meaningful and Pleasurable life types had no advantage in feelings of engagement. We can conclude that thecombination of all three orientations is crucial for experiencing everyday activities as more pleasant, engaging and meaningful.Our research relied on a person-oriented approach, which takes into account possible intraindividual interactions among dispositions andoffers a better alternative to the classical variable-oriented approach, which calculates interaction effects after examining main effects,often leading to underestimation of their influence on individuals’ emotions and thoughts.

POF064 - The Impact of Psychosocial Factors on the Quality of Life of Individuals Living with PulmonaryArterial Hypertension A. Aguirre-Camacho (1, 2)L.M. Blanco-Donoso (1)B. Moreno-Jiménez (1)(1) Autonomous University of Madrid, Spain(2) National Association of Pulmonary Hypertension,Spain Introduction: Pulmonary Arterial Hypertension (PAH) is an incurable rare disease characterized by elevated pulmonary vascularresistance, causing symptoms such as shortness of breath, reduced exercise tolerance, chest pain, edema, and syncope. Recentbiomedical/pharmaceutical advances however have begun to transform what it was once a lethal diagnosis into a condition leading to aprogressive physical and functional disability. Such advances, in addition to incrementing life expectancy, have permitted to expandtherapeutic goals to also improve the QOL of individuals with HAP. Accordingly, QOL has become an important clinical endpoint, alongwith the biomedical clinical endpoints that have traditionally been the focus of attention in biomedical research. However, whereas theimpact of physical and functional factors on the QOL of individuals with PAH is well established, less is known about the relative impactof psychosocial factors.Objective: The objective of the present study is twofold: first, to establish the prevalence of symptoms of anxiety and depression, and toevaluate the quality of sleep and QOL using a PAH specific QOL instrument (i.e. Cambridge Pulmonary Hypertension Outcome Review,CAMPHOR) and second, to investigate the impact of several psychosocial factors on the QOL of individuals with PAH, above and beyondthe impact of several medical factors.Methods: A sample of 60 participants has already completed self-report measures of QOL, anxiety, depression, anger, perceived stress,sleep quality, social support, psychological flexibility, optimism, and life satisfaction. Information has also been obtained regardingparticipants’ demographic characteristics and medical condition.Expected Results: It is expected that the psychosocial variables evaluated in this study will have a significant impact on the QOL ofparticipants, above and beyond the physical and functional impact exerted by the illness itself.Relevance: Interest in the role of psychosocial factors in the context of cardiovascular conditions has partly emerged from theinsufficiency of traditional biomedical risk factors (e.g. high blood pressure) in explaining variability in outcomes. Accordingly, theattention to psychosocial factors has illuminated new avenues to the understating of the etiology and course of cardiovascular illnesses.This type of research has however been very limited in the context of PAH, and in many occasions has been conducted using genericinstruments of QOL that do not address the specific symptoms and needs of individuals with PAH. Therefore, this study constitutes arelevant step forward to attaining a holistic understanding of the impact of PAH on QOL, taking into account not only physical andfunctional factors, but also emotional and psychological factors that could function as risk factors (e.g. depression and stress) orprotective factors (e.g. optimism and life satisfaction) in the attainment of a high QOL despite PAH. Keywords • Quality of Life, Pulmonary Hypertension, CAMPHOR, Psychosocial Factors, Illness Course

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References: Krantz, D. S., & McCeney, M. K. (2002). Effects of psychological and social factors on organic disease: A critical assessment of researchon coronary heart disease*. Annual Review of Psychology, 53(1), 341-369.Löwe, B., Gräfe, K., Ufer, C., Kroenke, K., Grünig, E., Herzog, W., & Borst, M. M. (2004). Anxiety and depression in patients withpulmonary hypertension. Psychosomatic Medicine, 66(6), 831-836.McKenna, S., Doughty, N., Meads, D., Doward, L., & Pepke-Zaba, J. (2006). The cambridge pulmonary hypertension outcome review(CAMPHOR): A measure of health-related quality of life and quality of life for patients with pulmonary hypertension. Quality of LifeResearch, 15(1), 103-115.Musselman, D. L., Evans, D. L., & Nemeroff, C. B. (1998). The relationship of depression to cardiovascular disease: Epidemiology, biology,and treatment. Archives of General Psychiatry, 55(7), 580-592.Peacock, A., Naeije, R., Galie, N., & Reeves, J. T. (2004). End points in pulmonary arterial hypertension: The way forward. The EuropeanRespiratory Journal, 23(6), 947-953.Sheps, D. S., & Sheffield, D. (2001).

Depression, anxiety, and the cardiovascular system: The cardiologist's perspective. The Journal ofClinical Psychiatry, 62 Suppl 8, 12-6; discussion 17-8.Sitbon, O., Humbert, M., Nunes, H., Parent, F., Garcia, G., Hervé, P., . . . érald Simonneau, G. (2002). Long-term intravenous epoprostenolinfusion in primary pulmonary hypertensionPrognostic factors and survival. Journal of the American College of Cardiology, 40(4), 780-788.Strike, P. C., & Steptoe, A. (2004). Psychosocial factors in the development of coronary artery disease. Progress in CardiovascularDiseases, 46(4), 337-347.White, J., Hopkins, R. O., Glissmeyer, E. W., Kitterman, N., & Elliott, C. G. (2006). Cognitive, emotional, and quality of life outcomes inpatients with pulmonary arterial hypertension. Respir Res, 7(1), 55.

POF065 - Examining the pathways to alternative healing L Lau-Gesk (1), E. Gervais (2)(1) University of California, Irvine, USA(2) University of California, Riverside, USA The journey to well-being is personal for every individual. Time spent with loved ones, physical exercise, helping others andmindfulness all have been shown to contribute to happiness. People often attribute their well-being to such endeavors as well. Althoughpeople pursue goals such as financial wealth, professional advancement and higher education in hopes of achieving greater happiness,they may actually factor very little towards well-being.

People search for joy and meaningfulness in many ways despite considerableresearch indicating that not all the paths would lead them there.Our research explores why people choose alternative approaches to well-being, including sound meditation, crystal therapy, andclairvoyance. Contrary to a belief that people who seek alternative therapies are psychologically weak (Holland, 1999), we argue thatalternative therapy seekers have strong self views and choose conduits that help confirm a positive self-concept. We draw onconsiderable research establishing this innate desire for self-verification (Swann, 1983). Studies show that Caucasians tend to listen toand consider messages given by African Americans more than if given by other Caucasians, presumably because they week to verify thatthey are not racist (White & Harkins, 1994). People with a negative self-concept gravitate towards romantic partners who offer negativefeedback, thereby confirming their own negative perceptions about themselves. They may purge romantic partners who praise them (e.g.,Rehman, Ebel-Lam, Mortimer, & Mark 2009).

People who believe they have received self contradictory information about themselves feelthe urge to seek information that clarifies their identity (Swann & Read, 1981; Swann, Wenzlaff, & Tafarodi, 1992). We apply these ideas tothe area of well-being.Using a multimethod approach we study individuals’ meaning making processes and uncover factors that influence individuals seekingalternative solutions in their quest for personal well-being. Initial results reveal that people who seek alternative approaches to well-beingembrace them upon a significant event in their lives which prompts cognitions and attributions that challenge the existing self-conceptand approach to daily life, thereby eliciting anxiousness and feelings of lack of control. For people with a positive self-concept, they seekways to reaffirm who they see themselves to be or ought to be. If their status quo approaches to well-being enable them to self verify,then they proceed along with normal routines. However, a search for alternative approaches to well-being that allow people to grab holdof self confirming realities of their sources of happiness ensues when their norm no longer produces cognitions and feelings consistentwith a positive self-concept. Results indicates the need for research to disentangle consumer cognition and motivation in order tounderstand physiological and psychological roles in influencing well-being.

Keywords • well-being, self-verification, alternative approaches, qualitative research References: Holland, J. L. (1999).Why interest inventories are also personality inventories. In M. L. Savickas & A. R. Spokane (Eds.), Vocational interests: Meaning,measurement, and counseling use (pp. 87–101). Palo Alto, CA: DaviesBlack.Nesselroade JR. 1991. The warp and the woof of the developmental fabric. In Visions of Developments, the Environment, and Aesthetics:The Legacy of Joachim F. Wohlwill, ed. R Downs, L Liben, D Palermo, pp. 213–40.

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Hillsdale, NJ: Erlbaum.Rehman, U. S., Ebel Lam, A., Mortimer, A., & Mark, K. (2009). Self confirmation strivings in depression: An extension to the affectivedomain using an experimental design. European Journal of Social Psychology, 39(6), 900-908.Swann, W. B., Jr. 1983. Self-verification: Bringing social reality into harmony with the self. In J. Suls & A. G. Greenwald (Eds.), Socialpsychological perspectives on the self (Vol. 2, pp. 33-66). Hillsdale, NJ: Erlbaum.Swann, W. B., Jr., & Read, S. J. (1981). Acquiring self-knowledge: The search for feedback that fits.

Journal of Personality and SocialPsychology, 47, 1119–1128.Swann, W. B., Jr., Wenzlaff, R. M., Krull, D. S., & Pelham, B. W. (1992). Allure of negative feedback: Self-verification strivings amongdepressed persons. Journal of Abnormal Psychology, 101(2), 293–306.White, P. H. and Harkins, S. G. (1994). Race of source effects in the Elaboration Likelihood Model. Journal of Personality a d SocialPsychology, 67, 790-807.

POF066 - The positive affective tone of life narratives and posttraumatic growth M. ZiebaSWPS University of Social Sciences and Humanities, Poznan, Poland knowledge about the world (Bruner, 1991). Narratives about specific events and chapters in life constructed by people can beanalyzed in terms of their individual characteristics, such as narrative complexity and affective tone (McAdams, 1993, 2013). Individualaffective tone develops in early childhood (McAdams, 1993). In the first two years of life a child who experiences care and whose basicneeds are satisfied, especially in terms of safety, develops the virtue of hope (Erikson, 1964). Life narratives constructed by people whodeveloped hope are characteristic in terms of their positive affectivity. Regarding current events, the positive affective tone of a narrativeis expressed in the expectation of a positive outcome of the ongoing event. In the case of past events, it is expressed in searching forpositive outcomes even of the most difficult and negative experiences. The affective tone of a narrative is connected to satisfaction withlife and psychological well-being (McAdams et al., 2001).

Numerous studies indicate that the process of coping with a stressful life eventcan lead to positive transformations of personality (Linley & Joseph, 2004; Tedeschi & Calhoun, 2012). Posttraumatic growth (PTG) mayinclude enhanced personal strength, improved relationshipswith others, greater appreciation of life or spiritual development (Calhoun & Tedeschi, 2006, 2013).Study 1. The accident survivors (N=50) who suffered a loss of motor ability were asked to describe their accident and to recount what hadhappened in their lives since then.

Two competent judges coded the characteristics of the narratives: affective tone and complexity. Theparticipants filled out a questionnaire measuring PTG. As expected, positive affective tone of the narratives about the accident and itsconsequences for those who suffered a loss in motor ability was correlated with PTG.Study 2. There were two groups of patients who participated in the study: after having kidney (N= 51) or liver (N= 48) transplant. In thecourse of the meeting, the participants told two stories about important, freely chosen events from their lives.

Nonetheless, one of theevent should have come from the period while waiting for the transplant. During the second meeting which took place 10-12 months later,there were measured the PTGIt was found that the affective tone of narration concerning events from the past was associated with the level of PTG and the lifesatisfaction measured 10-12 months later.Discussion. The results of both studies have proved that the positive affective tone of narration about the life, understood as a relativelyconstant individual characteristic, promote the posttraumatic growth. These results are in accordance with the results of Pals andMcAdams (2004).

Keywords • affective tone of life narratives, posttraumatic growth, narrative psychology References: Bruner, J. S. (1991).The narrative construction of reality. Critical Inquiry, 18, 1-21.Calhoun, L.G., & Tedeschi, R.G. (2006). The Foundations of Posttraumatic Growth: An Expanded Framework. In L.G. Calhoun & R.G.Tedeschi (Eds.), Handbook of posttraumatic growth: Research & practice (pp. 3–23). Mahwah, NJ, US: Lawrence Erlbaum AssociatesPublishers.Calhoun, L.G., & Tedeschi, R.G. (2013). Posttraumatic growth in clinical practice. New York, NY US: Routledge/Taylor & Francis Group.Erikson, E. H. (1964). Childhood and society (2nd ed.). Oxford England: W. W. Norton.Linley, P. A., & Joseph, S. (2004). Positive change following the trauma and adversity: A review.

Journal of Traumatic Stress, 17, 11-21.McAdams, D. P. (1993). The stories we live by: Personal myths and the making of the self. New York, NY US: William Morrow & Co.McAdams, D. P. (2013). How actors, agents, and authors find meaning in life. In K. D. Markman, T. Proulx, & M. J. Lindberg (Eds.), Thepsychology of meaning (pp.

171-190). Washington, DC US: American Psychological Association.McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. (2001). When bad things turn good and good things turn bad:Sequences of redemption and contamination in life narrative and their relation to psychosocial adaptation in midlife adults and instudents.

Personality and Social Psychology Bulletin, 27(4), 474-485.Neimeyer, R. A. (2006). Re-storying loss: Fostering growth in the posttraumatic narrative. InL. G. Calhoun & R. G. Tedeshi (Eds.), Handbook of posttraumatic growth: Research andpractice (pp. 68-80). New York: Lawrence Erlbaum Associates.Pals, J. L. (2006). Narrative identity processing of difficult life experiences: Pathways of personality development and positive selftransformationin

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adulthood. Journal of Personality, 74, 1079-1110.Pals, J., & McAdams, D. (2004). The transformed self: A narrative understanding of posttraumatic growth. Psychological Inquiry, 15(1), 65-69.Sommer, K. L., Baumeister, R. F., & Stillman, T. F. (2012). The construction of meaning from life events: Empirical studies of personalnarratives. In P. P. Wong (Eds.), The human quest for meaning: Theories, research, and applications (2nd ed.) (pp. 297-313). New York,NY US: Routledge/Taylor & Francis Group.

POF067 - Life stressors and life satisfaction: short- and long-term effects G.M. Dyrdal (1), E.Røysamb (2,3), R.B.Nes (2,3) & J.Vittersø (4)1. NTNU, Norway2. University of Oslo, Norway3.

Norwegian institute of Public Health, Norway4. University of Tromsø, Norway This study examines short-term and long-term life satisfaction (LS) following major life stressors (MLS) using two waves of data fromthe Norwegian Mother and Child Cohort Study (MoBa, N=46,342). Data on wellbeing were collected at T1 and data on life stressors 12months later (T2). Wellbeing and life stressor data were collected again 30 months after T1 (at T3). Between T1 and T2, 24,216 participantsreported experiencing one or more life stressors, while 25,284 participants experienced at least one life stressor between T2 and T3. Lifestressors were found to have significant negative effects on both short-term and long-term life satisfaction. Multiple stressors increasedthe negative effect on satisfaction linearly. Relationship dissolution, economic problems, becoming seriously ill, or being in conflict withfamily or friends were the strongest predictors of short-term satisfaction (effect sizes (Cohen´s d) between -.18 and -1.15), while beingpressured to sex, relationship dissolution, economic problems and becoming seriously ill were the strongest predictors of long-termsatisfaction (effect sizes (d) between -.15 and -1.05). Calculating the overall societal burden of life stressors suggest that economicproblems, conflict with family and friends, and work-related problems have the potential to greatly reduce the overall life satisfaction of apopulation.

Keywords • well being, life satisfaction, life stressors, longterm, short term

POF068 - Quality of life related to health and obesity of university faculty of Jalisco, Mexico J. Salazar (1,2), N. Figueroa (2), V. Solano (1,2)(1) Department of Health Sciences (2) University of Guadalajara, Jalisco México The prevalence of obesity among adults has increased dramatically in the last decade (1), a worrying situation because obesity isassociated with numerous adverse health such as hypertension conditions, type 2 diabetes, heart disease, stroke and certain cáncer (2)types besides reducing significantly the quality of life (3). The prevalence of this condition in adults defined as a Body Mass Index (BMI)>30 kg / m2, estimated in industrialized countries between 15% and 20% prevalencia4. In Mexico, overweight and obesity are a seriouspublic health problem because of its high prevalence, its consequences and its association with the leading causes of mortality, the sameauthors found that Mexico ranks first worldwide prevalence of overweight and obesity with a prevalence of 73.0%, with only 3.6percentage points higher in women than men (69.4%), the trend over the last 12 years (2000 to 2012), based on the last three nationalsurveys, combined prevalence of overweight and obesity increased 15.4% overall, but with an increase of 15 percentage points higherobesity in women compared to men.Little is known about the impact of overweight and obesity in the quality of life (Qol)) due to the fact that it is usually associated onlywith chronic diseases. The purpose of this study was to evaluate the quality life patterns (HRQoL) and some health behaviors in relationto the body mass index (BMI) in teachers, with no overt disease, of a public university in Jalisco, Mexico. A cross-sectional study was usedwith a sample of 200 teachers (50 % by gender) in three regional campuses out of a total of 861 full-time teachers with an age median of39 ± 6 years, with a difference of 7 years less in women, where 76% of women and 87% of men currently live with a spouse and / orchildren. Decreased mental and physical components of the SF-36 and the increase in the perception of health problems are related tothe increased body mass index in both genders, with a significant linear association in the deterioration of more dimensions of physicalfunction and of the perceived health in women in contrast with men.

In conclusion, there are health behaviors, emotional deteriorationand also an increase in the perception of health ailments associated to the increase of body mass index on university professors, withsignificant differences by gender.

Keywords • overweight, body mass índex, mental functioning, wellbeing

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References: 1. Flegal, K. M., Carroll, M. D.,Kit, B. K., & Ogden, C. L. Prevalence of obesity and trends in the distribution of body mass index among US adults, 1999-2010. Jama;2012. 307: 491-497.2. Calle, E. E., Rodriguez, C., Walker-Thurmond, K., & Thun, M. J. Overweight, obesity, and mortality from cancer in a prospectivelystudied cohort of US adults.

New England Journal of Medicine; 2003. 348: 1625-1638.3. Ontiveros, D., Orera Clemente, M., Jiménez-Millán, A. I., & Moreno Esteban, B. Mecanismos hereditarios de la obesidad:obesidad poligénica. Rev Esp Obes; 2004. 2: 279-286.

POF069 - The relationship between spiritual intelligence, quality of life and marital satisfaction M. DehestaniPO BOX 19395-4697 Lashkarak Rd. Tehran IR IRAN Objectives: The aim of this study was to assess the relationship between spiritual intelligence, life quality and marital satisfactionamong married personnel of hospital.Materials and Methods: The statistical population of this correlative-descriptive study consisted of all married personnel (30-40 year) ofthe hospitals of 18th and 19th regions in Tehran city in 2014. The cases consisted of 80 married persons (40 men and 40 women) whowere selected through randomized sampling method.The data collection tools were King’s spiritual intelligence questionnaire, marital satisfaction (Enrich) and WHOQOL-BREF. All data wereanalyzed using Pearson correlation and regression analysis, independent T-test with SPSS software.Results: The results of this study indicated that there is a significant relationship between the spiritual intelligence, marital satisfactionand quality of life among married personnel (R=0.419, p<0.01), as well as the results of the regression analysis showed that spiritualintelligence and quality of life were significant predictors for marital satisfaction.Conclusion: According to the results of this research it seems that there is a significant relation between spiritual intelligence and qualityof life also this relation was seen between spiritual intelligence and marital satisfaction.

Keywords • Spiritual intelligence, Marital satisfaction, Quality of life

POT050 - Wellbeing, Loneliness and Coping with Widowhood and Divorce H. Ben-Zur (1) K. Michael (2)(1) University of Haifa (2) The Max Stern Yezreel Valley Academic College Aims: The study aims were twofold: (1) to assess the associations between wellbeing and loneliness among married vs.widowed/divorced persons, and (2) to explore the effects of widowhood and divorce on coping strategies, loneliness and wellbeing.Method: A secondary analysis of the data of 196 women and men (Mage = 45.94 years; 54% were women) was implemented. The dataincluded assessments of feelings of loneliness, and wellbeing measured by life satisfaction, positive affect and negative affect. Thewidowed (32%) and divorced (34%) respondents also assessed their coping strategies with widowhood or divorce, respectively.Results: Marital status (married vs. widowed/divorced) moderated the effects of loneliness on wellbeing, with stronger negativeassociations of high loneliness with lower wellbeing in widowhood and divorce. The widowed and divorced persons differed, the widowedbeing higher than the divorced on emotion-focused coping and loneliness and lower on problem-focused coping, life satisfaction andpositive affect. Moreover, problem-focused coping mediated the effects of widowhood vs. divorce on life satisfaction, positive affect andloneliness; and loneliness mediated the effects of both problem-focused and emotion-focused coping on wellbeing measures.Conclusion: These findings suggest that widowed and divorced individuals can benefit from interventions which apply strategies ofproblemfocused coping with loss or separation to modify loneliness and contribute to wellbeing.

Keywords • Marriage, widowhood, divorce, problem-focused coping, emotion-focused coping, loneliness, life satisfaction, positiveaffect, negative affect, wellbeing.

POT051 - Investigating the relationship between religious orientation, psychological hardiness and self- efficacyof college students M. M. NaderiDepartment of psychology, Islamic Azad University, Azadshahr branch, Azadshahr, Iran This study examined the relationship between religious orientation, psychological hardiness and self- efficacy of students in IslamicAzad University of Azadshahr. The sample consisted of 200 students (89 men and 111 women) who were selected randomly. Data wascollected through questionnaire in self- efficacy and psychological hardiness and was analyzed by statistical methods of Pearsoncorrelation and multivariate regression. Results showed that there is a significant positive relationship between the religious orientation,psychological hardiness

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and self- efficacy. In other words, students who had internal religious orientation experienced greaterpsychological hardiness as well as self -efficacy. In addition, the findings indicated the ability to predict the psychological hardiness andself- efficacy according to their religious orientation. In the sense that hardiness and self- efficacy is predictable from religiousorientation.

Keywords • religious orientation, psychological hardiness, self- efficacy

POT052 - Second Wave Positive Psychology: Exploring the Positive-Negative Dialectics of Wellbeing T. Lomas (1)I. Ivtzan (1)(1) University of East London, UK Positive psychology has tended to be defined in terms of a concern with ‘positive’ psychological qualities and states. However, criticsof the field have highlighted various problems inherent in classifying phenomena as either ‘positive’ or ‘negative.’ For instance, ostensiblypositive qualities (e.g., optimism) can sometimes be detrimental to wellbeing, whereas apparently negative processes (like anxiety) may attimes be conducive to it. As such, over recent years, a more nuanced ‘second wave’ of positive psychology has been germinating, whichexplores the philosophical and conceptual complexities of the very idea of the ‘positive.’ The current paper introduces this emergentsecond wave by examining the ways in which the field is developing a more subtle understanding of the ‘dialectical’ nature of flourishing(i.e., involving a complex and dynamic interplay of positive and negative experiences). The paper does so by problematizing the notions ofpositive and negative through seven case studies, including five salient dichotomies (such as optimism versus pessimism) and twocomplex processes (posttraumatic growth and love). These case studies serve to highlight the type of critical, dialectical thinking thatcharacterises this second wave, thereby outlining the contours of the evolving field.

Keywords • dialectics; negative emotions; wellbeing; flourishing References: Aarts, H., Paulussen, T., & Schaalma, H.(1997). Physical exercise habit: On the conceptualization and formation of habitual health behaviours. Health Education Research, 12(3),363-374.Ahmed, S. (2007). The happiness turn. New Formations, 63, 7-14.Ahmed, S. (2010). The Promise of Happiness. New York: Duke University Press.Aristotle.

(350BCE/2000). Nicomachean Ethics (R. Crisp Ed.). Cambridge: Cambridge University Press.American Psychiatric Association (1980). Diagnostic and Statistical Manual of Mental Disorders (Third ed.). Washington DC: AmericanPsychiatric Association.Bassi, M., Falautano, M., Cilia, S., Goretti, B., Grobberio, M., Pattini, M., . . . Delle Fave, A. (2014). The coexistence of well- and ill-being inpersons with multiple sclerosis, their caregivers and health professionals. Journal of the Neurological Sciences, 337(1), 67-73.Bauman, Z. (2013). Liquid Love: On the Frailty of Human Bonds. New York: John Wiley & Sons.Baumeister, R. F., Smart, L., & Boden, J. M. (1996). Relation of threatened egotism to violence and aggression: The dark side of high selfesteem.Psychological Review, 103(1), 533.Beck, A. T. (1999). Prisoners of Hate: The Cognitive Basis of Anger, Hostility, and Violence. New York: Harper Collins.Becker, D., & Marecek, J. (2008). Positive psychology: History in the remaking? Theory & Psychology, 18(5), 591-604.Bhikkhu, T. (2013, 30 November 2013). Sallatha Sutta: The Arrow (SN 36.6). Access to Insight.Calhoun, L. G., & Tedeschi, R. G. (2013). Posttraumatic Growth in Clinical Practice. London: Routledge.Camus, A. (1955). The Myth of Sisyphus, and Other Essays. New York: Vintage.Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review,97(1), 19-35.Christiansen, S., Oettingen, G., Dahme, B., & Klinger, R. (2010). A short goal-pursuit intervention to improve physical capacity: Arandomized clinical trial in chronic back pain patients. Pain, 149(3), 444-452.Crocker, J., & Park, L. E. (2004). The costly pursuit of self-esteem. Psychological Bulletin, 130(3), 392-414.DasGupta, S. (2008). Narrative humility. The Lancet, 371(9617), 980-981.Dekel, S., Ein-Dor, T., & Solomon, Z. (2012). Posttraumatic growth and posttraumatic distress: A longitudinal study. PsychologicalTrauma: Theory, Research, Practice, and Policy, 4(1), 94-101.Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing, M. (2011). The eudaimonic and hedonic components of happiness:Qualitative and quantitative findings. Social Indicators Research, 100(2), 185-207.Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2),276-302.Dostoevsky, F. (1880/1990). The Brothers Karamzov (R. Pevear & L. Volokhonsky, Trans.). San Francisco, CA: North Point Press.Fianco, A., Sartori, R. D. G., Negri, L., Lorini, S., Valle, G., & Fave, A. D. (2015). The relationship between burden and well-being amongcaregivers of Italian people diagnosed with severe neuromotor and cognitive disorders. Research in Developmental Disabilities, 39(0), 43-54.Frankl, V. E. (1963). Man’s Search for Meaning: An Introduction to Logotherapy. New York: Washington Square Press.Friedman, H. S., Tucker, J. S., Tomlinson-Keasey, C., Schwartz, J. E., Wingard, D. L., & Criqui, M. H. (1993). Does childhood personalitypredict

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longevity? Journal of Personality and Social Psychology, 65, 176-185.Gerrard, M., Gibbons, F. X., Reis-Bergan, M., & Russell, D. W. (2000). Self-esteem, self-serving cognitions, and health risk behavior.Journal of Personality, 68(6), 1177-1201.Giltay, E. J., Geleijnse, J. M., Zitman, F. G., Hoekstra, T., & Schouten, E. G. (2004). Dispositional optimism and all-cause andcardiovascular mortality in a prospective cohort of elderly Dutch men and women. Archives of General Psychiatry, 61(11), 1126-1135.Hadfield, C. (2013). An Astronaut's Guide to Life on Earth. London: Macmillan.Haidt, J. (2003). The moral emotions. In R. J. Davidson, K. R. Scherer & H. H. Goldsmith (Eds.), Handbook of affective sciences (pp. 852-870). Oxford: Oxford University Press.Hardin, E. E., Robitschek, C., Flores, L. Y., Navarro, R. L., & Ashton, M. W. (2014). The cultural lens approach to evaluating culturalvalidity of psychological theory. American Psychologist, 69(7), 656-668.Hayes, S. C. (2002). Buddhism and acceptance and commitment therapy. Cognitive and Behavioral Practice, 9(1), 58-66. doi:Hegel, G. W. F. (1812/1969). Science of Logic (A. V. Miller, Trans.). London: George Allen & Unwin.Held, B. S. (2002). The tyranny of the positive attitude in America: Observation and speculation. Journal of Clinical Psychology, 58(9),965-991.Held, B. S. (2004). The negative side of positive psychology. Journal of Humanistic Psychology, 44(1), 9-46.Horowitz, A. V., & Wakefield, J. C. (2007). The Loss of Sadness. Oxford: Oxford University Press.Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personalityand Social Psychology, 76(3), 349-366.Joshanloo, M. (2014). Eastern conceptualizations of happiness: Fundamental differences with Western views. Journal of HappinessStudies, 15(2), 475-493.Jost, J. T. (1995). Negative illusions: Conceptual clarification and psychological evidence concerning false consciousness. PoliticalPsychology, 397-424.Kashdan, T. B., Biswas-Diener, R., & King, L. A. (2008). Reconsidering happiness: The cost of distinguishing between hedonics andeudaimonia. Journal of Positive Psychology, 3(4), 219-233.Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mentalhealth. American Psychologist, 62(2), 95-108.Kierkegaard, S. (1834/1957). The Concept of Dread (W. Lowrie, Trans. Second ed.).

Princeton, N.J.: Princeton University Press.King, L. A. (2001). The hard road to the good life: The happy, mature person. Journal of Humanistic Psychology, 41(1), 51-72.King, M. L. (2007). The Papers of Martin Luther King.

Volume VI: Advocate of the Social Gospel, September 1948 - March 1963. In C.Carson (Ed.). Berkeley, California: University of California Press.Koutrouli, N., Anagnostopoulos, F., & Potamianos, G. (2012). Posttraumatic stress disorder and posttraumatic growth in breast cancerpatients: a systematic review. Women & Health, 52(5), 503516.Lazarus, R. S. (2003). Does the positive psychology movement have legs? Psychological Inquiry, 14(2), 93109.Lee, J. A. (1973). The Colors of Love: An Exploration of the Ways of Loving. Don Mills, Ontario: New Press.Levinas, E. (1987). Time and the Other and Other Essays (R. A. Cohen, Trans.). Pittsburgh: Duquesne University Press.Lewis, C. S. (1971). The Four Loves. New York: Houghton Mifflin Harcourt.Linley, P. A., & Joseph, S. (2004). Applied positive psychology: A new perspective for professional practice. In P. A. Linley & S. Joseph(Eds.), Positive psychology in practice (pp. 3-12). Hoboken, New Jersey: John Wiley and Sons.Marx, K. (1844/1975). A Contribution to the Critique of Hegel’s Philosophy of Right: Introduction (R. Livingstone & G. Benton, Trans.). In L.Colletti (Ed.), Karl Marx: Early Writings (pp. 243–257). London: Penguin.Matthews, E. (2000).

Autonomy and the psychiatric patient. Journal of applied philosophy, 17(1), 59-70.Mauss, I. B., Tamir, M., Anderson, C. L., & Savino, N. S. (2011). Can seeking happiness make people unhappy? Paradoxical effects ofvaluing happiness. Emotion, 11(4), 807-815.McMahon, D. M. (2006). Happiness: A history. New York, NY: Atlantic Monthly Press.McNulty, J. K., & Fincham, F. D. (2011). Beyond positive psychology? Toward a contextual view of psychological processes and well-being.American Psychologist, 67(2), 101-110.Merriam-Webster. (2014).

Dialectic.Mill, J. S. (1873/1960). Autobiography. New York: Columbia University Press.Mills, J. (2000). Dialectical psychoanalysis: Toward process psychology. Psychoanalysis & Contemporary Thought, 23(3), 20-54.Mischel, W., Shoda, Y., & Rodriguez, M. I. (1989). Delay of gratification in children. Science, 244(4907), 933-938.Norem, J. K. (2001). The Positive Power of Negative Thinking. New York: Basic Books.O'Leary, V. E., & Ickovics, J. R. (1994).

Resilience and thriving in response to challenge: an opportunity for a paradigm shift in women'shealth. Women's health (Hillsdale, NJ), 1(2), 121-142.

POT053 - Attachment Insecurities, life satisfaction and relationship satisfaction from a dyadic perspective: Therole of affective balance F. Molero (1)P. R. Shaver (2)Itziar Fernández (1)Patricia Recio (1)(1) UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA, MADRID, SPAIN(2) UNIVERSIDAD DE CALIFORNIA-DAVIS The purpose of this research is to examine the association between attachment insecurities (anxiety and avoidance) and both,subjective well-being (affective balance and life satisfaction) and relationship satisfaction.

174 heterosexual couples with a mean length of13.9 years participated in the study. We examined, first separately, the association between the aforementioned variables from a dyadicperspective through the actor-partner

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interdependence model (APIM, Kenny, Kashy and Cook, 2006). Then we used the Common FateModel (CFM, Gonzalez & Griffin, 1999; Kenny), in order to test the mediational role of affective balance in the relationship betweenattachment insecurities and both life and relationship satisfaction. Results show that actor’s effects are higher than partner’s effects andthat avoidance is more detrimental for well-being and relationship satisfaction than anxiety. The global model showed that affectivebalance plays a mediational role between avoidance and life satisfaction. This study contributes to the literature both, because theanalyzed variables and for the dyadic analyses performed.

Keywords • Attachment insecurities, subjective well-being, relationship satisfaction, dyadic analyses References: Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York, NY: Guilford Press.Gonzalez, R., & Griffin, D. (1999). The correlational analysis of dyad-level data in the distinguishable case. Personal Relationships, 6,449–469.

POT054 - Inducing positive emotions in individuals with a spinal cord injury and chronic pain: the effects ofpositive psychology exercises Rachel Müller, Ph.D. 1,2Wolfgang Segerer, Dipl.-Phys.1Andreas Hegi, MSc3Armin Gemperli, Ph.D. 1,2Szilvia Geyh, Ph.D. 1,2Claudio Peter, Ph.D. 1,2Mark P. Jensen, Ph.D.41 Swiss Paraplegic Research, Nottwil, Switzerland2 Department of Health Sciences and Health Policy, University of Lucerne, Lucerne, Switzerland3 Swiss Paraplegic Centre, Nottwil, Switzerland4 Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA Introduction: Chronic pain is a frequent and significant problem in individuals with a spinal cord injury. Up to 80% reportexperiencing pain [1], more than one third at a severe level [2] and longitudinal research shows that once a person with spinal cord injurydevelops pain it rarely resolves [3]Objective: To determine the efficacy of a tailored positive psychology intervention on subjective well-being and pain in individuals withchronic pain secondary to spinal cord injury.Method: The study is a phase II, community-based, single-blinded, randomized controlled, parallel-group trial including individuals withtraumatic or non-traumatic spinal cord injury and chronic pain (i.e. pain intensity of 34 (0-10) at least half the days in the past month).Participants in the intervention group were instructed to practice 4 personalized exercises during 8 weeks. Participants in the controlgroup were instructed to write about life details. At baseline, mid-treatment, post-treatment, and 3 months follow-up, participantscompleted online well-being and pain-related questionnaires and rated intervention satisfaction.Results: At the time of abstract submission to the Scientific Committee of ECPP data collection was completed (n=107, lost from baselineto follow-up=35%) and analyses are planned. Based on the findings from our phase I study (n=68, lost from baseline to follow-up 30%)we hypothesize that positive psychology exercises will result in (1) greater immediate and long-lasting increase in positive affect, lifesatisfaction, and perceived control over pain and (2) greater immediate and long-lasting decrease in negative affect, depressive symptoms,pain intensity, pain interference and catastrophizing, relative to the active control treatment.Discussion/Conclusion: Chronic pain engenders negative emotions, that can, conversely, exacerbate pain [4]. This feedback loopnegatively impacts psychological, social and physical functioning of individuals with a spinal cord injury [5, 6]. Positive emotions havebeen found to lower pain and experimental studies suggest positive emotions are analgesic [4, 7].

Based on our findings from phase Istudy and the current study we would like to elicit the potential of positive psychology exercises to increase positive emotions and in turnreduce pain in individuals with spinal cord injury.

Keywords • pain, chronic pain, physical rehabilitation, spinal cord injury, positive psychology intervention References: 1. Brinkhof, W.M.G., et al., Health conditions in people with spinal cord injury: Contemporary evidence from a population-basedcommunity survey in Switzerland. Journal of Rehabilitation Medicine, 2015. in press(special issue).2. Müller, R., et al., Pain prevalence and characteristics in the Swiss spinal cord injury population, S.P. Research, Editor 2016, SwissParaplegic Research: Nottwil, Switzerland.3. Jensen, M.P., A.J. Hoffman, and D.D. Cardenas, Chronic pain in individuals with spinal cord injury: a survey and longitudinalstudy. Spinal Cord, 2005.

43(12): p. 704-12.4. Finan, P.H. and E.L. Garland, The role of positive affect in pain and its treatment. Clin J Pain, 2015. 31(2): p. 177-87.5. Haythornthwaite, J.A. and L.M. Benrud-Larson, Psychological aspects of neuropathic pain. Clin J Pain, 2000. 16(2 Suppl): p.S101-5.6. Gatchel, R.J., et al., The biopsychosocial approach to chronic pain: scientific advances and future directions. Psychol Bull, 2007.133(4): p. 581-624.7. Lumley, M.A., et al., Pain and emotion: a biopsychosocial review of recent research. J Clin Psychol, 2011. 67(9): p. 942-68.

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POT055 - Elaboration of a written advice card to motivate people to adopt melanoma prevention behaviours infirst degree relatives of patients having had a melanoma: a focus group study.

M. Bridou (1), L. Machet (2)(1) University of Paris 8, France (2) CHRU of Tours, University of Tours, France Context:Melanoma is a frequent cancer with 10000 new cases and 1600 deaths a year in France. The incidence of melanoma tripled in 30 years.The delay in the diagnosis is associated with a higher mortality. Initiatives of prevention and premature detection in general populationare effective but expensive large-scale. Melanoma is more frequent (relative risk between 2 and 5) for the first degree relatives of patienthaving had a melanoma. A medical economic study in the United States considered that a biennial consultation is justified for the firstdegree relatives of patient having had a melanoma. Little is known about acceptance of skin cancer risk-reduction practices and attitudesamong individuals with a family history of melanoma. An exploratory study emphasized the utility of a written advice card, associatedwith a better detection participation in the family of patients having had a melanoma.This study aims to elaborate a written advice card to motivate people to adopt melanoma prevention behaviours in first degree relativesof patients having had a melanoma.Method:25 people, from 41 to 70 years old, participated in two qualitative focus groups. Two issues were discussed with participants (melanomaprevention and screening) in order to develop a written advice card to motivate people to adopt melanoma prevention behaviours.Discussions were led by a psychologist and a physician and were recorded, transcribed verbatim and analyzed using qualitative dataanalysis software.Result and conclusion:A written advice card was elaborated with main topics identified during focus groups. We are now studying in a randomized multicentricstudy the impact of the delivery of this card on premature detection behaviours in first degree relatives of patients having had amelanoma. Our hypothesis is that the delivery of this card will increase by at least 15 % the premature detection of melanoma.

Keywords • Psychological facilitators, melanoma screening, motivation References: Geller, A., Koh, H. , Miller, D. , Lew, R.(1992). Practices and beliefs concerning screening family members of patients with melanoma : Results of a survey of New Englanddermatologists. Journal of the American Academy of Dermatology, 26(3), 419-422.Manne, S. , Fasanella, N., Connors, J., Floyd, B., Wang, H., Lessin, S. (2004). Sun protection and skin surveillance practices amongrelatives of patients with malignant melanoma: prevalence and predictors. Preventive Medicine, 39(1), 36-47.

POT056 - CHARACTER STRENGTHS AND PSYCHOLOGICAL WELLBEING A. Blasco (1), C. Torrelles (1), C. Alsinet (1), N. Jordana (1), E. Benito (1)(1) University of Lleida, Spain Positive psychology refocused scientific attention on the good character, a well-developed family of positive traits positively valuedthat remain relatively stable across time, expressed in one’s thoughts, feelings and behavior (Seligman & Csikszentmihalyi, 2000; Peterson& Seligman, 2004). Growing research is devoted to study the practical impact character strengths have on wellbeing (i.e. Ho, Yeung &Kwok, 2014; Bolier et al., 2013) and how these concepts relate, suggesting that five key character strengths are more robustly linked towellbeing; curiosity, gratitude, hope, love and zest (Park, Peterson & Seligman, 2004). These results have been replicated in severalstudies across different nations (Shimai, Otake, Park, Peterson & Seligman, 2006; Peterson, Ruch, Beermann, Park & Seligman, 2007;Proyer, Gander, Wyss & Ruch, 2011; Buschor, Proyer & Ruch, 2013) although some of them differed slightly in the key strengths morerelated to wellbeing (Martínez-Martí & Ruch, 2014; Brdar & Kashdan, 2010). However, this body of research mainly studied the linkbetween character strengths and subjective wellbeing –hedonism– rather than psychological wellbeing –eudaimonism–, what defines thepositive psychological functioning (Ryff, 1989). The psychological wellbeing is pursued through the enactment of the human potential andthe execution of activities aligned with personal values (Ryan, Huta & Deci, 2008). Little literature has been attempted to study whichcharacter strengths and virtues are closer to the psychological wellbeing. As far as we know, Leontopoulou and Triliva (2012) shed light onthis association and found out the highest correlations among the virtues of wisdom, courage and transcendence.The aim of the present study is twofold. First, to explore two related variables; the more neglected aspect of wellbeing in the literature,which is the psychological wellbeing, and the virtues based on the VIA classification of character strengths (Peterson & Seligman, 2004).And second, to analyze the differences between demographic and sociological data of these two variables found on the sample.A sample of 420 Spanish-speaking university students (84 men, 336 women) participated in this study. The mean age was 19,9 years(SD=4,7). For the measures they completed the 240-item

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self-report questionnaire Values in Action Inventory of Strengths (VIA-IS;Peterson & Seligman, 2004, Spanish version of Azañedo, Fernández-Abascal & Barraca, 2014) with a 5-point Likert scale, and the 29-itemPsychological Wellbeing Scale (PWBS; Ryff, 1989, Spanish version of Díaz, Rodríguez-Carvajal, Blanco, Moreno-Jiménez, Gallardo, Valle &van Dierendonck, 2006) with a 6-point Likert scale. Statistical analysis will show the exploration results between these two distinct butrelated variables.

Keywords • positive psychology, virtues, character strengths, psychological wellbeing References: Azañedo, C. M.,Fernández-Abascal, E. G., & Barraca, J. (2014). Character strengths in Spain: Validation of the Values in Action Inventory of Strengths(VIA-IS) in a Spanish sample. Clínica y Salud, 25(2), 123-130.Bolier, L., Haverman, M., Westerhof, G., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: a meta-analysis ofrandomized controlled studies. BMC Public Health, 13 (1), 1-20.Brdar, I., & Kashdan, T. B. (2010).

Character strengths and well-being in Croatia: An empirical investigation of structure and correlates.Journal of research in personality, 44(1), 151-154.Buschor, C., Proyer, R. T., & Ruch, W. (2013). Self-and peer-rated character strengths: How do they relate to satisfaction with life andorientations to happiness?. The Journal of Positive Psychology, 8(2), 116-127.Díaz, A., Rodríguez-Carvajal, R., Blanco, A., Moreno-Jiménez, B., Gallardo, I., Valle, C., & Van Dierendonck, D. (2006). Adaptaciónespañola de las escalas de bienestarpsicológico de Ryff. Psicothema, 18(3), 572-577.Ho, H. , Yeung, D., & Kwok, S. (2014). Development and evaluation of the positive psychology intervention for older adults. Journal ofPositive Psychology, 9, 187-197.Leontopoulou, S., & Triliva, S. (2012).

Explorations of subjective wellbeing and character strengths among a Greek University studentsample.

International Journal of Wellbeing, 2(3).Martínez-Martí, M. L., & Ruch, W. (2014). Character strengths and wellbeing across the life span: data from a representative sample ofGerman-speaking adults living in Switzerland.

Frontiers in psychology, 5.Park, N., Peterson, C., & Seligman, M. (2004). Strengths of character and well-being.

Journal of social and Clinical Psychology, 23(5), 603-619.Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. (2007). Strengths of character, orientations to happiness, and lifesatisfaction. The Journal of Positive Psychology, 2(3), 149-156.Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Pressand Washington, DC: American Psychological Association.Proyer, R. T., Gander, F., Wyss, T., & Ruch, W. (2011). The Relation of Character Strengths to Past, Present, and Future Life Satisfactionamong German Speaking Women. Applied Psychology: Health and Well Being, 3(3), 370-384.Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of happinessstudies, 9(1), 139-170.Ryff, C. D. (1989). Happiness is everything, or is it?

Explorations on the meaning of psychological well-being. Journal of personality andsocial psychology, 57(6), 1069.Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction (Vol. 55, No. 1, p. 5).

American PsychologicalAssociation.Shimai, S., Otake, K., Park, N., Peterson, C., & Seligman, M. (2006).

Convergence of character strengths in American and Japanese youngadults. Journal of Happiness Studies, 7(3), 311-322.

POT057 - Mixed Emotion Better Than Positive Emotion . The Relation Between Neuroticism and ExperiencingPositive Affect.

A. Werner-Maliszewska (1), E. Trzebi ska (1)(1) University of Social Sciences and Humanities, Warsaw, Poland The aim of the study was to investigate possibilities of inducing positive affect in people with high level of neuroticism. The broadenand-build theory of positive emotion was verified (Fredrickson, 2001). It was predicted that in Neurotic people connection of positive andnegative affect in one mixed emotion can produce faster cardiovascular recovery (Study 1) and stronger positive affect experience andinterpersonal closeness (Study 2) than positive emotion. In two laboratory experiments we were manipulate the form of affect induction:1) clearly positive affect (pride), 2) connection of positive and negative affect (nostalgia), 3) clearly negative affect (sadness). We haveexplored the moderating role of induced affect in positive affect experience (IPANAT), interpersonal closeness and physiologicalresponding (HR, GSR and EMG) depending on the level of neuroticism (NEO-FFI). The results were consistent with the hypothesis. Theresults suggest that in people with high level of neuroticism mixed emotions are better than positive emotions to induce in positive affectexperience. That is why intervention in positive psychology should put greater emphasis on mixed emotion.

Keywords • positive emotions, mixed emotions, Neuroticism, affect experience, interpersonal closeness, physiological responding

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POT058 - The influence of spirituality on physical health: a descriptive review G. Basile (1), E. Albieri (1), F. Vescovelli (1), C. Ruini (1)(1) Department of Psychology – Laboratory of Positive Psychology, University ofBologna, Italy Background: Recently the scientific interest about the effects of spirituality on health has consistently increased (Hollywell & Walker,2008; Johnstone et al., 2008; Peter et al., 2012). The aim of this poster is to analyze the state of literature, evidencing and reporting thestudies, which focus on the impact of spirituality on physical health. To clarify the influence of spiritual issues on individual functioningmay have significant implications both in terms of assessment and clinical interventions.Methods: The research was based on the studies conducted between 2004 and 2014, involving adult and aging individuals, that wereselected from the following database: PsychINFO, PsychARTICLES, Pubmed, ProQuest and Scopus. We decided to exclude patients withoncologic diseases in order to explore the influence of spirituality on a range of less investigated conditions, such as neurologicaldiseases, cardiovascular problems and other chronic diseases.Results: About 61 studies were selected. According to the main findings, spirituality may represent a protective factor in neurological,cardiovascular and other chronic diseases. It resulted to support the processes of meaning attribution, acceptance and adaptive copingreferred to the diseases, promoting a better clinical management of the illness and quality of life. Conversely, a small number of studieshighlighted a dark side of spirituality. In particular, negative spiritual strategies of coping and the experience of a spiritual struggle mightconduct to the onset and/or the exacerbation of physical complications.Conclusions: These results suggested the importance to assess patients’ spiritual beliefs and attitudes, with a sensitive attention to theircultural and clinical background, in order to achieve a deeper knowledge of their resources and weaknesses and to integrate spirituality intherapeutic programs. Spirituality resulted to be a personal source for developing disease awareness and acceptance and for coping withsuffering.

Spirituality seemed to protect from the affective consequences of physical diseases, mortality and comorbidity, by improvingnot only patients’ clinical status but also their treatment compliance. Spirituality might be a strong ally in the fight against medicalproblems, representing an individual’s resource, which should be assessed and promoted in clinical and medical contexts.

Keywords • spirituality, health, medical illness, meaning, coping, psychological growth, quality of life.

References: Hollywell C, Walker J (2008). Private prayer as a suitable intervention for hospitalized patients: a critical review of the literature.Journal of Clinical Nursing, 18, 637-651.Johnstone B, Franklin KL, Yoon DP, Burris J, Shigaki C (2008). Relationships Among Religiousness, Spirituality, and health for Individualwith Stroke. Journal of Clinical Psychology in Medical Settings, 15, 308-313.Peter C, Müller R, Cieza A, Geyh S (2012). Psychological resources in spinal cord injury: a systematic literature review. Spinal Cord, 50,188-201.

POT059 - The relationship between social networking services and self esteem among college students S. Shimobayashi, T. Nakatsubo 260-8701 200 Daiganjicho, Chuo-ku, Chiba-shi, Chiba, Japan With the widespread use of smart-phones, the number of young people using social networking service is increasing substantially.Usually, people use Social networking services for searching for information or communicating with others. However, some of these usersmay engage in such activities to experience a sense of satisfaction by aggressively displaying their private life to others on line.In this study, we established two hypotheses: #1. There is a correlation between the number of "selfies" (self-taken photographs ofoneself) and the amount of Social networking services transmissions. #2. The sense of self esteem and subjective happiness is higheramong heavy users of Social networking services.To verify these hypotheses, we conducted a correlation analysis using the number of selfies, number of Social networking servicestransmissions (number of updates on coordinate applications and the number of followers), score on the self esteem scale, and score onthe subjective happiness scale. We revealed a positive correlation between the number of selfies and the amount of Social networkingservices transmissions (.389<.0001). However, there was no significant correlation between the amount of Social networking servicestransmissions and scores on the self esteem or subjective happiness scales.Since Hypothesis #1 was proven, we further examined the difference between male and female users concerning Social networkingservices transmissions (usage of a selfie as personal icon, experience of running live stream broadcasting, and uploading photographs ofhome-made food) using a t-test. We found that there was a significant difference [t(129)=.0921, p<.05] indicating that female usersexhibited more frequent Social networking services transmissions than male.In conclusion, we found that 1) people who take more selfies tend to have more

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Social networking services transmissions, and 2) femalestend to have more Social networking services transmissions than do males. We assume that some type of happiness may be correlatedwith the amount of Social networking services transmissions by female users, which we intend to further investigate in our future studies.

Keywords • social networking services,self esteem

POT060 - POSITIVE PSYCHOLOGY AND LEISURE I. C. Ribeiro (1)I. Fortunato (1)E. G. do Carmo (1)F. Lopes (1)(1) I.B. UNESP-Rio Claro, DEF, LEL- Leisure Studies Laboratory, Av.24 A, 1515, Bela Vista, Zip Code: 13506-900 - Rio Claro, SP -Brasil Leisure is a sociocultural phenomenon, which provides engagement with activities that meet expectations in the ascetic andhedonistic outlook. The numerous opportunities for experiences involving cultural leisure contents reiterate their value and importance tothe quality of life, health and the pursuit of well-being. Involvement with these practices is motivated by several factors, such as thesearch for relaxation, stress relief, recovery of expended energy at work, personal development, or simply having fun in the available time.Each of these reasons is reinforced based on the development of technological resources in the global strategies of the economy andparticularly on the personal skills and abilities to perceive the positive appeals arising from participation in leisure activities. The sum ofthese elements increases the chance to experience different sensations and emotions from those of everyday life. However, the personalmotives of choices for certain activities are not clear, when taking into account the perception of the appeals coming from the ownpractices as factors that may lead to the development of internal skills for changing values and attitudes about leisure (Teodoro &Schwartz, 2012). Thus, this qualitative study (Souza Minayo, 2012) aimed at understanding how the positive appeals related to theexperiences in the leisure context may interfere with the motivation to adopt pro-active and healthy life styles.

The study was developedthrough literature review, based on the precepts of Positive Psychology, in articles published in journals inserted in various researchbases. Data were descriptively analyzed and literature results point arguments stressing that in order to understand adherence topractices within the leisure should be considered the motivational aspects, skills and personal abilities as well as the positive appeals andthe subjective perception of pleasure derived from the activities. Well-being and inner happiness, added to feelings of pleasure within thepractices are associated and determinant factors for understanding the persuasion to adopt healthy behaviors in leisure realm.

Keywords • Positive Psycholoy, leisure, wellness, values, quality of life References: Denzin, K., & Lincoln, Y. S. (2000).Handbook of qualitative research. Thousand Oaks: Sage publications.MINAYO, M. C. de S. (2012). Análise qualitativa: teoria, passos e fidedignidade. Ciênc. saúde coletiva [online], vol.17, n.3, p.

621-626.Teodoro, A. P. E. G., & Schwartz, G. M. (2012). Usability on site leisure facilities for the elderly. ETD: Educaçao Temática Digital, 14(2),p.164-185.

POT061 - Psychological depression is a prominent topic in family-related scholarship as mental condition is notonly related to the individual, but also connected to familial and social issues (British Psychological Society, 2010).In the context of Chinese societ T. Lin (1), T. Li (1)(1) Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., New Taipei City, 24205 Taiwan Psychological depression is a prominent topic in family-related scholarship as mental condition is not only related to the individual,but also connected to familial and social issues (British Psychological Society, 2010). In the context of Chinese society, as seniors holdauthority over juniors, there is a strong involvement of parent generation in child generation’s personal and marital lives (Wu & Yi, 2003).This intergenerational involvement, some scholars indicate, has a negative effect on the physical and mental condition of married couples(Li, 2007; Wu, 2004).However, although the influence of intergenerational interaction on the individuals is established in the literature, scholars ratheroverlook whether the strength of marital relationship plays a role in this specific context and, if so, how?Against this background, this study aims to explore the effects of intergenerational involvement (in marital relationship and childeducation) on the psychological depression of married couples. Furthermore, marital interaction is also examined in this study in order tounderstand whether it functions as a moderating factor in facilitating the mental depression of married couples. The data analyzed in thisresearch is based on a five-wave longitudinal dataset. Specifically, the study focuses on the fifth round questionnaire which includes dataon 221

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married couples.In application of liner regression method, research findings reveal that marital interaction has beneficial effects on couples’ mentalcondition. More importantly, the data indicates that men’s psychological depression is mainly influenced by the frequency of maritalinteraction whereas parent generation’s involvement in marital relationship and child education fail to present a significant effect onhusbands’ mental health. In addition, interaction effect between intergenerational involvement and marital interaction does not appear inthe case of male participants. On the other hand, women’s data tells a different, but interesting story. Examining the women’s data, wecould see that women address the positive influence from marital interaction on psychological depression.

What is more, the findingsdemonstrate that frequent marital interaction acts as a moderating role, which significantly facilitates the psychological depressioncaused by intergenerational involvement. Accordingly, wives have higher psychological depression when they are aware of moreintergenerational involvement in marriage and child-education, but more marital interaction smoothes this particular psychological issue.In terms of different outcomes of husbands and wives, this research contends that men and women have a very different reaction andattitude towards intergenerational involvement. Thus it underlines the role that gender plays in shaping intergenerational interaction andambivalence.

Keywords • intergenerational involvement, marital interaction, psychological depression, Chinese society References: British Psychological Society (2010). Depression: The treatment and management of depression in adults.

Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22132433.Li, T. (2007). Intergeneration ambivalence in Chinese married women construct clarification and measurement development. FormosaJournal of Mental Health, 20 (4), 357-386.Wu, C. (2004). Utilizing data from multiple family members to building up intergenerational ambivalent experiences. Formosa Journal ofMental Health, 17 (1), 75-111.

POT062 - Measuring Gratitude Expression: A Scale Development Study A. Araz (1), C. Erdugan (1), A. Erku (1) Dokuz Eylül University, zmir, Turkey Gratitude is one of the main themes of positive psychology. Although there are plenty of gratitude scales, current literature requires areliable way to measure verbal and non-verbal expressions of gratitude in an objective way.

The purpose of this study is to develop a validand reliable measure for gratitude experienced people's expressions to the person causing that emotion. For the preliminary study, 21adult are used to evaluate how they express their gratitude and also they explained a gratitude arising memory and their reaction to it.Results evaluated and categorized according to response frequency and similarity. Item pool consisting 19 sentences was constituted.

Allitems were rated on a four-point Likert type scale (Never = 1, Sometimes = 2, Usually = 3, Al¬ways = 4). The survey was conducted with 281adult participants who have varying socio-demographical characteristics in zmir, Turkiye. Principal components analysis with varimaxrotation was carried out. The results of study indicated that The Gratitude Expression Scale is a reliable (a = .84 ) measure with 11 itemsand 3 factors and internal consistency values of factors range between .75 and .78. The test-retest reliability and internal consistencyanalyses revealed statistically significant correlation coefficients. As preliminary evidence to criterion-related valid¬ity, correlationalanalyses on theoretically related variables showed statistically significant coefficients. The study brings a new perspective to gratitudeliterature by investigating gratitude in a different culture and investigating expressions of gratitude.

Keywords • Gratitude, Gratitude Expression, Reliability, Validity

POT063 - Dispositional Optimism and Defensive Pessimism as Predictors of Health-related Behavior in CzechAdults J. Dosedlová (1), M. Jelínek (1), H. Klimusová (1), I. Bure ová (1)(1) Institute of Psychology, Masaryk University in Brno, Czech Republic ObjectivesThe research studies a particular theme of a project supported by Czech Grant Agency (No. 1319808S).This exploratory study tries to clarify the relation among dispositional optimism/pessimism, defensive pessimism and health-relatedbehavior. The main aim is to express the dependence of particular components of health-related behavior on variables of dispositionaloptimism and defensive pessimism and to assess possible trends in these relationships within 4 cohorts of adult Czech population.MethodsA) The research sample consists of Czech adults (N=1246, 394 men, 32%, 852 women, 68%); four age groups (20-35; 36-50; 51-65;>65).B) Methods1. Life Orientation Test – Revised, LOT-R (Scheier, Carver, Bridges, 1994).2. Defensive Pessimism

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Questionnaire, DPQ (Norem, 2002).3. Health-related Behavior Scale (Dosedlová, Slová ková, Klimusová, 2013)Data analysisThe Health – related behavior scale was analyzed using Principal Component Analysis (rotation Varimax).

Five factors of health-relatedbehavior were identified. These factors were used as predicted variables in regression analyses with the aim to evaluate theirsrelationships with dispositional optimism, defensive pessimism (controlled for the gender of respondents).ResultsFive factors explaining 45,6% of the total variance of 32 initial items of health-related behavior were as follows: healthy food, mentalhygiene, daily regimen, physical activity, and avoiding addictive/harmful substances. Defensive pessimism was not related to any of thefactors. Dispositional optimism was found to be a significant predictor of mental hygiene (beta = 0,56). Together with the gender and ageof respondents it explained 36,6 % of the variance. An interaction effect between age and dispositional optimism was found in physicalactivity factor only. Dispositional optimism is related positively to physical activity in all the age cohorts with the exception of youngadulthood (20-35 years), where no such relation was found.ConclusionsDispositional optimism strongly predicts care of mental hygiene in all cohorts and it is related positively to physical activity since middleage. No connection was found to other components of health-related behavior (healthy food, daily regimen and avoidingaddictive/harmful substances). These results differ partly from the results of studies presented in the USA and in some Europeancountries, where a higher rate of optimism is connected to a higher activity in general and specifically in the relationship to one’s ownhealth (Steptoe, 1994; Mulkanna, Hailey, 2001; Ylöstalo, 2003; Giltay, 2007; Posadzki, 2010).

Keywords • dispositional optimism, defensive pessimism, health-related behavior References: Giltay, E.J., et al. (2007).Lifestyle and dietary correlates of dispositional optimism in men: The Zutphen Elderly Study. Journal of Psychosomatic Research, 63, 5,483-490.Mulkanna, S. S., Hailey,B.J. (2001). The role of optimism in health-enhacing behavior. American Journal of Health Behavior, 2001, 25, 4,388-395.Posadzki, P., et al. (2010).

A mixed-method approach to sense of coherence, health behaviors, self-efficacy and optimism: towards theoperationalization of positive health attitudes. Scandinavian Journal of Psychology, 51, 3, 246-252.Steptoe, A., et al. (1994). Personality and attitudinal correlates of healthy and unhealthy lifestyles in young adults. Psychology andHealth, 9, 5, 331-343.Ylöstalo, P. V., Laitinen, J., Knuuttila, M. L. (2003). Optimism and life satisfaction as determinants for dental and general healthbehavior - oral health habits linked to cardiovascular risk factors.

Journal of Dental Research, 82, 3, 194-199.

POT064 - How job crafting leads to the meaningfulness of work: Balancing differentiation and belonging I. De Clippeleer (1, 2) D. Buyens (1, 2) A. De Vos (3)(1) Vlerick Business School, Belgium (2) Ghent University, Belgium (3) AntwerpManagement School, Belgium Despite a widening stream of research showing that job crafting helps individuals attain positive outcomes, remarkably absent in theliterature is empirical evidence directly assessing the effect of job crafting on the experienced meaning of work (Wrzesniewski et al.,2013). This is surprising given one of the basic tenets and widely assumed effects of job crafting concerns alterations in the meaning ofwork (Wrzesniewski & Dutton, 2001).

Furthermore, the mechanisms through which job crafting may lead to favorable outcomes such asincreased work meaning remain an unexplored, yet important, program of research (Oldham & Hackman, 2010; Wrzesniewski, et al.,2013).The present research aims to conceptualize and demonstrate the opposing senses of differentiation and belonging as effectivemechanisms that mediate the effect of job crafting on experienced meaningfulness. Drawing from insights of social identity theory (Tajfel& Turner, 1985) and optimal distinctiveness theory (Brewer, 1991), we advance a model in which job crafting functions to develop andpreserve individuals’ personal identity, and their social identities. More specifically, we suggest that job crafting is used as a proactive toolin the process of identity constructing to negotiate between personal and social identities. Indeed, developing one’s personal identityrequires a personalization process that results in a sense of differentiation and uniqueness, whereas constructing one’s social identitiesnecessitates a depersonalization process that results in a sense of belonging and communion. We furthermore argue that meaningfulnessis maximized when employees attain an optimal balance between the fulfilment of the human needs of differentiation and belongingnessin the work setting.

Consistent with optimal distinctiveness theory (Brewer, 1991), extremes in either one of both dimensions wouldthreaten a person’s self-worth, leading to detrimental effects on experienced meaningfulness.We extend past research in three ways. First, this study contributes to past job crafting research by empirically establishing the relationbetween job crafting and meaningful work, and by exploring the black box in between. Second, we develop and test a model thatconsiders the interplay of self-oriented and other-oriented mechanisms of meaning,

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an endeavor deemed necessary to advance theliterature on the meaning of work (Pratt & Ashforth, 2003; Rosso et al., 2010). Third, we contribute to Brewer’s (1991) optimaldistinctiveness theory by providing an empirical test of the assertion that individuals continuously search for and proactively engage inefforts to realize an optimal level of inclusiveness where both differentiation and assimilation needs are met.A first, though limited dataset provides preliminary support. The theoretical framework therefore will be tested in a three-wavelongitudinal design for which data collection ends this May. Empirical data will be included in the presentation.

Keywords • Job crafting, meaningfulness, differentiation, belonging References: Brewer, M. B. (1991). The social self: Onbeing the same and different at the same time. Personality and Social Psychology Bulletin, 17, 475-482.Oldham, G. R. & Hackman, J. R. (2010). Not what it was and not what it will be: The future of job design research. Journal ofOrganizational Behavior, 31(2/3), 463-479.Pratt, M. G., & Ashforth, B. E. (2003). Fostering meaningfulness in working and at work. In K. S. Cameron, J. E. Dutton, & R. E. Quinn(Eds.), Positive Organizational Scholarship (pp. 309-327). Philadelphia: Psychology Press.Rosso, B. D., Dekas, K. H., & Wrzesniewski, A. (2010). On the meaning of work: A theoretical integration and review. Research inOrganizational Behavior, 30, 91-127.Tajfel, H., & Turner, J. C. (1985). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology ofIntergroup Relations, Vol. 2 (pp. 7-24). Chicago: NelsonHall.Wrzesniewski, A. & Dutton, J. E. (2001). Crafting a Job: Revisioning Employees as Active Crafters of Their Work. Academy ofManagement Review, 26(2), 179-201.Wrzesniewski, A., LoBuglio, N., Dutton, J. E., & Berg, J. M. (2013). Job crafting and cultivating positive meaning and identity in work.Advances in Positive Organizational Psychology, 1, 281-302.

POT065 - What happens when you are involved? – Empirical evidence on the effects of flow on life satisfaction A. wi tek (1),A. Bry (1),M. Szcze niak (1)(1) University of Szczecin, Poland The flow has been defined by different psychologists as the optimal state of mind in which a person ‘feels cognitively efficient, deeplyinvolved, highly motivated, and experiences a high level of enjoyment” (Asakawa, 2004, p. 124). People, whose subjective skill andsubjective challenge are balanced, are more likely to experience flow. But is flow the goal itself? Csikszentmihalyi (1999) says that if wefind flow in our activities, we lead happy life.

Therefore, being completely involved in what we do and how we live, makes us moresatisfied.Previous research, conducted mainly among students from Western countries, indicates that those respondents who are totally involvedin something to the point of forgetting time, tiredness, but the activity itself, are also more pleased and content.The present study aims to assess relationship between flow and satisfaction (Diener, Lucas, 2000) in a Polish group of respondents. Thepreliminary research was conducted on the group of 126 participants. The mean age was M=23,44 with SD=5,014 (range=17-46 years).Most were men (55%). The Flow Short-Scale (Rheinberg, Vollmeyer, Engeser, 2003) was translated into the Polish language and backtranslated into German. To ensure equivalence in meaning, both translations were compared. The results illustrate a positive correlationbetween flow and life satisfaction (r=0,218*). Additionally, a linear regression shows that the flow is a predictor of being fulfilled with ownexistence (R=0,239). Such outcomes lead us to suppose that, as in other foreign groups, the experience of flow in a Polish sample isrelated to life satisfaction.

Keywords • flow, life satsifaction

POT066 - Working in opposite sex-typed jobs: the importance of social support and the satisfaction of basicpsychological needs E. Mayor (1), K. Labarthe (2)Université de Neuchâtel, Switzerland The satisfaction of basic psychological (relatedness, autonomy and competence) in the workplace increases wellbeing. Social supportshows the same effect. But the unique effect of these constructs and their moderation by sex has to date not been clearly disentangled.Relatedness and social support in particular are constituents of communality and therefore more important to the feminine gender role ,whereas the satisfaction of the need for competence might be more important for men. In this study, we investigate their effect onperceived stress, positive and negative affect, life satisfaction and health. We also investigate how they moderate the impact of a specificstressor: the occupation of an opposite sex-typed job. 259 participants (53% women) notably filled in the Basic Psychological NeedsSatisfaction at Work Scale, the Multidimensional Scale of Perceived Social Support, the

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Perceived Stress Scale, the Positive and NegativeAffect Scale, the Physical Health Questionnaire and the Satisfaction With Life Scale. Thirty-eight percent of participants were classified inan opposite sex-typed job (interrater agreement based on the whole sample was acceptable). Results show that women and men indeeddo not benefit in the same way of these resources in general, and in the occupation of an opposite sex-typed job.

Implications arediscussed.

Keywords â&#x20AC;˘ Basic psychological needs, Social support, Positive and negative affect, Perceived stress

POT067 - Person and situation as predictors of flow in work and academic setting A. Avsec (1), N. ermak (2), . Lep (2), G. Zager Kocjan (1)(1) University of Ljubljana, Slovenia(2) University of Ljubljana, student, Slovenia In the present study, state flow was predicted with enduring personality dispositions and situation characteristics.

According toprevious theorizing it was hypothesized that psychological characteristics of situation would have stronger effect on state flow ascompared to the big five personality traits. The first sample consisted of 169 employees who choose one of the most engaging workrelatedevents for them in last three months. They estimated the intensity of flow experience in that event with the State Flow Scale anddescribed psychologically important characteristics of the situation characterizing that event with the Riverside Situational Q-Sort 8.Participants also filled out the Big Five Inventory. The second sample consisted of 113 psychology students who participated in a groupactivity. After the activity, the participants filled out the same three questionnaires as the first sample.

Regression analyses results werequite similar for both samples despite different settings (work vs. academic). In both samples, the big five did not contribute significantlyto the explained variance in state flow. On the other hand, eight characteristics of situations explained 26 % and 38 % of the variance instate flow in work and academic settings, respectively. In both settings, important predictors were intellect and positivity. Intellect as asituational characteristic relates to the individual`s perception that a selected situation requires deep cognitive processing. Our resultsthus indicate that individuals who perceived higher intellectual demands in the evaluated situation experienced higher state flow. Theseresults are in accordance with previous findings about the importance of high situational challenges perceived by an individual forexperiencing flow. Positivity as another statistically important situational predictor of state flow relates to individual`s perception of asituation as potentially rewarding. This is in line with previous studies which repeatedly confirmed global positivity and intrinsic reward offlow state.

POT068 - Positive Health and Chronic Subdural Haematoma; Well-being is the best medicine.

C. E. McMillan (1,2), M. J. Hennessy (1,2), L. A. G. Marshman (2,3), L. Blackwood (1,2)(1) Department of Psychology, College ofHealthcare Sciences, James Cook University, Townsville, Queensland 4810, Australia.(2) Neurosurgery and Neuropsychology Research Group, James Cook University, Townsville, Queensland 4810, Australia.(3) Department of Neurosurgery, Institute of Surgery, IMB 20, P.O. Box 670, The Townsville Hospital, Douglas, Townsville, Queensland4810, Australia.(4) College of Medicine and Dentistry, James Cook University, Townsville, Queensland 4810, Australia.

The current medical-model of health largely focuses on the diagnosis and treatment of illness, disability and psychopathology. Assuch, this model fails to acknowledge the importance of positive human functioning and experience. In response to this limitation, recentworks propose a framework of Positive Health to better understand optimal recovery and disease prevention (Seeman, 1989; Ryff, Singerand Love, 2004; Seligman, 2008, 2013). According to Seligman (2008), Positive Health describes a state beyond a mere absence ofdisease, indicated by a combination of excellent status on biological, functional and subjective domains. The aim of this study was toempirically test this hypothesis within a clinical sample. A Positive Health framework was used to assess patient outcome and well-beingafter Chronic Subdural Haematoma (CSDH) at a functional, cognitive and subjective level. The study used a retrospective long-termfollow-up design with Time 1 assessment at 2-11 years post-surgery; and Time 2 at two years post-Time 1; and an age-matched normalcontrol group. CSDH participants (N=84) were previously admitted to The Townsville Hospital for neurosurgical management of CSDH. Allparticipants were administered: a demographics and medical history questionnaire, the Functional Activities Questionnaire-Self Report(FAQ-SR), The Cognitive Telephone Screening Instrument (COGTEL), the Mental Health Continuum-Short Form (MHC-SF), and theGeriatric Depression Scale-Short Form (GDS-SF). For functional outcomes, there were no significant differences between Time 1 and Time2 for CSDH participants. For cognitive outcomes, there was a significant improvement in Verbal Long-Term Memory between Time 1 andTime 2, and

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significant reduction in performance on Working Memory and Inductive Reasoning. For subjective well-being, a significantincrease was observed for the MHC-SF Social Well-Being subscale. In comparison to healthy controls, CSDH patients displayed significantimpairment on functional and cognitive outcomes, however there were no significant differences observed for subjective well-beingmeasures. In fact, CSDH patients reported significantly lower levels of depression when compared to the healthy control group. Due topatient attrition and loss to mortality between Time 1 and Time 2, comparisons to healthy controls do not represent a common CSDHpatient group, but a group characterised by improved functioning, high levels of subjective well-being and reduced mortality rates.Findings from this study provide the first demonstration of potential positive health assets in a CSDH patient sample. Future researchaims to further explore the characteristics of this group, in order to further substantiate the use of a Positive Health framework to predictrecovery and longevity beyond conventional medical models of health.

Keywords • Positive Health, Chronic Subdural Haematoma, Outcome, Recovery, Well-being References: Seeman, J.(1989). Toward a Model of Positive Health. American Psychologist, 44(8), 1099-1109.Ryff, C. D., Singer, B. H., & Love, G. (2004). Positive health: connecting well-being with biology. Philos Trans R Soc Lond B Biol Sci, 359(1449), 1383-1394. doi: 10.1098/rstb.2004.1521Seligman, M. E. P. (2008). Positive Health. Applied Psychology, 57(s1), 3-18. doi: 10.1111/j.1464-0597.2008.00351.xSeligman, M. E. P. (2013). Positive Health and Health Assets: Re-Analysis of Longitudinal Datasets. White Paper. University ofPennsylvania. Positive Health.

POT069 - Application of character strengths, work-engagement and burnout: implications for well-being andhealth in medical education Melanie Hausler (1,2), Cornelia Strecker (2), Alexandra Huber (1,2), Mirjam Brenner (2), Thomas Höge (2), Stefan Höfer (1)(1) MedicalUniversity of Innsbruck (2) University of Innsbruck, Austria High rates of burnout, illness and dissatisfaction among physicians show the need for change of medical education and training. Aimof this analysis was to examine relations between application of character strengths (ACS), well-being and health of medical students intheir first year (n=167), clinical practical year (n=67) and doctors in internship (n=92). Regression analysis showed a medium effect onwell-being, a small effect of the ACS on mental health and no effect on physical health. Mediation models were tested hypothesizing thatworkengagement and burnout are mediating the ACS-mental health and ACS-well-being links. Results showed that both factors(partially) mediated the direct links, whereby differences between the samples were identified. Furthermore we found a trend that wellbeingand work-engagement was steadily decreasing whereas burnout was increasing over the education period. Results indicate theimportance of promoting the individual character strengths to foster well-being and to prevent burnout, in particular during medicalinternship.

Keywords • character strengths, wellness, personality, well-being, health

POT070 - Basic Trust, Positive Responses to Benefit and Harm and Coping with Critical Situations E. Gruszecka (1)J. Trzebinski (2)(1) University of Social Sciences and Humanities, Sopot, Poland(2) University of Social Sciences and Humanities, Warsaw,Poland The aim of our studies was to explore relationships between a person’s concept of the world (lay theories) and characteristics of socialbehavior and coping with critical situations. According to Eric Erikson, the Basic Trust might be considered as a fundamental constituentof an individual’s world-view, which is based on experiences of sustainable support and cohesiveness within own social group, like familyin early stages of a development. The Basic Trust is a presumption that the world has unchangeable order and meaning and is generallypositive towards human beings. 16-items Basic Trust Inventory (BTI) was constructed to measure the strength of the Basic Trust.

Theresults of our studies indicate that strength of the Basic Trust relates positively with cognitive and emotional sensitivity to positive ratherthan negative aspects of social relationships, to gratitude and forgiveness reactions on others behavior and to constructive style of copingwith critical life situations. From more general perspective, the data suggests the influence (usually unconscious) of an individual’s worldviewon behavior. This kind of data might provide a rationale for considering changes in some aspects of the world-view as a specifictreatment strategy aimed to (a) increase prosocial forms of behavior and (b) support persons in coping with life challenges.

Keywords • basic trust, gratitude, forgiveness, coping with critical life situations

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POT071 - What is the role of hope in chronic diseases ?

L. Robieux (1,2), F. Zenasni (2), JL. Tavani (2,3), C. Flahault (1,4)1) Laboratoire de Psychopathologie et Processus de Santé (LPPS),Institut Universitaire Paris Descartes de Psychologie, Université Paris Descartes-Sorbonne Paris Cité, France(2) Laboratoire Adaptation Travail Individu (LATI), Institut Universitaire Paris Descartes de Psychologie, Université Paris Descartes-Sorbonne Paris Cité, France(3) Laboratoire Parisien de Psychologie Sociale (LAPPS), Université Paris 8 – Vincennes Saint Denis, France(4) Institut Curie, Paris, France The scientific literature shows that hope has a significant impact in health context. Nevertheless, there is still little research describingthe nature of the representations of hope in patients’ population. Hope is defined as a perceived capability to derive pathways to desiredgoals, and to motivate oneself via agency thinking to use those pathways. The main objective of this study is to explore the socialrepresentation of hope, in the context of chronic disease, for both patients and health providers. For that purpose, we conducted thepresent study considering the free association technique. The sample consisted of 92 chronic disease patients (Mean age = 51.1 years, SD= 18.9, 69% female), 91 health care professionals (Mean age = 35.4 years, SD = 11.6, 72% female) and 108 individuals from generalpopulation (Mean age = 30.3 years, SD = 13.8, 64% female). They completed two free association’s tasks: participants had to indicate“everything that comes into your mind when they think about HOPE”, for both general and specific disease context. Free associationsallowed us to identify shared conceptions of hope as well as intergroup variations in these representations. Associations with the word ofhope produced by our respondents were depending on (a) the context (hope in disease or hope in general), and (b) the type of participant(patient, healthcare professionals or individuals from the general population). The results first indicate that hope, for all participants andwhatever the context, refers to the beliefs of positive issues and perspectives. Moreover, dealing with a chronic disease seems to create,for the patients, a very specific representation of hope. It appears that when disease become serious and persistent, and when patientsneed to deal with uncertainty, hope is mainly describe as a coping strategy, determined by specific objectives and resources. Based on theresults of this first study, we designed a second research in order to better understand the expected role of hope in chronic diseasecontext. The purpose of this new study was to identify the positive impact of hope, to identify the role of hope as a positive resource forpatients. For that purpose, we conducted a study considering the test approach.

The sample consisted of 50 chronic disease patients(Mean age = 51.1 years, SD = 18.9, 69% female). They completed different scales: the Self-Assessment Manikin, the State Hope Scale, theConsultation And Relational Empathy and The Personal General Index. Patients reported high levels of hope. The results also indicate thathope influence the patient’s wellbeing and the emotional distress’ level. It appears that hope can be considered as a main positiveresource for patients with chronic disease. Based on those studies, it will be possible to propose hope evaluation and interventions with aview to improve quality of life.

Keywords • Hope, Chronic Diseases, Patients, Positive Ressources, Coping

POT072 - Home as a place of healing and growth in the experiences of families living with chronic illness – aGounded Theory analysis V. Sallay (1)T. Martos (1)A. Dúll (2)(1) University of Szeged, Institute of Psychology, Szeged, Hungary(2) Eötvös Loránd University of Sciences, Institute of Psychology, Budapest, Hungary Background:Home is a significant place that may have considerable potential for comfort, security, healing and growth for the individuals andrelationships (Oswald & Wahl, 2005). At the same time home can be the place where a number of families are coping with challenges, forexample with the experience of chronic illness (Dyck et al, 2005). In our study we apply the positive psychological approach towardcoping with chronic illness together with an environmental psychological oriented focus on the context (e.g. Korpela et al., 2001). Fromthis point of view the positive functioning of the chronically ill person and the family members at home can be seen as a result of theenvironmental-emotional self-regulation processes.AimsIn a qualitative study we intended to discover those processes and strategies that family members develop to maintain positivefunctioning in the face of challenges.

Specifically, we wished to learn how family members use their homes as restorative places to findhealing and growth even with experiences of chronic back pain or epilepsy.Methods and results:In our study, we administered 22 in-depth interviews in 10 families (4 outpatients with epilepsy, 6 outpatients with chronic back pain andtheir cohabiting adult relatives). We applied the Emotional Map of the Home Interview (EMHI). EMHI is a projective method whereparticipants place predefined positive and negative emotions on the layout of their homes according to their own experiences. Theadjacent interview focuses on the personal stories of these emotions and the connected personal experiences. We analyzed theinterviews qualitatively using the Grounded Theory method. The

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emerging themes (four selective codes) describe important aspects ofthose processes and strategies that individuals and families use to find healing and growth in and through the space of their familyhomes: 1) Use of images of past, present, and future homes. 2) Self-regulation of the inner psychological states through the active shapingof the home. 3) Separating feelings from the experiences at home. 4) Everyday rituals that connect spaces and people. Excerpts ofinterviews supporting these themes will be also presented.Discussion and conclusion:Our research combines the holistic approach of the environmental psychology with systemic view. This way we may understand the rolethat home as a socio-physical environment may play in the life of chronic ill persons and their family members who wish to find healingand growth. Active shaping of the home environment and finding supporting spatial-relational rituals in the space of the home seem twoimportant ways that may help to experience positive outcomes.

Keywords • growth experiences, chronic illness, positive and negative emotions, family home, qualitative study References: Dyck, I., Kontos, P., Angus, J., McKeever, P. (2005). The home as a site for long-term care: meanings and management ofbodies and spaces. Health and Place, 11. 173-185.Korpela, K. M., Hartig, T., Kaiser F. G., Fuhrer, U. (2001). Restorative experience and self-regulation in favorite places. Environment andBehavior, 33, 572589.Oswald, F., & Wahl, H.-W. (2005). Dimensions of the meaning of home. In Rowles, G. D. Chaudhury, H. (Eds.), Home and Identity in LateLife: International Perspective., (pp. 21-45.), New York: Springer.

POT073 - Predictors of satisfaction with life dynamics in physically disabled and non-disabled students A. Lebedeva (1), D. Leontiev (1, 2), E. Osin (1)(1) International Laboratory of Positive Psychology of Personality and Motivation, HigherSchool of economics, Moscow, Russia(2) Lomonosov Moscow State University, Moscow, Russia Background: It is still disputable whether physical disability is accompanied with lower subjective well-being. In a cycle of studies weshowed that the association of physical disability with subjective well-being is mediated by personality resources of self-regulation, whilein the non-disabled these resources do not play an equally important role. In this study we investigate the contribution of differentpersonality variables referring to personality resources, adjustment problems and meaningfulness of life.Study Design: We hypothesized that the predictors of temporal dynamics of satisfaction with life as a dependent variable will differ in thesamples of physically challenged students and non-disabled participants in an inclusive college and university education setting.

Thesetwo samples are similarly well adapted and do not experience the pressure of unfavorable developmental conditions. The aim of the studywas comparing the way personality resources and maladaptive patterns are linked with change of satisfaction with life in the twosamples. Satisfaction with life was measured in two waves - Time 1 and Time 2, with an interval of approximately one year. Theparticipants were college and undergraduate students physically disabled (N=31) and non-disabled (N=103) - studying in an inclusiveeducational setting. First, we compared SWLS at T1 and at T2, controlling for health status. Second, we checked which variables at T1predict SWLS at T2 in both samples, controlling for SWLS at T1.Methods: We applied the following set of inventories: (1) Satisfaction with Life Scale (SWLS, Diener a.o., 1984), Russian version by Osin &Leontiev (2008); (2) Noetic orientations test (Leontiev, 1992) as a measure of life meaningfulness; (3) Hardiness test (Maddi, 1998),Russian version by Leontiev, Rasskazova (2006); (4) Multiple Stimulus Types Ambiguity Tolerance (MSTAT-I, McLain, 1993), Russianversion by E. Lukovitskaya (1998); (4) Mini-Mult (a short Russian version of MMPI – V. Zaicev (1981). To assess temporal changes ofSatisfaction with Life General linear modeling was used. We also applied Partial Correlations (Pearson) for finding linear relationshipsbetween personality variables at T1 and SWLS at T2 whilst controlling for SWLS (T1). The statistical analyses were carried out using SPSS21.0.Results: SWLS grew up from T1 to T2 independent of health status. There were no significant shifts of other variables. Partial Correlationsbetween T1 variables and T2 SWLS were significant for the following variables: in the non-disabled group: Meaningfulness, Hardiness –Involvement, Mini-mult scales F, 1, 2, 3, 4, 7 (all positive); in the disabled group: Hardiness – Control, Tolerance for ambiguity (bothnegative), Mini-mult scale K (positive).The results seem to show that the dynamics of satisfaction with life in both samples is associated with different personality predictors.

Keywords • physical disability, personality resources, satisfaction with life

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POT074 - University of KwaZulu Natal, HowardCollege, King George Avenue, Glenwood, 400 Taka, C (1)Buitendach, J H (2)University of KwaZulu Natal, HowardCollege, King George Avenue, Glenwood, 4000, South Africa The study was conducted at Parirenyatwa Hospital, which is Zimbabwe’s largest and most sophisticated hospital.

The hospital islocated in Harare’s Belgravia area. The aim objective of this study was to assess the nature of the relationships that that PsychologicalDistress and Psychological Well-Being, together with their constructs have with Organisation Commitment and its constructs as well as toassess the roles of age, gender and tenure on employee organisation commitment. This study used a quantitative, cross-sectional researchdesingn. A total of 116 participants took part in this research. In terms of gender, 60 of the participants were male while 56 were female.The questionnaire that was used as the instrument for data collection contains four main sections. The first section required thatparticipants fill in demographic information in relation to questions asked in the questionnaire. The second section contained the 17-itemOrganisation Commitment Questionnaire (OCQ), to measure organisation commitment which is the dependent variable in the study. Thethird section of the questionnaire is made up of a psychological distress scale, to measure psychological distress which is the firstindependent variable in the study. The scale consists of three emotion thermometers which measure stress, anxiety and depression, froma scale of 0-10 (Mitchell, 2007). The last part of the questionnaire consists of the 42item Ryff scale of psychological well-being; hencepsychological well-being is the second independent variable in the study. An independent sample t-test was conducted so as to assess therelationship between gender and organisation commitment. Furthermore, the test was conducted in order to see if there are any notabledifferences between males and females.The results obtained from this test were as follows. The mean organisation commitment for males (M= 60.96, SD= 12.72) was significantlylower than the mean for females (M= 62.75, SD= 11.44); t (100) = 2.84, p< .05. The meaning of these results is that, women experiencehigher levels of organisational commitment than men. There was a strong, negative relationship between psychological distress andorganisation commitment, r (102) = -.830; p <. 01. Standard multiple regression was used to assess the abilities of anxiety, depression,stress, autonomy, environmental mastery, positive relations, purpose in life and self-acceptance to predict organisation commitment. Theregression model accounted for 32.20% of the variance of organisation commitment, R Square = .322, (F = 21.13, <.01). The best predictorsof organisation commitment were autonomy ( = .641; t = 3.95; p <.01) and stress ( = .623; t = 3.33; p <.01).

Keywords • organisational commitment, psychological distress

POT075 - Investigating the determinants of smoking cessation: from the desire to quit, to the long term success Marysia OgrodnikMaison des Sciences Economiques106-112, boulevard de l’Hôpital75013 Paris, France In France, tobacco consumption pattern shows results that are hard to interpret. On the one hand, the proportion of smokers whomade at least one quit attempt within the year significantly increased from 25.2% to 29.0% during the 2010-2014 period (Guignard et al.,2015). However, on the other hand, smoking prevalence, and the share of smokers who reported a desire to quit stagnated at 34.1% and59.5%. To understand such a situation, a clear distinction has to be made between the mechanisms that trigger the desire to quit, thosethat lead to cessation attempts, and those that ensure an effective abstention in the long term.Using a sample of 269 French smokers and ex-smokers, he present paper investigates the evolution of motivational factors, as well as selfcontrolfactors across the five stages of change that constitute the health behavioral change pattern (Prochaska and Velicer, 1997).Current smokers are concerned by the first three stages from a refusal to change until the decision to abstain, whereas ex-smokers areconcerned by the last two from a short term abstention to a long run cessation.A first logistic regression on the three smoking stages, permits to determine the factors triggering the desire to quit smoking. The secondregression made on the groups of current smokers and ex-smokers provides an analysis of the factors leading an effective cessationattempt. Finally, the third regression on the two ex-smokers’ stages is performed in order to identify the conditions for a long termabstention success.The results show that intention to quit smoking is linked to previous cessation attempts, to an increase of motivation to abstain (theexpression of regrets, a decrease in the perceived smoking physical and social benefits), and a degradation of self-control (through ahigher score of Heaviness Smoking Index, a higher propensity to smoke more than planned, and a higher sensitivity to environmentalcues).Attempts to quit smoking are predicted by a degradation of the perceived benefits of smoking and an increase of its perceivednoxiousness. A damaged image of the average smoker is also linked to a cessation attempt. Self-exempting beliefs play a role sincecompared to smokers, ex-smokers tend to

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invoke concrete reasons to be protected from cigarette noxiousness (having a healthy lifestyle),whereas smokers invoke abstract factors of protection (chance) compared to ex-smokers.Short term abstainers are distinguished from long run abstainers by their more negative perception of smokers. They also missing morecigarette even if they do not express more desire than long term abstainers to smoke again. Moreover, they do not report that abstentionwas more difficult than long term smokers.The identification of the factors predicting the different stages permit to public authorities to propose health policies aiming each type ofsmoker in order to foster the desire to quit, cessation attempt and their success in the long term.

Keywords • Cigarette addiction, Environmental Cues, Motivation, Self-control, Smoking cessation, Stages of Change References: Baltar, F., & Brunet, I. (2012). Social research 2.0: virtual snowball sampling method using Facebook. internet Research,22(1), 57-74.Barratt, M. J., Ferris, J. A., & Lenton, S. (2015). Hidden populations, online purposive sampling, and external validity taking off theblindfold. Field Methods, 27(1), 3-21.Bauermeister, J. A., Zimmerman, M. A., Johns, M. M., Glowacki, P., Stoddard, S., & Volz, E. (2012). Innovative recruitment using onlinenetworks: lessons learned from an online study of alcohol and other drug use utilizing a web-based, respondent-driven sampling(webRDS) strategy. Journal of Studies on Alcohol and Drugs, 73(5), 834-838.Bell, K., Salmon, A., Bowers, M., Bell, J., & McCullough, L. (2010). Smoking, stigma and tobacco ‘denormalization’: Further reflections onthe use of stigma as a public health tool. A commentary on Social Science & Medicine's Stigma, Prejudice, Discrimination and HealthSpecial Issue (67: 3). Social science & medicine, 70(6), 795-799.Brown-Johnson, C. G., & Popova, L. (2016). Exploring Smoking Stigma, Alternative Tobacco Product Use, and Quit Attempts. HealthBehavior and Policy Review, 3(1), 13-20.Clement, S., Schauman, O., Graham, T., Maggioni, F., Evans-Lacko, S., Bezborodovs, N., ... & Thornicroft, G. (2015). What is the impact ofmental health-related stigma on help-seeking? A systematic review of quantitative and qualitative studies. Psychological medicine, 45(01), 11-27.Dunbar, M. S., Scharf, D., Kirchner, T., & Shiffman, S. (2010). Do smokers crave cigarettes in some smoking situations more than others?Situational correlates of craving when smoking. Nicotine & tobacco research, 12(3), 226-234.Dunlop, S. M., Cotter, T., & Perez, D. (2014). When your smoking is not just about you: antismoking advertising, interpersonal pressure,and quitting outcomes. Journal of health communication, 19(1), 41-56.Etter, J. F., Perneger, T. V., & Ronchi, A. (1997). Distributions of smokers by stage: international comparison and association with smokingprevalence.Preventive medicine, 26(4), 580-585.Festinger, L. (1962). A theory of cognitive dissonance (Vol. 2). Stanford university press.Gantiva, C., Ballén, Y., Casas, M., Camacho, K., Guerra, P., & Vila, J. (2015). Influence of motivation to quit smoking on the startle reflex:differences between smokers in different stages of change.

Motivation and Emotion, 2(39), 293-298.García-Rodríguez, O., Pericot-Valverde, I., Gutiérrez-Maldonado, J., Ferrer-García, M., & Secades-Villa, R. (2012). Validation of smokingrelatedvirtual environments for cue exposure therapy. Addictive behaviors, 37(6), 703-708.Gharlipour, Z., Hazavehei, S. M. M., Moeini, B., Nazari, M., Beigi, A. M., Tavassoli, E., ... & Barkati, H. (2015). The effect of preventiveeducational program in cigarette smoking: extended parallel process model. Journal of education and health promotion, 4.Grémy, I., Halfen, S., Sasco, A., & Slama, K. (2002). Les connaissances, attitudes et perceptions des Franciliens à l’égard du tabac. ORSIle-deFrance.Guignard, R., Beck, F., Richard, J. B., Lermenier, A., Wilquin, J. L., & Nguyen-Thanh, V. (2015). La consommation de tabac en France en2014: caractéristiques et évolutions récentes. Evolutions, Paris : INPES, 6pp.Hagger, M. S., Leaver, E., Esser, K., Leung, C. M., Te Pas, N., Keatley, D. A., ... & Chatzisarantis, N. L. (2013).

Cue-induced smoking urgesdeplete cigarette smokers’ self-control resources. Annals of Behavioral Medicine, 46(3), 394-400.Hayashi, T., Ko, J. H., Strafella, A. P., & Dagher, A. (2013). Dorsolateral prefrontal and orbitofrontal cortex interactions during self-controlof cigarette craving. Proceedings of the National Academy of Sciences, 110(11), 4422-4427.Heatherton, T. F., Kozlowski, L. T., Frecker, R. C., Rickert, W., & Robinson, J. (1989).

Measuring the heaviness of smoking: using selfreported time to the first cigarette of the day and number of cigarettes smoked per day. British journal of addiction, 84(7), 791-800.Kaufman, A., Augustson, E., Davis, K., & Finney Rutten, L. J. (2010). Awareness and use of tobacco quitlines: evidence from the HealthInformation National Trends Survey. Journal of health communication, 15(sup3), 264-278.Kim, J., Kim, D. Y., Lee, J. H., & Cho, S. (2014). The effect of self-control depletion on approach tendencies toward smoking cues inrelapsers.Personality and Individual Differences, 60, S72.Klein, J. D., Thomas, R. K., & Sutter, E. J. (2007). Self-reported smoking in online surveys: prevalence estimate validity and item formateffects. Medical care, 45(7), 691-695.Kleinjan, M., van den Eijnden, R. J., Dijkstra, A., Brug, J., & Engels, R. C. (2006). Excuses to continue smoking: The role of disengagementbeliefs in smoking cessation. Addictive behaviors, 31(12), 2223-2237.Lazuras, L., Chatzipolychroni, E., Rodafinos, A., & Eiser, J. R. (2012). Social cognitive predictors of smoking cessation intentions amongsmoker employees: The roles of anticipated regret and social norms. Addictive behaviors, 37(3), 339-341.Lichtenstein, E., Zhu, S. H., & Tedeschi, G. J. (2010). Smoking cessation quitlines: an underrecognized intervention success

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story.American Psychologist, 65(4), 252.Livingston, M., Dietze, P., Ferris, J., Pennay, D., Hayes, L., & Lenton, S. (2013). Surveying alcohol and other drug use through telephone

POW051 - How do Individuals Cope with Egoistic Relative Deprivation toward Material and Emotional Things?The Mediating Role of Coping Strategies F. Ozdemir (1), B. Oner-Ozkan (1)(1) Middle East Technical University The literature on theory of relative deprivation has emphasized the distinctiveness of deprivation levels as egoistic (individual-based)and fraternal (group-based); but qualitative differences on desired outcome such as material or emotional and its possible effects havenot been clarified. This paper aims to investigate associational differences of egoistic material and egoistic emotional relative deprivationon individual level study variables. 447 undergraduate students (Nfemale = 286; Nmale = 161), who study in psychology and businessadministration departments of Middle East Technical University, participated in this study (Mage = 21.02; SD = 1.71). There weresignificant differences between materially and emotionally deprived individuals. Canonical correlation analysis indicated a systematicassociation between deprivation-coping style and subjective well-being variable sets. Also, coping strategies (including task-oriented,emotion-oriented and avoidance-oriented coping) mediated the association between egoistic relative deprivation and subjective wellbeing(including positive/negative affect, perceived stress, life satisfaction and readiness for change) within the framework of proposedstructural model.

Keywords • Subjective Well-Being; Egoistic Relative Deprivation; Coping Strategies; Structural Modeling

POW052 - Well-being of University Students: Gender Differences in Posttraumatic Growth T. KelmovitzUniversity of Joahnnesburg, Corner Kingsway and University Road, Auckland Park ABSTRACTAn immense majority of research provides evidence that trauma has many negative psychological effects; however, a growing body ofresearch has investigated the positive ways in which people’s outlook on life has changed as a result of trauma. Unambiguously, animmense quantity of collected works has reviewed numerous individual variables that perhaps modify the manifestation of posttraumaticgrowth. Nevertheless, insufficient research has been conducted on the difference between males and females in posttraumatic growthexperience. The difference between males and females might have equally significant insinuations for both precautionary interventions inaddition to trauma counselling. The current study explores the difference between males and females in posttraumatic growth in a sampleof university students in South Africa that have faced a variety of traumatic events. The sample consisted of 1292 university students thattake psychology as a subject at the University of Johannesburg. Participants completed an online survey whcih is part of a greater studythat consisted of MHC-SF; SWLS; PHQ-9; PTGI; CERQ; and the EFI. However, for the purpose of this study only the PTGI was used tomeasure posttraumatic growth in males and females. The data generated a significant difference between males and females inposttraumatic growth. A few limitations were found in this study which opened up a number of recommendations for future research tobetter understand the concept posttraumatic growth.

Keywords • Keywords: posttraumatic growth, university students, gender, wellbeing References: Bellizzi, K. M. (2004).Expressions of gravity and posttraumatic growth in adult cancer survivors. Int'l. J. Aging and Human Development, 58(4), 267-287.Bitton, M. S. (2014). PTSD, Posttraumatic Growth, and coping among UltraOrthodox Jewish battered women in Israel. Journal of Lossand Trauma, 19, 155-172. doi:10.1080/15325024.2012.760383Bowen, D. J., Halbert, C. H., Robinson, A., & Boehmer, U. (2010). Gender diverse recruitment to research projects. In J. C. Chrisler, & D. R.McCreary, Handbook of gender research in psychology (p. 181). Boston, USA: Springer.Camfield, L., Crivello, G., & Woodhead, M. (2009). Wellbeing research in developing countries: reviewing the role of qualitative methods.Soc Indic Res, 90, 5-31. doi:10.1007/s11205-0089310-zCerdá, M. (2014). Posttraumatic growth in the aftermath of a disaster: looking for the role of gender. Soc Psychiatry Psychiatr Epidemiol,49, 1859-1860. doi:10.1007/s00127-014-0949-2Cobb, A. R., Tedeschi, R. G., Calhoun, L. G., & Cann, A. (2006). Correlates of posttraumatic growth in survivors of intimate partnerviolence.

Journal of Traumatic Stress, 19(6), 895-903. doi:10.1002/jts.20171Creswell, J. W. (2014). Research design: qualitative, quanititative, and mixed methods approaches. USA: Sage.Cronin de Chavez, A., Backett-Milburn, K., Parry, O., & Platt, S. (2005). Understanding and researching wellbeing: Its usage in differentdisciplines and potential for health research and health promotion. Health Education Journal, 70-87.Danhauer, S. C., Case, L. D., Tedeschi, R., Russell, G., Vishnevsky, T., Triplett, K., . . . Avis, N. E. (2013). Predictors of posttraumatic growthin

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women with breast cancer. Psycho-Oncology, 22, 2676-2683. doi:10.1002/pon.3298Dursun, P., Saracli, S., & Konuk, O. (2014). The roles of meaningful life and posttraumatic stress in posttraumatic growth in a sample ofTurkish University students. Social and Behavioural Sciences, 159, 702-706.Easton, S. D., Coohey, C., Rhodes, A. M., & Moorthy, M. V. (2013). Posttraumatic Growth among men with histories of child sexual abuse.Child Maltreatment, 18(4), 211-220. doi:10.1177/1077559513503Grubaugh, A. L., & Resick, P. A. (2007). Posttraumatic Growth in treatment-seeking female assult victims. Psychiatr Q, 78, 145-155.doi:10.1007/s11126-006-90347Howell, D. C. (2011). Fundamental statistics for the behavioural sciences. Belmont: Wadsworth.Jin, Y., Xu, J., & Liu, D. (2014). The relationship between posttraumtic stress disorder and posttraumatic growth: gender differences inPTG and PTSD subgroups. Soc Psychiatry Psychiatr Epidemiol, 49, 1903-1910. doi:10.1007/s00127014-0865-5Koutrouli, N., Anagnostopoulos, F., & Potamianos, G. (2012). Posttraumatic stress disorder and posttraumatic growth in breast cancerpatients: a systematic review. Women and Health, 52(5), 503-516. doi:10.1080/03630242.2012.679337Linley, P. A., & Joseph, S. (2004). Positive change following trauma and adversity: a review. Journal of traumatic stress, 17(1), 11-21.doi:0894-9867/04/0200-0011/1Littlewood, R. A., Vanable, P. A., Carey, M. P., & Blair, D. C. (2008). The association of benefit finding to psychosocial and healthbehavior adaptation among HIV+ men and women. J Behav Med, 31, 145-155. doi:10.1007/s10865-0079142-3Margrove, K. L. (2013). Promoting the wellbeing and social inclusion of students through visual art at university: an Open Arts pilotproject. Journal of futher and higher education, 39(2), 147-162. doi:10.1080/0309877X.2013.778967May, T. (2011). Social research: issues, methods and research. New York; USA: McGraw-Hill .McGowan, T. C., & Kagee, A. (2013). Exposure to traumatic events and symptoms of posttraumatic stress among South African universitystudents. South African Journal of Psychology, 43(3), 327-339. doi:10.1177/0081246313493375McMillen, J. C. (2004). Posttraumatic growth: what's it all about? Psychological Inquiry, 15(1), 48-52.Morris, B. A., & Shakespeare-Finch, J. (2011). Rumination, posttraumatic growth, and distress: structural equation modelling with cancersurvivors. Psycho-Oncology, 20(11), 1176-1183. doi:10.1002/pon.1827Ramos, C., & Leal, I. (2013). Posttraumatic growth in the aftermath of trauma: a literature review about related factors and applicationcontexts. Psychology, Community and Health, 2(1), 43-54. doi:10.5964/pch.v2i1.39Rugira, J., Nienaber, A. W., & Wissing, M. P. (2013). Psychological well-being among Tanzanian University students. Journal of Psychologyin Africa, 425-430.Sawyer, A., & Ayers, S. (2009).

Posttraumatic growth in women after childbirth. Psychology & Health, 24(4), 457471.doi:10.1080/08870440701864520Schmidt-Ehmcke, A. (2008). The relation between posttraumatic growth and resilience in the South African context. Johannesburg,Gauteng, South Africa.Schneider, M., Steele, R., Cadell, S., & Hemsworth, D. (2011). Differences on psychosocial outcomes between male and female caregiversof children with life-limiting illness. Journal of Pediatric Nursing, 26, 186-199.Sears, S. R., Stanton, A. L., & Danoff-Burg, S. (2003).

The yellow brick road and the emerald city: benefit finding, positive reappraisalcoping, and posttraumatic growth in women with early-stage breast cancer. Health Psychology, 22(5), 487-497. doi:10.1037/02786133.22.5.487Stutts, L. A., Bills, S. E., Erwin, S. R., & Good, J. J. (2015). Coping and posttraumatic growth in women with limb amputations. Psychology,Health and Medicine, 20(6), 742-752. doi:10.1080/13548506.2015.1009379Swickert, R., & Hittner, J. (2009). Social support coping mediates the relationship between gender and posttraumatic growth. Journal ofHealth Psychology, 14(3), 387-393. doi:10.1177/1359105308101677

POW053 - ‘Detachment’ in Relationships for Positive Mental Health J. VermaPatna, INDIA In the Asian thought ‘detachment’ in relationships is neither seen as a negative stance nor a passive expression.

Being detached in arelationship refers to having no “expectations” from the other and not carrying “images” that need confirmation all the time.Detachment means going through relationships without making it the “hunting ground for desired outcomes”. This may perhaps bepossible through “giving” what have you, and maintaining a non-utilitarian, non-self centric, position in relationships. Detachment inrelationships leaves absolutely no fertile ground for the seeds of stress to germinate.Detachment in relationship means expecting nothing, being nothing (i.e., having no ego problems that create problem and stress inrelationships), having no desires or needs to be realized through relationships, and thus loosing nothing. This is the state of freedomfrom stress.In sum, a stress free psychological state is assured when there is nothing to loose or fear in a relationship and there is total freedom. Thismay be known as the state of being absolutely nothing. Being absolutely nothing means, not being overwhelmed or pressed by ambitions,and pressing desires in relationships. “It means having no aggression, no resistance, and no barriers built by hurt” (Krishnamurti, 1977, p.209).On the contrary we are always looking for fulfillment of ambitions or other social needs, become aggressive if things do not happen ourway, resist each

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other, and do build barriers due to hurt. We choose to give up our freedom in favour of getting into the net of action andreactions loosing our wellbeing in the turn and experiencing stress..

Keywords • Mental health, Asian though, inter-personal relationship References: Ideas influenced by the thinking of agreat modern thinker of our times J. Krishnamurti, (1902-1986).

POW054 - Wellbeing and Resilience Mechanisms: A Qualitative Study of the Kalasha, a Minority Community inPakistan (1) F.Riaz, (1) M.Park, (1) K.Golden, (2) I.Bokharey(1) Monash University,Malaysia, (2) Services Hospital, Pakistan Objective: The Kalasha are a marginalized ethnic and religious minority group in northern Pakistan. This study aimed to explore thepsychological resilience beliefs and lived experiences of the Kalasha as well as to identify cultural protective factors and indigenousbeliefs about psychological well-being and resilience.Method: Two focus groups discussions and 7 semi-structured interviews were held with the assistance of community-based involvementin the Bhamburat Valley in Hindukush mountain region of Chitral District, Pakistan. There were total 14 participants in this study 6 womenand 8 men, aged 20 to 58 years (Mage = 36.29, SD = 12.58). The Interpretative Phenomenological Analysis (IPA) qualitative method waschosen for analysis and theme extraction.

Focus Group Discussionas and semi-structured interviews were conducted with the help oflocal cultural guides, a moderator and assistants.Results: Two broad themes were identified, including experiences related to Perceptions of Marginalization and Resilience Cognitions andBeliefs. Perceptions of marginalization related to Challenges including identity & documentation, financial, educational and health relatedchallenges, whereas Threats comprised religious conversion and the poor security condition. Resilience enhancement cognitions andbeliefs identified included five main themes, all influenced through their unique spirituality: contentment, pride in social identity,tolerance, gender collaboration, and gratitude.Conclusion: Identification of cultural protective factors in this group may inform future exploration and efforts to foster resilience in othermarginalized groups.

Keywords • marginalization, minority, resilience, interpretative phenomenological analysis, Pakistan ,Kalasha

POW055 - Patient Accounts of Resilience during a Lifestyle Intervention Programme for Noncommunicablediseases P. M. Skowno (1), W. Derman (2), D. J. Stein (3), C. E. Draper (1)(1) Division of Exercise Science and Sports Medicine, Department ofHuman Biology, University of Cape Town, South Africa, (2) Institute for Sport and Exercise Medicine, University of Stellenbosch, SouthAfrica, (3) Department of Psychiatry and MRC Unit on Anxiety and Stress Disorders, University of Cape Town, South Africa Rehabilitation for non-communicable diseases (NCDs) requires individualised strategies emphasising psychosocial protective factors.This study aimed to explore the role of resilience in patients with NCDs completing a lifestyle intervention programme. Semi-structuredinterviews were conducted with 14 patients, before and on completion of a 12 week lifestyle intervention for NCDs. Patients described therole of personal resilience and other programmerelated factors in their improved wellbeing during the programme. Resilience was evidentin patients’ constructive responses to diagnosis and positive lifestyle changes initiated and maintained by programme completion.

Skillsincluded finding benefit in the adverse event and self-efficacy in their recovery. Perceived support highlighted the positive impact ofpatient-centred interventions on physical and psychosocial health, particularly in vulnerable patients.

Keywords • Psychological resilience, lifestyle interventions, qualitative research, non-communicable diseases, perceived support,benefit finding, self-efficacy, lifestyle behaviour change References: Abraído-Lanza, A. F., Guier, C., & Colón, R. M. (1998).Psychological thriving among Latinas with chronic illness.

Journal of Social Issues, 54(2), 405–424. doi:10.1111/j.1540-4560.1998.tb01227.xBandura, A. (2006). Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents. Information Age Publishing.Beardslee, W. R. (1989). The role of self-understanding in resilient individuals: The development of a perspective. American Journal ofOrthopsychiatry, 59(2), 266–278.Becker, G., & Newsom, E. (2005). Resilience in the face of serious illness among chronically ill African Americans in later life. Journal ofGerontology: Social Sciences, 60B(4), S214–23. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/15980297Bonanno, G. A. (2004). Loss, trauma, and human resilience:

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have we underestimated the human capacity to thrive after extremelyaversive events? The American Psychologist, 59(1), 20–8. doi:10.1037/0003-066X.59.1.20Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.

Qualitative Research in Psychology, 3(2), 77–101.doi:10.1191/1478088706qp063oaBritten, N. (1995). Qualitative interviews in medical research. BMJ, 311, 251–253.Burton, N. W., Pakenham, K. I., & Brown, W. J. (2009).

Evaluating the effectiveness of psychosocial resilience training for heart health,and the added value of promoting physical activity: A cluster randomized trial of the READY program. BMC Public Health, 9, 1–9.doi:10.1186/14712458-9-427Carver, C. S. (2005). Enhancing adaptation during treatment and the role of individual differences.

Cancer, 104(11 Suppl), 2602–7.doi:10.1002/cncr.21247Celano, C. M., Beale, E. E., Moore, S. V, Wexler, D. J., & Huffman, J. C. (2013). Positive psychological characteristics in diabetes: a review.Current Diabetes Reports, 13(6), 917–29. doi:10.1007/s11892-013-0430-8Chan, C. L. W., Ho, R. T. H., Fu, W., & Chow, A. Y. M. (2006). Turning curses into blessings: an Eastern approach to psychosocialoncology. Journal of Psychosocial Oncology, 24(4), 15– 32. doi:10.1300/J077v24n04_02Chan, I. W. S., Lai, J. C. L., & Wong, K. W. N. (2006). Resilience is associated with better recovery in Chinese people diagnosed withcoronary heart disease. Psychology and Health, 21(3), 335–349. doi:10.1080/14768320500215137Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC).Depression and Anxiety, 18(April), 76–82. doi:10.1002/da.10113Coulter, A., & Ellins, J. (2006). Patient-focused interventions: a review of the evidence.

London: The Health Foundation. Retrieved fromhttp://www.researchgate.net/publication/230687408_Patientfocused_interventions_a_review_of_the_evidence/file/d912f5082b71e6a750.pdfCoulter, A., & Ellins, J. (2007).

Effectiveness of strategies for informing, educating, and involving patients. BMJ (Clinical Research Ed.),335(7609), 24–7. doi:10.1136/bmj.39246.581169.80Derman, W., Schwellnus, M., Hope, F., Jordaan, E., & Padayachee, T. (2014). Description and implementation of U-Turn Medical, acomprehensive lifestyle intervention programme for chronic disease in the sport and exercise medicine setting: pre-post observations in210 consecutive patients.

British Journal of Sports Medicine, 0, 1–7. doi:10.1136/bjsports-2014-093814Dyer, J., & Tusaie, K. (2004).

Resilience: A historical review of the construct. Holistic Nursing Practice, 18(1), 3–10. doi:00004650-20040100000002Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using Thematic Analysis: A hybrid approach of inductive and deductivecoding and theme development. International Journal of Qualitative Methods, 5, 80– 92. doi:10.1063/1.2011295Fournier, M., De Ridder, D., & Bensing, J. (2003). Is optimism sensitive to the stressors of chronic disease? The impact of type 1 diabetesmellitus and multiple sclerosis on optimistic beliefs. Psychology and Health, 18(3), 277–294. doi:10.1080/0887044031000062197Greene, R. R., Galambos, C., & Lee, Y. (2004).

Resilience Theory. Journal of Human Behavior in the Social Environment, 8(4), 75–91.Haynes, D. F., & Watt, P. J. (2008). The lived experience of healthy behaviors in people with debilitating illness. Holistic Nursing Practice,January, 44–53.Hefferon, K., Grealy, M., & Mutrie, N. (2009). Post-traumatic growth and life threatening physical illness: a systematic review of thequalitative literature. British Journal of Health Psychology, 14(Pt 2), 343–78. doi:10.1348/135910708X332936Houston, S. (2001). Beyond social constructionism: Critical realism and social work. British Journal of Social Work, 31(6), 845–861.doi:10.1093/bjsw/31.6.845Iwasaki, Y., & Bartlett, J. (2006). Stress-coping among Aboriginal individuals with diabetes in an urban Canadian city: Fromwoundedness to resilience. Journal of Aboriginal Health, September. doi:2291-9376Kralik, D., van Loon, A., & Visentin, K. (2006).

Resilience in the chronic illness experience. Educational Action Research, 14(2), 187– 201.doi:10.1080/09650790600718035Leung, Y. W., Gravely-Witte, S., Macpherson, A., Irvine, J., Stewart, D. E., & Grace, S. L. (2010). Post-traumatic growth among cardiacoutpatients: Degree comparison with other chronic illness samples and correlates. Journal of Health Psychology, 15(7), 1049– 63.doi:10.1177/1359105309360577Majani, G. (2011). Positive psychology in psychological interventions in rehabilitation medicine. Giornale Italiano Di Medicina Del LavoroEd Ergonomia, 33(1 Suppl), A64–68.Matheson, G. O., Klügl, M., Engebretsen, L., Bendiksen, F., Blair, S. N., Börjesson, M., … Ljungqvist, A. (2013). Prevention andmanagement of non-communicable disease: the IOC consensus statement, Lausanne 2013. British Journal of Sports Medicine, 47(16),1003–11. doi:10.1136/bjsports-2013-093034Parry, C. (2003). Embracing uncertainty: an exploration of the experiences of childhood cancer survivors. Qualitative Health Research, 13(2), 227–246. doi:10.1177/1049732302239600Parry, C., & Chesler, M. (2005). Thematic evidence of psychosocial thriving in childhood cancer survivors. Qualitative Health Research, 15(8), 1055–1073. doi:10.1177/1049732305277860Pentz, M. (2005). Resilience among older adults with cancer and the importance of social support and spirituality-faith.

Journal ofGerontological Social Work, 44(3-4), 3–22. doi:10.1300/J083v44n03_02Pope, C., & Mays, N. (1995).

Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and healthservices research. BMJ, 311(July), 42–45.Poses, R. M., & Isen, A. M. (1998). Qualitative research in medicine and health care: Questions and controversy. Journal of GeneralInternal Medicine, 13(January), 32–39.Potter, J., & Hepburn, A. (2005). Qualitative interviews in psychology: problems and possibilities. Qualitative Research in Psychology, 2(4), 281–307. doi:10.1191/1478088705qp045oaQSR. (2014). NVivo [Computer Programme]. Version 10. (Q. I. P. Ltd, Ed.). Melbourne: QSR International Pty Ltd.Richardson, G. E. (2002). The metatheory of resilience

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and resiliency. Journal of Clinical Psychology, 58(3), 307–321.doi:10.1002/jclp.10020Scheier, M. F., Matthews, K. A., Owens, J. F., Schulz, R., Bridges, M. W., Magovern, G. J., & Carver, C. S. (1999). Optimism andrehospitalization after coronary artery bypass graft surgery. Archives of Internal Medicine, 159, 829–835.Sheikh, A. I. (2004).

Posttraumatic growth in the context of heart disease. Journal of Clinical Psychology in Medical Settings, 11(4), 1– 2.doi:1068-9583/04/1200-0265/0Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The psychobiology of depression and resilience to stress: implications forprevention and treatment. Annual Review of Clinical Psychology, 1, 255–91. doi:10.1146/annurev.clinpsy.1.102803.143948Steinhardt, M. A., Mamerow, M. M., Brown, S. A., & Jolly, C. A. (2009). A resilience intervention in African American adults with type 2diabetes: A pilot study of efficacy. The Diabetes Educator, 35(2), 274–284. doi:10.1177/0145721708329698Stewart, D. E., & Yuen, T. (2011). A systematic review of resilience in the physically ill. Psychosomatics, 52(3), 199–209. doi:10.1016/j.psym.2011.01.036Stickley, T. (2006). Should service user involvement be consigned to history? A critical realist perspective. Journal of Psychiatric andMental Health Nursing, 13(5), 570–7. doi:10.1111/j.13652850.2006.00982.xTugade, M., & Fredrickson, B. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences.Journal of Personality and Social Psychology, 86(2), 320–333. doi:10.1037/0022-3514.86.2.320.ResilientUngar, M. (2003). Qualitative contributions to resilience research.

Qualitative Social Work, 2(1), 85–102.doi:10.1177/1473325003002001123Willis, J. W. (2007). Frameworks for qualitative research. Foundations of Qualitative Research, 147–184. doi:http://dx.doi.org/10.4135/9781452230108Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and Quality of LifeOutcomes, 9, 8. doi:10.1186/1477-7525-98World Health Organisation. (2011). Global status report on noncommunicable diseases 2010. (A. Alwan, Ed.).

Geneva: World HealthOrganisation. Retrieved from http://www.cabdirect.org/abstracts/20113168808.htmlWorld Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involvinghuman subjects. JAMA, 310(20), 2191–94. doi:10.1001/jama.2013.281053Yi, J. P., Vitaliano, P. P., Smith, R. E., Yi, J. C., & Weinger, K. (2008). The role of resilience on psychological adjustment and physical healthin patients with diabetes. British Journal of Health Psychology, 13, 311–325. doi:10.1348/135910707X186994

POW056 - Positive (Public) Health: The “curious” case of physically activity in the United Arab Emirates L. Lambert (1)(1) Canadian University Dubai, United Arab Emirates Public health efforts often focus on reducing factors that contribute to ill-health, such as obesity, sedentary behavior, or smoking. Yet,this traditional view of what individuals are not doing overlooks several those individuals who are engaging in positive health behaviorsand their reasons for doing so, as well as the positive health assets they gain as a result. Focusing on the absence of health behaviorsdoes little to shed light about why and how individuals successfully build states of health, information that is useful for the developmentof health initiatives.

Consequently, this study investigates the experiences of such individuals and explores the narratives of 10 Emiratinationals who have successfully embarked on health building journeys and developed a number of psychosocial assets as a result. Wealso explore the relevancy of positive psychology and of positive health in particular, for public health efforts in the United Arab Emirates.

Keywords • positive health; positive psychology; qualitative; public health; United Arab Emirates References: Aknin, L.B., Dunn, E. W., & Norton, M. I. (2011). Happiness runs in a circular motion: Evidence for a positive feedback loop between prosocialspending and happiness. Journal of Happiness Studies, 13(2), 347–355. doi: org/10.1007/s10902-011-9267-5Al-Eisa, E., & Al-Sobayel, H. I. (2012). Physical activity and health beliefs among Saudi women. Journal of Nutrition and Metabolism,Article ID 642187. Retrieved from http://www.hindawi.com/journals/jnme/2012/642187/ doi:10.1155/2012/642187Al-Hazzaa, H. (2007). Health enhancing physical activity among Saudi adults using the International Physical Activity Questionnaire(IPAQ).

Public Health Nutrition, 10(1), 59-64.Al-Hazzaa, H. M., Musaiger, A. O., & ATLS Research Group. (2011). Arab Teens Lifestyle Study (ATLS): Objectives, design, methodologyand implications. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 4, 417-426.Al-Isa, A. N., Campbell, J., Desapriya, E., & Wijesinghe, N. (2011).

Social and health factors associated with physical activity amongKuwaiti college students. Journal of Obesity, Article ID 512363. doi: 10.1155/2011/512363Al-Kilani, H., Waly, M., & Yousef, R. (2012). Trends of obesity and overweight among college students in Oman: A cross-sectional study.Sultan Qaboos University Medical Journal, 12(1), 69–76.Al-Nohair, S. (2014). Obesity in Gulf countries. International Journal of Health Sciences (Qassim University), 8(1), 79–83.Amin, T. T., Al Khoudair, A. S., Al Harbi, M. A., & Al Ali, A. R. (2012). Leisure time physical

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activity in Saudi Arabia: Prevalence, pattern anddetermining factors. Asian Pacific Journal of Cancer Prevention, 13(1), 351–360.Anderson, D., Seib, C., & Rasmussen, L. (2014). Can physical activity prevent physical and cognitive decline in postmenopausal women?:A systematic review of the literature. Maturitas, doi: 10.1016/j.maturitas.2014.06.010.Armstrong, S., & Oomen-Early, J. (2009). Social connectedness, self-esteem, and depression symptomatology among collegiate athletesversus nonathletes. Journal of American College Health, 57(5), 521–526.Babyak, M., Blumenthal, J.A., Herman, S., Khatri, P., Doraiswamy, M., Moore, K., … Krishnan, K.R. (2000). Exercise treatment for majordepression: Maintenance of therapeutic benefit at 10 months.

Psychosomatic Medicine, 62, 633-638.Basso, J. C., Shang, A., Elman, M., Karmouta, R., & Suzuki, W. A. (2015).

Acute exercise improves prefrontal cortex but not hippocampalfunction in healthy adults. Journal of the International Neuropsychological Society, 21(10), 791-801. doi:10.1017/S135561771500106XBoehm, J., & Lyubomirsky, S. (2009). The promise of sustainable happiness. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook ofpositive psychology (2nd ed., pp. 667-677). Oxford, UK: Oxford University Press.Bhui, K. (2002).

Physical activity and stress. In S. A. Stanfeld & M. G. Marmot (eds.), Stress and the heart: Psychosocial pathways tocoronary heart disease (pp. 158-167). Williston, VT: BMJ Books.Bermant, G., Talwar, C., & Rozin, P. (2011). To celebrate positive psychology and extend its horizons. In K. M. Sheldon, T. B. Kashdan, &M. F. Steger (Eds.), Designing positive psychology: Taking stock and moving forward (pp. 430-438). Oxford: Oxford University Press.Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic approaches. Thousand Oaks, CA: Sage Publications.Boehm, J. K., & Kubzansky, L. D. (2012). The heart’s content: The association between positive psychological well-being andcardiovascular health. Psychological Bulletin, 138(4), 655-691.Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysisof randomized controlled studies. BMC Public Health, 13, 119.Boxill, J. (2009 October). The moral significance of sports. Paper presented at the Simmons Distinguished Lecture Series, Klingler Collegeof Arts and Sciences at Marquette University, Milwaukee, WI. Retrieved from www.ncssm.edu/elc/content/attachments/MoralSignificanceExcerpt-Boxill.docBraun, V., & Clarke, V. (2006).

Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77101.doi:10.1191/1478088706qp063oaBulley, C., Donaghy, M., Payne, A., & Mutrie, N. (2009). Personal meanings, values and feelings relating to physical activity and exerciseparticipation in female undergraduates: A qualitative exploration. Journal of Health Psychology, 14(6), 751-760.10.1177/1359105309338896Calado, R. T., & Young, N. S. (2009). Telomere diseases. New England Journal of Medicine, 361(24), 2353-2365.Cohen, M., & Azaiza, F. (2007).

Health-promoting behaviors and health locus of control from a multicultural approach. Ethnicity &Disease, 17, 636-642.Cohen, S., & Janicki-Deverts, D. (2009). Can we improve our physical health by altering our social networks? Perspectives onPsychological Science, 4(4), 375-378.Conn, V. (2010). Depressive symptom outcomes of physical activity interventions: Meta-analysis findings. Annals of Behavioral Medicine,39, 128–138.Cooney, G. M., Dwan, K., Greig, C. A., Lawlor, D. A., Rimer, J., Waugh, F. R., McMurdo, M., & Mead, G. E. (2013). Exercise for depression.Cochrane Database Systematic Review, 19: CD004366.Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook (2nd ed). Brunswick, OH: Crown CustomPublishing.Coulson, J.C., McKenna, J., & Field, M. (2008). Exercising at work and self-reported work performance. International Journal ofWorkplace Health Management,1(3), 176-197.Crawford, R. (2006). Health as a meaningful social practice.

Health, 10, 401-420. doi:10.1177/1363459306067310Crossley, N. (2006). In the gym: Motives, meaning and moral careers. Body & Society, 12(3), 23-50. doi:10.1177/1357034X06067154Csikszentmihalyi, M. (2009). The promise of positive psychology. Psychological Topics, 18(2), 203-211. Retrieved from http://www.enpp.eu/journals-18.htmlde Vries, J. D., Claessens, B. J. C., van Hooff, M. L. M., Geurts, S. A. E., van den Bossche, S. N. J., & Kompier, M. A. J. (2016). Disentanglinglongitudinal relations between physical activity, work-related fatigue, and task demands.

International Archives of Occupational andEnvironmental Health, 89(1), 89-101.Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing M. P. (2011). The eudaimonic and hedonic components of happiness:Qualitative and quantitative findings. Social Indicators Research, 100(2), 185-207. doi:10.1007/s11205-010-9632-5Diener, E., & Tov, W. (2012). National accounts of well-being. In K. C. Land, Michalos, A.C., & Sirgy, M.J. (Eds.), Handbook of socialindicators and quality-of-life research (pp. 137-157). New York & London: Springer.Dubai Health Authority.

(2010). Dubai Household Health Survey 2009. Dubai, UAE: Dubai Government.Erickson, K. I., Miller, D. L., & Roecklein, K. A. (2012). The aging hippocampus: Interactions between exercise, depression, and BDNF.Neuroscientist, 18(1), 82–97. doi:10.1177/1073858410397054Fabel, K., & Kempermann, G. (2008). Physical activity and the regulation of neurogenesis in the adult and aging brain. NeuromolecularMedicine, 10(2), 5966.Feuerhahn, N., Sonnentag, S., & Woll, A. (2014). Exercise after work, psychological mediators, and affect: A day-level study. EuropeanJournal of Work and Organizational Psychology, 23,62–79.Fry, J. P. (2007). Running religiously. In M. W. Austin (Ed.). Running and philosophy: A marathon for the mind (pp. 57-69). Malden, MA:Blackwell.Gavin, J., Keough, M., Abravanel, M., Moudrakovski, T., & Mcbrearty, M. (2014). Motivations for participation in physical activity acrossthe lifespan. International Journal of Wellbeing, 4(1), 46-61.

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doi:10.5502/ijw.v4i1.3Gavin, J., Mcbrearty, M., & Harvey, W. (2013). Involvement in physical activity: Adolescents’ perceptions of outcomes. SAGE Open, 3(2),doi: 10.1177/2158244013485094Guiney, H., & Machado, L. (2013).

Benefits of regular aerobic exercise for executive functioning in healthy populations. PsychonomicBulletin & Review, 20, 73-86. doi: 10.3758/s13423-012-0345-4Guthold, R., Cowan, M. J., Autenrieth, C. S., Kann, L., & Riley, L. M. (2010). Physical activity and sedentary behaviour amongschoolchildren: A 34-country comparison. Journal of Pediatrics, 157, 43-49.Havenar, J., & Lochbaum, M. (2007). Differences in participation motives in first-time marathon finishers and pre-race dropouts. Journalof Sport Behavior, 30, 270-279.Haverly, K., & Davison, K.K. (2005). Personal fulfillment motives adolescents to be physically active. Archives of Pediatrics & AdolescentMedicine, 159, 1115-1120.Henry, C. J. K., Lightowler, H. J., & Al-Hourani, H. M. (2004). Physical activity and levels of inactivity in adolescent females ages 11–16years in the United Arab Emirates. American Journal of Human Biology, 16(3), 346–353.Hogan, C. L., Catalino, L. I., Mata, J., & Fredrickson, B. (2015). Beyond emotional benefits: Physical activity and sedentary behavior affectpsychosocial resources through emotions. Psychology & Health, 30, 354-369.Hyde, A. L., Conroy, D. E., Pincus, A. L., & Ram, N. (2011). Unpacking the feel-good effect of free-time physical activity: Between- andwithin-person associations with pleasant-activated feeling states.

Journal of Sport & Exercise Psychology, 33(6), 884–902.

POW057 - Positive (Public) Health: The “curious” case of physically activity in the United Arab Emirates L. Lambert (1), F. Toedtli (2)(1) Canadian University Dubai, Dubai, United Arab Emirates(2) Abu Dhabi, United Arab Emirates Public health efforts often focus on reducing factors that contribute to ill-health, such as obesity, sedentary behavior, or smoking. Yet,this traditional view of what individuals are not doing overlooks several those individuals who are engaging in positive health behaviorsand their reasons for doing so, as well as the positive health assets they gain as a result. Focusing on the absence of health behaviorsdoes little to shed light about why and how individuals successfully build states of health, information that is useful for the developmentof health initiatives.

Consequently, this study investigates the experiences of such individuals and explores the narratives of 10 Emiratinationals who have successfully embarked on health building journeys and developed a number of psychosocial assets as a result. Wealso explore the relevancy of positive psychology and of positive health in particular, for public health efforts in the United Arab Emirates.

Keywords • positive health; positive psychology; qualitative; public health; United Arab Emirates References: Aknin, L.B., Dunn, E. W., & Norton, M. I. (2011). Happiness runs in a circular motion: Evidence for a positive feedback loop between prosocialspending and happiness. Journal of Happiness Studies, 13(2), 347–355. doi: org/10.1007/s10902-011-9267-5 Al-Eisa, E., & Al-Sobayel, H. I.(2012). Physical activity and health beliefs among Saudi women. Journal of Nutrition and Metabolism, Article ID 642187. Retrieved fromhttp://www.hindawi.com/journals/jnme/2012/642187/ doi:10.1155/2012/642187 Al-Hazzaa, H. (2007).

Health enhancing physicalactivity among Saudi adults using the International Physical Activity Questionnaire (IPAQ). Public Health Nutrition, 10(1), 59-64. Al-Hazzaa, H. M., Musaiger, A. O., & ATLS Research Group. (2011).

Arab Teens Lifestyle Study (ATLS): Objectives, design, methodology andimplications. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 4, 417-426. Al-Isa, A. N., Campbell, J., Desapriya, E., &Wijesinghe, N. (2011). Social and health factors associated with physical activity among Kuwaiti college students. Journal of Obesity,Article ID 512363. doi: 10.1155/2011/512363 Al-Kilani, H., Waly, M., & Yousef, R. (2012). Trends of obesity and overweight among collegestudents in Oman: A cross-sectional study. Sultan Qaboos University Medical Journal, 12(1), 69–76. Al-Nohair, S. (2014). Obesity in Gulfcountries. International Journal of Health Sciences (Qassim University), 8(1), 79–83. Amin, T. T., Al Khoudair, A. S., Al Harbi, M. A., & AlAli, A. R. (2012). Leisure time physical activity in Saudi Arabia: Prevalence, pattern and determining factors. Asian Pacific Journal ofCancer Prevention, 13(1), 351–360. Anderson, D., Seib, C., & Rasmussen, L. (2014). Can physical activity prevent physical and cognitivedecline in postmenopausal women?: A systematic review of the literature. Maturitas, doi: 10.1016/j.maturitas.2014.06.010. Armstrong,S., & Oomen-Early, J. (2009). Social connectedness, self-esteem, and depression symptomatology among collegiate athletes versusnonathletes. Journal of American College Health, 57(5), 521–526. Babyak, M., Blumenthal, J.A., Herman, S., Khatri, P., Doraiswamy, M.,Moore, K., … Krishnan, K.R. (2000). Exercise treatment for major depression: Maintenance of therapeutic benefit at 10 months.Psychosomatic Medicine, 62, 633-638. Basso, J. C., Shang, A., Elman, M., Karmouta, R., & Suzuki, W. A. (2015). Acute exercise improvesprefrontal cortex but not hippocampal function in healthy adults. Journal of the

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International Neuropsychological Society, 21(10), 791-801. doi:10.1017/S135561771500106X Boehm, J., & Lyubomirsky, S. (2009). The promise of sustainable happiness. In C. R. Snyder & S. J.Lopez (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 667-677). Oxford, UK: Oxford University Press. Bhui, K. (2002).Physical activity and stress. In S. A. Stanfeld & M. G. Marmot (eds.), Stress and the heart: Psychosocial pathways to coronary heartdisease (pp. 158-167). Williston, VT: BMJ Books. Bermant, G., Talwar, C., & Rozin, P. (2011). To celebrate positive psychology and extendits horizons. In K. M. Sheldon, T. B. Kashdan, & M. F. Steger (Eds.), Designing positive psychology: Taking stock and moving forward (pp.430-438). Oxford: Oxford University Press. Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic approaches.Thousand Oaks, CA: Sage Publications. Boehm, J. K., & Kubzansky, L. D. (2012). The heart’s content: The association between positivepsychological well-being and cardiovascular health. Psychological Bulletin, 138(4), 655-691. Bolier, L., Haverman, M., Westerhof, G. J.,Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMCPublic Health, 13, 119. Boxill, J. (2009 October). The moral significance of sports. Paper presented at the Simmons Distinguished LectureSeries, Klingler College of Arts and Sciences at Marquette University, Milwaukee, WI. Retrieved from www.ncssm.edu/elc/content/attachments/MoralSignificanceExcerpt-Boxill.doc Braun, V., & Clarke, V. (2006).

Using thematic analysis in psychology.Qualitative Research in Psychology, 3, 77-101. doi:10.1191/1478088706qp063oa Bulley, C., Donaghy, M., Payne, A., & Mutrie, N. (2009).Personal meanings, values and feelings relating to physical activity and exercise participation in female undergraduates: A qualitativeexploration. Journal of Health Psychology, 14(6), 751-760. 10.1177/1359105309338896 Calado, R. T., & Young, N. S. (2009). Telomerediseases. New England Journal of Medicine, 361(24), 2353-2365. Cohen, M., & Azaiza, F. (2007). Health-promoting behaviors and healthlocus of control from a multicultural approach. Ethnicity & Disease, 17, 636-642. Cohen, S., & Janicki-Deverts, D. (2009). Can we improveour physical health by altering our social networks? Perspectives on Psychological Science, 4(4), 375-378. Conn, V. (2010). Depressivesymptom outcomes of physical activity interventions: Meta-analysis findings. Annals of Behavioral Medicine, 39, 128–138.

Cooney, G. M.,Dwan, K., Greig, C. A., Lawlor, D. A., Rimer, J., Waugh, F. R., McMurdo, M., & Mead, G. E. (2013).

Exercise for depression. CochraneDatabase Systematic Review, 19: CD004366. Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook(2nd ed). Brunswick, OH: Crown Custom Publishing. Coulson, J.C., McKenna, J., & Field, M. (2008). Exercising at work and self-reportedwork performance. International Journal of Workplace Health Management,1(3), 176-197. Crawford, R. (2006). Health as a meaningfulsocial practice. Health, 10, 401-420. doi:10.1177/1363459306067310 Crossley, N. (2006). In the gym: Motives, meaning and moralcareers. Body & Society, 12(3), 23-50. doi:10.1177/1357034X06067154 Csikszentmihalyi, M. (2009). The promise of positive psychology.Psychological Topics, 18(2), 203-211. Retrieved from http://www.enpp.eu/journals18.html de Vries, J. D., Claessens, B. J. C., van Hooff,M. L. M., Geurts, S. A. E., van den Bossche, S. N. J., & Kompier, M. A. J. (2016). Disentangling longitudinal relations between physicalactivity, work-related fatigue, and task demands. International Archives of Occupational and Environmental Health, 89(1), 89-101. DelleFave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing M. P. (2011). The eudaimonic and hedonic components of happiness:Qualitative and quantitative findings. Social Indicators Research, 100(2), 185-207. doi:10.1007/s11205010-9632-5 Diener, E., & Tov, W.(2012). National accounts of well-being. In K. C. Land, Michalos, A.C., & Sirgy, M.J. (Eds.), Handbook of social indicators and quality-ofliferesearch (pp. 137-157). New York & London: Springer.

Dubai Health Authority. (2010). Dubai Household Health Survey 2009. Dubai,UAE: Dubai Government. Erickson, K. I., Miller, D. L., & Roecklein, K. A. (2012). The aging hippocampus: Interactions between exercise,depression, and BDNF. Neuroscientist, 18(1), 82–97. doi:10.1177/1073858410397054 Fabel, K., & Kempermann, G. (2008).

Physical activityand the regulation of neurogenesis in the adult and aging brain. Neuromolecular Medicine, 10(2), 59-66. Feuerhahn, N., Sonnentag, S., &Woll, A. (2014). Exercise after work, psychological mediators, and affect: A day-level study. European Journal of Work andOrganizational Psychology, 23,62–79. Fry, J. P. (2007). Running religiously. In M. W. Austin (Ed.). Running and philosophy: A marathonfor the mind (pp. 57-69). Malden, MA: Blackwell. Gavin, J., Keough, M., Abravanel, M., Moudrakovski, T., & Mcbrearty, M. (2014).Motivations for participation in physical activity across the lifespan. International Journal of Wellbeing, 4(1), 46-61. doi:10.5502/ijw.v4i1.3 Gavin, J., Mcbrearty, M., & Harvey, W. (2013). Involvement in physical activity: Adolescents’ perceptions of outcomes. SAGE Open,3(2), doi: 10.1177/2158244013485094 Guiney, H., & Machado, L. (2013).

Benefits of regular aerobic exercise for executive functioning inhealthy populations. Psychonomic Bulletin & Review, 20, 73-86. doi: 10.3758/s13423-012-0345-4 Guthold, R., Cowan, M. J., Autenrieth, C.S., Kann, L., & Riley, L. M. (2010). Physical activity and sedentary behaviour among schoolchildren: A 34-country comparison. Journal ofPediatrics, 157, 43-49. Havenar, J., & Lochbaum, M. (2007). Differences in participation motives in first-time marathon finishers and preracedropouts. Journal of Sport Behavior, 30, 270-279. Haverly, K., & Davison, K.K. (2005). Personal fulfillment motives adolescents to bephysically active. Archives of Pediatrics & Adolescent Medicine, 159, 1115-1120. Henry, C. J. K., Lightowler, H. J., & Al-Hourani, H. M.(2004). Physical activity and levels

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of inactivity in adolescent females ages 11–16 years in the United Arab Emirates. American Journal ofHuman Biology, 16(3), 346–353. Hogan, C. L., Catalino, L. I., Mata, J., & Fredrickson, B. (2015). Beyond emotional benefits: Physicalactivity and sedentary behavior affect psychosocial resources through emotions. Psychology & Health, 30, 354-369. Hyde, A. L., Conroy,D. E., Pincus, A. L., & Ram, N. (2011). Unpacking the feel-good effect of free-time physical activity: Between- and within-personassociations with pleasant-activated feeling states. Journal of Sport & Exercise Psychology, 33(6), 884–902. Johansson, M., Hassmén, P.,& Jouper, J. (2011). Acute effects of Qigong exercise on mood and anxiety. Sport, Exercise, and Performance Psychology, 1, 60–65.doi:10.1037/21573905.1.S.60 Josefsson, T., Lindwall, M., & Archer, T. (2014). Physical exercise intervention in depressive disorders: Metaanalysisand systematic review. Scandinavian Journal of Medicine & Science in Sports, 24(2), 259–272. Kelly, C. (2007). A runner’s pain.In M. W. Austin (Ed.). Running and philosophy: A marathon for the mind (pp. 89-101).

Malden, MA: Blackwell Publishing. Keyes, C. L. M.(2009). Atlanta: Brief description of the mental health continuum short form (MHC-SF). Available http://www.sociology.emory.edu/ckeyes/. [On–line, retrieved January 14, 2016]. Kidd, S. A. (2007). The role of qualitative research in psychological journals.Psychological Methods, 7(1), 126-138. doi:10.1037/1082-989X.7.1.126 Kim, E. S., Park, N., & Peterson, C. (2011). Dispositional optimismprotects older adults from stroke: The health and retirement study. Stroke, 42(10), 2855–2859. Kimiecik, J. C. (2002). The intrinsicexerciser: Discovering the joy of exercise. Boston, MA: Houghton Mifflin. Kimiecik, J., & Newburg, D. (2009). Runner as hero: The innerquest of becoming a runner or athlete or just about anything…at any age.

Lanham, MA: University Press of America. Kobau, R., Seligman,M.E.P., Peterson, C., Diener, E., Zack, M.M., Chapman, D., & Thompson, W. (2011). Mental health promotion in public health:Perspectives and methods from positive psychology. American Journal of Public Health, 101, e1-e9. Linley, P., Joseph, S., Maltby, J.,Harrington, S., & Wood, A. M. (2009). Positive psychology applications. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook of positivepsychology (2nd ed., pp. 35-47). Oxford, UK: Oxford University Press. McKercher, C., Schmidt, M.D., Sanderson, K., Dwyer, T., & Venn, A.J.(2005). Physical activity and depressed mood in primary and secondary school-children. Mental Health and Physical Activity, 5, 50-56.McAuley, E., Konopack, J. F., Motl, R. W., Morris, K. S., Doerksen, S. E., & Rosengren, K. R. (2006). Physical activity and quality of life inolder adults: Influence of health status and self-efficacy. Annals of Behavioral Medicine, 31(1), 99–103. http://dx.doi.org/10.1207/s15324796abm3101_14 Mulholland, E. (2008). What sport can do. Retrieved from True Sport Foundation: http://www.truesportpur.ca/files/tsreport/TS_report_EN_webdownload.pdf Mura, G., Moro, M. F., Patten, S. B., & Carta, M. G. (2014). Exercise asan add-on strategy for the treatment of major depressive disorder: A systematic review. CNS Spectrums, 19(6), 496–508.doi:10.1017/S1092852913000953. Musaiger, A. (2011). Overweight and obesity in Eastern Mediterranean Region: Prevalence and possiblecauses. Journal of Obesity, Article ID 407237. doi: 10.1155/2011/407237 Mutrie, N., & Faulkner, G. (2004). Physical activity: Positivepsychology in motion. In A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 146-164).

Hoboken, NJ: John Wiley & Sons.Nettleton, S., & Yardley, M. (2006). Running away with health: The urban marathon and the construction of 'charitable bodies. Health,10(4), 441-460. doi:10.1177/1363459306067313 Netz, Y., & Wu, M. J. (2005). Physical activity and psychological well-being in advanced age:A meta-analysis of intervention studies. Psychology and Aging, 20(2), 272-284. doi:10.1037/0882-7974.20.2.272 Niemiec, C. P., Ryan, R.M. & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in postcollege life. Journal ofResearch in Personality, 43(3), 291-306. Ng, M., Fleming, T., Robinson, M., Thompson, B., Graetz, N., Margono, C., …Gakidou, E. (2014).Global, regional, and national prevalence of overweight and obesity in children and adults during 1980–2013: A systematic analysis forthe Global Burden of Disease Study 2013. The Lancet, 384(9945), 766-781. Nguyen-Michel, S. T., Unger, J. B., Hamilton, J., & Spruijt-Metz,D. (2006). Associations between physical activity and perceived stress/hassles in college students. Stress and Health, 22, 179-188.

Ogles,B. M., & Masters, K. S. (2000). Older vs. younger adult male marathon runners: Participative motives and training habits. Journal ofSport Behavior, 23(2), 130-143. Peterson, C., Park, N., & Seligman, M. E. P. (2005).

Orientations to happiness and life satisfaction: The fulllife versus the empty life. Journal of Happiness Studies, 6, 25-41. doi:10.1007/s10902-004-1278-z Pflug, J. (2009). Folk theories ofhappiness: A cross-cultural comparison of conceptions of happiness in Germany and South Africa. Social Research Indicators, 92(3),551–563. doi:10.1007/s11205-008-9306-8 Piko, B.F., & Keresztes, N. (2006). Physical activity, psychosocial health, and life goals amongyouth. Journal of Community Health, 31(2), 136-145. Pinto Pereira, S.M., Geoffroy, M., & Power, C. (2014). Depressive symptoms andphysical activity during 3 decades in adult life: Bidirectional associations in a prospective cohort study. JAMA Psychiatry,doi:10.1001/jamapsychiatry.2014.1240. Pollock, R. D., Carter, S., Velloso, C. P., Duggal, N. A., Lord, J. M., Lazarus, N. R., & Harridge, S. D.R. (2015). An investigation into the relationship between age and physiological function in highly active older adults. The Journal ofPhysiology, doi: 10.1113/jphysiol.2014.282863 Reed, J., & Ones, D. (2006). The effect of acute aerobic exercise on positive activatedaffect: A meta-analysis. Journal of Psychology of Sport and Exercise, 7, 477-514. Reid, H. L. (2007). The freedom of the long-distancerunner. In M. W. Austin (Ed.), Running and philosophy: A marathon for the mind (pp.

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115-123). Malden, MA: Blackwell Publishing.Rimmele, U., Seiler, R., Marti, B., Wirtz, P. H., Ehlert, U., & Heinrichs, M. (2009). The level of physical activity affects adrenal andcardiovascular reactivity to psychosocial stress.

Psychoneuroendocrinology, 34, 190-198. Rozin, P., & Royzman, E. B. (2001). Negativitybias, negativity dominance, and contagion. Personality and Social Psychology Review, 5(4), 296–320. Schneider, M. & Graham, D.(2009).

Personality, physical fitness, and affective response to exercise among adolescents. Medicine and Science in Sports and Exercise,41(4), 947–955. http://dx.doi.org/10.1249/MSS.0b013e31818de009 Seligman, M. E. P. (2008).

Positive health. Applied Psychology: AnInternational Review, 57, 3–18. Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York,NY: Free Press. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi:10.1037/0003-066X.55.1.5 Seligman, M. E. P., Peterson, C., Barsky, A.J., Boehm, J.K., Kubzansky, L.D., & Park, N. (2010). Positivehealth and health assets: Re-analysis of longitudinal data sets. University of Pennsylvania.

Retrieved from http://www.ppc.sas.upenn.edu/positivehealthassetspub.pdf Sheldon, K. M., Ryan, R. M., Deci, E. L., & Kasser, T. (2004). The independent effects of goal contentsand motives on well-being: It's both what you pursue and why you pursue it. Personality and Social Psychology Bulletin, 30, 475-486.Shipway, R., & Jones, I. (2008). The great suburban Everest: An 'insiders' perspective on experiences at the 2007 Flora London Marathon.Journal of Sport and Tourism, 13(1), 61-77. Shuval, K., Weisblueth, E., Brezis, M., Araida, A., Faridi, Z., Ali, A., & Katz, D. L. (2008). The roleof culture, environment, and religion in the promotion of physical activity among Arab Israelis. Preventing Chronic Disease, 5(3), A88.Sleap, M., & Wormald, H. (2001). Perceptions of physical activity among young women aged 16 and 17 years. European Journal ofPhysical Education, 6, 26-37.

Smith Maguire, J. (2008). Leisure and the obligation of self-work: An examination of the fitness field.Leisure Studies, 27(1), 59-75. doi:10.1080/02614360701605729 Sone, T., Nakaya, N., Ohmori, K., Shimazu, T., Higashiguchi, M., Kakizaki,M., …Tsuji, I. (2008). Sense of life worth living (ikigai) and mortality in Japan: Ohsaki study. Psychosomatic Medicine, 70(6), 709-715.Sonnentag, S. (2012). Psychological detachment from work during leisure time: The benefits of mentally disengaging from work. CurrentDirections in Psychological Science, 22,114– 118. Spalding, T. W., Lyon, L. A., Steel, D. H., & Hatfield, B. D. (2004). Aerobic exercise trainingand cardiovascular reactivity to psychological stress in sedentary young normotensive men and women. Psychophysiology, 41, 552– 562.Strong, W. B., Malina, R. M., Blimkie, C. J. R., Daniels, S. R., Dishman, R. K., Gutin, B., …Trudeau, F. (2005).

Evidence based physicalactivity for school-age youth. The Journal of Pediatrics, 146(6), 732–737. http://dx.doi.org/10.1016/j.jpeds.2005.01.055 Szuhany, K. L.,Bugatti, M., & Otto, M. W. (2014). A meta-analytic review of the effects of exercise on brain-derived neurotrophic factor. Journal ofPsychiatric Research, 60C, 56–64. doi:10.1016/j.jpsychires.2014.10.003. Takkinen, S., Ruoppila, I., & Suutama, T. (2001). More meaningby exercising?

Physical activity as a predictor of a sense of meaning in life and of self-rated health and functioning in old age.

Journal ofAging and Physical Activity, 9(2), 128-141. Tian, Q., & Smith, J. C. (2011). Attentional bias to emotional stimuli is altered during moderatebut not high intensity exercise. Emotion, 11, 1415–1424. University of Pennsylvania. (2015). What is positive health? Retrieved from https://www.authentichappiness.sas.upenn.edu/learn/positivehealth Vázquez, C., Hervás, G., Rahona, J., & Gómez, D. (2009). Psychologicalwell-being and health: Contributions of positive psychology. Annuary of Clinical and Health Psychology, 5, 15-27. Vella-Brodrick, D., Park,N., & Peterson, C. (2009). Three ways to be happy: Pleasure, engagement, and meaning – Findings from Australian and US samples.Social Indicators Research, 90, 165-179. doi:10.1007/s11205-008-9251-6 Wegner, M., Helmich, I., Machado, S., Nardi, A., Arias-Carrion,O., & Budde, H. (2014). Effects of exercise on anxiety and depression disorders: Review of meta-analyses and neurobiologicalmechanisms. CNS & Neurological Disorders - Drug Targets, 13(6), 1002. doi:10.2174/1871527313666140612102841 Wheaton, B. (2004).Introduction: Mapping the lifestyle sport-scape. In B. Wheaton (Ed.), Understanding lifestyle sports: Consumption, identity anddifference (pp.1-28). Oxon, UK: Routledge. Whitehead, S., & Biddle, S. (2008). Adolescent girls’ perceptions of physical activity: A focus

POW058 - A study on the influence of Taiwanese college students’ intimate attachment, gratitude and hope onconflict management P.L.HARN(1)(1)Hsuan Chuang University, Taiwan The romantic relationship is one of the important ways to help college students learning intimacy. If the cognition of both appearedinconsistent, conflicts might occur between them. The ways of coping with conflicts of both might influence subsequent relationshipdevelopment and self- cognition. Therefore, it is important to explore the ways of college students coping with conflict and the processesof forming these in relationships. The purpose of the study was to discuss the influence factors and their correlations on conflictmanagement of college students in relationships.The research objects were 134 Taiwanese college students who had romantic experiences, including

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40 males and 94 females. Thecollected data were analyzed by Pearson product-moment correlation and stepwise regression to explore the influence of intimateattachment, gratitude and hope on conflict management. The results were as following 1. There was a strong positive correlation between“Integrating conflict management” and “Gratitude”. There was a medium positive correlation between “Integrating conflict management”and “Hope”. There were respective medium positive correlations between “Obliging conflict management” and “Gratitude”, “Attachmentrelatedanxiety”. There was a medium positive correlation between “Avoiding conflict management” and “Attachment-related anxiety”.There was a weak positive correlation between “Dominating conflict management” and “Attachment-related anxiety”.2.“Thanks others” and“Appreciate the hardship” had positive predictive power for “Integrating conflict management”, and explained variance was 25% afteradjustment. 3.

“Attachment-related anxiety” and “Thanks God” had positive predictive power for“Obliging conflict management”, andexplained variance was 14% after adjustment.. 4. “Attachment-related anxiety” and“Appreciate the hardship” had positive predictivepower for “Avoiding conflict management”, and explained variance was 15% after adjustment.. 5. “Attachment-related anxiety”, “Pathwaysthinking”, and“Appreciate the hardship” had positive predictive power for“Dominating conflict management”. “Thanks others” had negativepredictive power for“Dominating conflict management”, and explained variance was 14% after adjustment..By the research results, there were respective significant correlations between “Integrating conflict management” and “Gratitude”,“Hope”.“Gratitude” was an important predictor variable of“Integrating conflict management”. There were respective significant correlationsbetween“Attachment-related anxiety” and “Obliging conflict management”, “Avoiding conflict management”, “Dominating conflictmanagement”. If a person has the trait of“Thanks others”, she or he tends to adopt“Integrating conflict management” and “Obligingconflict management” modes. If a person has the traits of “Hope” and “Appreciate the hardship” , she or he tends to adopt“Dominatingconflict management” mode.

Keywords • Taiwanese college students, intimate attachment, gratitude, hope, conflict management References: Ainsworth, M.S., Blehar, M., Water, E., & Wall, S. (1978). Patterns of attachment: A psychologicalstudy of the strange situations. New York: Basic Books.Bartholomew, K., & Horowitz, L.M.(1991).Attachment styles among young adults: A test of fourcategory model. Journal of Personality and Social Psychology, 61, 226-244.Brennan, K. A., Clark, C. L., & Shaver, P.R. (1998). Self-report measurement of adult attachment: An integrative overview. In J. A. Simpson& W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 46-76). New York: The Guilford Press.Bushman, J. (1999). The relationship between conflict, love and satisfaction and relationship beliefs,problem-solving techniques and negotiating strategies in romantic relationships. The sciences andengineering, 59(8-B), 4534.Carr, A. (2004). Positive psychology: The science of happiness and human strengths. New York:Brunner-Routledge.Cramer, D.(2000) Relationship satisfaction and conflict style in romantic relationships. The journal of Psychology, 134(3), 337-341.Collins, N. L., & Read, S, J.(1990). Adult attachment, working models, and relationship quality in datingcouples. Journal of Personality and Social Psychology, 58, 644663.Emmons, R. A., & Crumpler, C. A. (2000). Gratitude as a human strength: Appraising the evidence. Journal of Social and ClinicalPsychology, 19(1), 56-69.Erickson, E.H. (1968). Identity: Youth and crisis. New York: Norton.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology : The broaden andbuild theory of positive emotions. American Psychologist, 56, 218-226.Gordon,A.M., Oveis,C., Impett, E.A., Kogan, A., & Keltner,D.(2012). To Have and to Hold:Gratitude Promotes Relationship Maintenance in Intimate Bonds. Journal of Personality and Social Psychology, 103(2), 257-274.Keelan, J.P.R, Dion, K, L., & Dion, K, K.(1994). Attachment style and heterosexual relationships amongyoung adults: A short-term panes study. Journal of Social and Personal Relationships, 11(2), 201-214.Peterson, D. R.(1983). Conflict. In H. H. Kelley, E, Berscheid, A. Christensen, J. H. Harvey, T.L. Huston, G.Levinger, E. McClintock, L.A. Peplau, & D.R. Peterson(Eds.). Close relationships. New York: W.H. Freeman.Rahim, M.A. (1983). A measure of styles handing interpersonal conflict. Academy of ManagementJournal, 26, 368-376.Shaver, P.R. & Hazan, C. (1988). A biased overview of the study of love. Journal of Social and PersonalRelationships, 5, 473-501. 2 155-178Simpson, J.A.(1990). Influence of attachment styles on romantic relationships. Journal of Personality andSocial Psychology, 59, 971-980.Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T. Harney, P. (1991). The will and the ways: Developmentand validation of an individual-differences measure of hope. Journal of Personality and SocialPsychology, 60, 570-585.Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Journal of Psychological inquiry, 13, 249-275.

POW059 - Bariatric surgery and positive psychology B. DelageHTP de l'obésité, CSSR de l'Anjou, 140 Square de Lattre de Tassigny, 49000 Angers

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Background: In France, obesity is rising as a major health problem. In 2012, over 15% of the adult population is considered as obese,and the World Health Organization warns against an "epidemic" since 2030. Bariatric surgery has emerged as the “last chance” operationfor patients, which other attempts to lose weight have failed for. If there is no consensus on the care of these patients, most healthprofessionals agree that a multidisciplinary approach is more successful for long-term results of bariatric surgery. A dedicated service ofpartial hospitalization of obesity has been developed in that respect in Angers.Methods: Partial Hospitalization of obesity is a multidisciplinary therapeutic education for patients candidates to bariatric surgery. Theprogram is complementary to the individual taking over in liberal. It is released in group, which allows patients to share their ownexperiences.

Patients come in half-days to attend dietary, psychological, nursing and adapted physical activity workshops. The service iscoordinated by a doctor, and the medical secretary manages the administrative aspects of the care.

Besides the specific themes of allstakeholders, one of the aims of the workshops is to improve the patient’s wellbeing and quality of life, with a perspective of positivereinforcement. Adapted physical activity allows to strengthen the patient's motivation and support them thorough regularity and selftranscendence.Dietary sessions reassure patients on postoperative supply, and help them to reconnect with food pleasure. Nursingworkshops inform patients with reassurance on the paramedical flap of surgery. Psychological sessions, under a cognitive and behavioralobedience, intend to prepare the patient to physical and psychological changes after surgery, thanks to group discussions and workshopson self-esteem, self-image… In postoperative, the team stresses on the importance of focusing on the positive experience of the weightloss rather than only polarizing on kilos that have been lost.Findings: If we have no rigorous scientific evidences demonstrating the evolution of patients, we assist to overall self-fulfillment ofindividuals through to the workshop sessions. The combined action of weight loss and positive psychology encourages adaptation andcompliance to post-operative life and development of well-being.

At the end of care, the quality of life of patients is significantlyincreased, the comorbidities are in remission and the physical testing are improved. They have a healthier relationship to food andreconnect with a positive experience of their bodies.Discussion: According to the results, it could be concluded that a multidisciplinary approach, including food rebalancing, physical activity,medical supervision and positive psychology is a successful approach to support bariatric surgery patients in the postoperative changesand that it increases their quality of life and well-being.

Keywords • Positive psychology, cognitive and behavioral therapy, bariatric surgery, patient, well-being, health improving,compliance, multidisciplinary therapeutic education

POW060 - Goals and Levels of Psycho-Social Well-Being: An Exploratory Study C. Liversage (1), M. P. Wissing (1), L. Schutte (1)(1) Africa Unit for Transdisciplinary Health Research (AUTHeR), North-WestUniversity: Potchefstroom Campus, Potchefstroom, South Africa It is unclear whether personal goals and the reasons therefore differ between high and low levels of psycho-social well-being, and if sohow this knowledge may be used to optimize human well-being. The aim of this study was to explore how personal goals relate to levels ofpsycho-social well-being and what motivates these goals. A quantitative scale measuring psychosocial well-being were implemented toidentify participants between 35-64 years (N=568) from which two groups were selected: one with high (flourishing, n=15) and the otherwith low (languishing, n=15) levels of psycho-social well-being. A qualitative analysis was conducted on responses to openendedquestions on life goals and the reasons for them. Similarities were found in the categories of goals between flourishing and languishingparticipants, but the reasons for these goals differed greatly. Other-directedness, altruistic, interpersonal and approach goals and motivescharacterized responses from flourishing participants in contrast to the more self-oriented, intrapersonal and avoidance goals andmotives of languishing participants.

Findings have implications for interventions to enhance well-being.

Keywords • flourishing, goals, languishing, levels of psycho-social well-being, purpose

POW061 - Suicide Rates in Happy Places: Is There Really a Paradox?

T. Wadsworth (1)C. Kubrin (2)P. Pendergast (1)(1) Department of Sociology, University of Colorado Boulder, USA(2) Department of Criminology, Law and Society University of California, Irvine, USA In 2011 Daly et al. published findings suggesting that states in the U.S. that had the highest average lifesatisfaction also tended tohave the highest rates of suicide. They proposed that relative comparisons may be especially problematic in such geographic areas andthat the cost of being unhappy may be even higher when

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surrounded by happy people. In the current work we reexamine this possibilityat a lower level of geographic aggregation and while including additional covariates in the model. Our findings suggest that this paradoxmay not be as clear as originally proposed. In addition to shedding new light and the extant work we offer a number of suggestions formore clearly explicating this potential paradox.

Keywords • Happiness, Suicide, Subjective Well-Being, Life Satisfaction References: Daly, Mary C., Oswald, Andrew J.,Wilson, Daniel and Wu, Stephen. (2011) Dark contrasts : the paradox of high rates of suicide in happy places. Journal of EconomicBehavior & Organization, Vol.80 (No.3). pp. 435-442. ISSN 0167-2681

POW062 - The connection between work-family conflict and psychological depression: The function of spousalsupport P. H. Ting(1), T. Y. Lin(1), T. S. Li(1)(1) Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., New Taipei City, 24205Taiwan Research objective: With limited time and resources, dual-income couples are more likely to face work-family conflicts and theirpotential consequent negative impact on physical and mental conditions, as they are challenged to meet different roles’ expectations fromjob and family (Frone, 2000; Grzywacz & Bass, 2003). Importantly, some scholars indicate that spousal support not only have positiveimpact on mental health (Aycan & Eskin, 2005), but also facilities work-family conflict (Marc& Jacques& Cary, 2003). Essentially, thisresearch underlines that dualincome couples, whose children are at preschool stages, experience more work-family conflicts. As such,they employ various coping strategies to deal with conflicts. However, not every coping tactic succeeds in bringing positive results.Against this background, this study aims to examine the impact of different coping strategies on psychological depression. In addition,spousal support is utilised as a moderator to explore how support affects the outcome of employing coping strategies. Research methods:This study is based on a secondary data analysis, accumulated from a five-wave longitudinal dataset. The data used here is from the fifthwave, which recruited 221 married couples, but, for the purpose of this study, only 147 paired child-rearing couples are selected to explorethe relations between work-family strategies (work-related strategy, family-related strategy and support seeking), spousal support andpsychological depression. Research results: T-test analysis of the questionnaires discovers that gender plays a substantial role inestimating to what extent family-related strategy and help seeking are used.

Specifically, the analysis reveals that wives employ these twowork-family strategies more than husbands. In application of linear regression method, the research findings demonstrate that spousalsupport has a positive effect on the psychological depression of both husbands and wives. Yet, the interaction effect between workrelatedcoping strategy and psychological depression is significantly present only in the case of male participants. Put differently,husbands’ psychological depression gets worse while utilising more work-family strategies, but spousal support eases the psychologicaldepression caused by the applications of work-family tactics.

Keywords • work-family conflict, work-family strategy, spousal support, psychological depression, dual-income family References: Frone, M. R. (2000). Work–family conflict and employee psychiatric disorders: The national comorbidity survey.

Journalof applied psychology, 85(6), 888-895.Grzywacz, J. G., & Bass, B. L. (2003). Work, family, and mental health: testing different models of work family fit. Journal of Marriageand Family, 65(1), 248-261.Lu, L., Hwang, M. T., & Kao, S. F. (2005). The Bi-directional Conflict of Work and Family: Antecedents, Consequences and Moderators.Research in Applied Psychology, 27, 133-166.Aycan, Z., & Eskin, M. (2005). Relative contributions of childcare, spousal support, and organizational support in reducing work–familyconflict for men and women: The case of Turkey. Sex roles, 53(7), 453-471.Geurts, S. A., & Demerouti, E. (2003). Work/non-work interface: A review of theories and findings. In M. J. Schabracq, J. A. Winnubst & C.L. Cooper (Eds.), The handbook of work and health psychology (pp.279-313). USA: John Wiley & Sons.

POW063 - Effets d’un programme composite d’exercices de psychologie positive de 6 semaines sur ladynamique émotionnelle A. Congard (1), P. Antoine (2), S. Le Vigouroux (1), J.-B. Pavani (1), B. Dauvier (1)(1) University of Aix-Marseille, France(2) University of Lille 3, France

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Problématique et hypothèsesDe plus en plus de travaux montrent l’effet de certains exercices de psychologie positive sur le bien-être (Bolier et al., 2013) et la réductionde l’affectivité négative (Seligman, Steen, Park, & Peterson, 2005) mais peu d’études se sont consacrées au développement deprogrammes d’intervention composés de diverses activités dont les effets puissent être étudiés de manière longitudinale.L’originalité de ce travail repose sur la présentation d’un programme d’intervention sur 6 semaines qui a été élaboré à partir des travauxde Mitchell, Vella-Brodrick, & Klein (2010) et Sin & Lyubomirsky (2009), qui identifient les facteurs favorisant l’émergence d’affectspositifs à intégrer dans des interventions de psychologie positive. Plus de 20 exercices ont été élaborés permettant chaque jour auxparticipants de réaliser un exercice en autonomie (chercher les émotions positives , explorer et savourer les émotions positives , exprimersa gratitude, relation positive : partager une émotion positive avec un proche, autonomie : changer ses habitudes, développer des buts etdes objectifs de vie…).MéthodeLes résultats présentés portent sur une étude interventionnelle, non randomisée composée de deux groupes (152 adultes tous venants, 45H et 107 F) : un groupe contrôle (77 personnes) et un groupe réalisant des exercices de psychologiepositive chaque jours (75 personnes).Les participants ont rempli différents inventaires en pré et en post test comprenant, entre autres, la State-Trait Anxiety Inventory (STAItrait), le Beck Depression Inventory (BDII, Beck (1972), et le Cognitive Emotion Regulation Questionnaire (CERQ, Garnefski, Kraaij etSpinhoven (2001). Les deux groupes de participants ont rempli deux fois par jour pendant 50 jours une fiche d’auto-observationcomprenant l’échelle de mesure des affects ressentis (MAVA, Mesure de l’Affectivité : Valence/Activation de Congard et al., 2011) et uneévaluation subjective de la rumination.RésultatsLes comparaisons pré-test post-test montrent un effet du programme sur le niveau d’anxiété et de dépression ainsi que sur l’utilisation decertaines stratégies de régulation émotionnelles. Les résultats montrent une baisse des scores d’anxiété et de dépression et uneaugmentation des stratégies de régulation émotionnelle orientées vers la réévaluation. La dynamique des affects étudiée en longitudinalà l’aide de modèles généralisés additifs à effets mixtes (GAMM) montrent une diminution des affects négatifs et une augmentation desaffects positifs ainsi que réduction des ruminations.DiscussionLes objectifs des prochains travaux seront d’analyser les effets de ce type d’intervention en fonction des caractéristiques individuelles etd’identifier différents types de trajectoires affectives liées au profil de personnalité. En outre, l’étude de la cinétique des effets desinterventions et l’identification des exercices les plus adaptés permettrait d’optimiser le programme.

Keywords • Programme de psychologie positive, anxiété, dépression, affect positif, affect négatif, rumination References: Mitchell, J., Stanimirovic, R., Klein, B., & Vella-Brodrick, D. (2009). A randomised controlled trial of a self-guided internet interventionpromoting well-being. Computers in human behavior, 25(3), 749-760.Seligman, M., Steen, T.A., Park, N., & Peterson, C. (2005). Positive Psychology Progress: Empirical Validations in Interventions.

AmericanPsychologist, 60(5), 410-421.Sin, N.L., & Lyubomirsky, S. (2009). Enhancing Well-Being and Alleviating Depressive Symptoms With Positive Psychology Interventions APractice-Friendly Meta-Analysis. Journal of Clinical Psychology, 65(5), 467-487.

POW064 - Mediterranean diet adherence and life satisfaction promotion in patients with cardiovasculardisease E. Cuadrado (1), C. Tabernero (1), T. Gutiérrez (1), R. Castillo (1), B. Luque (1), A. Arenas (2), S. Rubio (1)(1) University of Cordoba,Spain, (2) University of Seville, Spain One of the challenges associated with aging of the population is the increase of people with chronic diseases, which involves both thegrowth of spending in the health system, such as the increase of people who have to live with cardiovascular disease. This type of diseasecauses people to be forced to change their patterns of behavior to follow a healthy diet, exercising and thereby increase their well-beingand quality of life. Without ignoring the role of the biomedical sciences in health promotion, this project aims to address amultidisciplinary approach to research in nutrition and ealth in patients with cardiovascular problems. This study was incorporated intothe protocol of a project of the University Hospital Reina Sofía of Córdoba and then guarantee the sample access and biomedical data.This study aims to complement the analysis of the impact of self-efficacy and other psychosocial and motivational variables in promotingthe health of patients with cardiovascular disease from a social cognitive approach. The sample was composed by 170 participants whocompleted an online questionnaire by which we measured the psychosocial and motivational variables. The same predictive model washypothesized for both mediterranean diet adherence self-efficacy and life satisfaction. The results of the Structural Equation Model(SEM) allowed us to determine the weight and interaction of the main motivational variables on both selfefficacy on the mediterraneandiet adherence and on life satisfaction of patients with cardiovascular disease.

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When running the predictive model –that explained 31% ofthe variance for life satisfaction and 27% for mediterranean diet adherence self-efficacy– with AMOS, the fit indices were excellent. Theresults point to a need of promoting positivity, regulatory emotional self efficacy, ansiety regulatory strategies, cardiac self-efficacy andsocial support in intervention program with patients with cardiovascular disease in order to increment their mediterranean diet adherenceand their life satisfaction.

Keywords • cardiovascular disease; predictive model; self-efficacy; mediterranean diet; life satisfaction; emotion regulation

POW065 - Perception of Stigma and well-being in people with different disabilities: a qualitative approach D. Pérez-Garín (1), P. Recio (1), A. Magallares (1), C. García-Ae (1)l, F. Molero (1)(1) Facultad de Psicología, UNED, Spain Introduction: The purpose of this study is to understand and assess the discourse of people living with disabilities regarding theirperception of discrimination and stigma. Method: In order to compare the experiences and opinions of people living with differentdisabilities, semi-structured interviews were conducted with ten adults with physical disabilities, ten with hearing impairments and sevenwith visual impairments. The participants’ answers were categorized and analyzed using correspondence analyses. Differences wereassessed between the three groups regarding the types of discrimination they experienced, the causes to which they attributed thisdiscrimination, and their most frequent emotional responses to it. Results: Respecting their discrimination experiences, people withphysical disabilities mainly reported being stared at, undervalued, and subtly discriminated at work. People with hearing impairmentsmainly reported finding barriers in leisure activities. People with visual impairments spoke of a lack of equal opportunities, mockeryand/or bullying, and overprotection. As for the causes of discrimination, people with physical disabilities attributed it to a fear of contact,while people with visual impairments referred to social labelling, and people with hearing impairments blamed it on ignorance aboutdisabilities. Regarding their emotional reactions to discrimination, people with physical disabilities mainly reported feeling anxious anddepressed, while people with hearing impairments reported feeling helpless and people with visual impairments reported feeling angerand self-pity. Discussion: Findings provide an insight into the similarities and differences in the ways people in these groups experience,understand and feel about discrimination. They show what kinds of discrimination people in these groups face more often, and how itaffects their subjective well-being. Thus they are relevant not only to guide future research, but also for policy-makers, activists andorganizations seeking to improve the well-being of people with disabilities and build a more just society.

Keywords • stigma, discrimination, disability, subjective well-being References: technology, 10(4), 147-152.Green, S., Davis, C., Karshmer, E., Marsh, P., & Straight, B. (2005). Living stigma: The impact of labeling, stereotyping, separation, statusloss, and discrimination in the lives of individuals with disabilities and their families. Sociological Inquiry, 75(2), 197-215.Jones, M. (2002). Deafness as culture: A psychosocial perspective. Disability Studies Quarterly, 22(2).Wallhagen, M. I. (2010). The stigma of hearing loss.

The Gerontologist, 50(1), 66-75.

POW066 - Relationship between the pattern of eating behavior and subjective well-being Chiharu MimuraTakuro Nakatsubo200 Daiganjicho,Chuo-ku, Chiba-shi,Chiba,Japan Eating is essential for human beings to live. Eating is also considered a necessary social behavior for human beings. Thecommunication that occurs during social eating behavior functions as a means of connection in interpersonal relationships, irreverent ofthe fact that life is sustained by eating. Judging from this function of eating behavior, it is suspected that the consciousness of eating caninfluence a sense of subjective well-being. As we have seen, having a sense of being well adjusted or having stress-related coping abilitiesinfluences subjective well-being.The purpose of this study is to clarify how three factors, eating consciousness, the sense of adjustment to university life, and a sense ofcoherence (SOC) in coping skills against stressors are related to subjective wellbeing. Participants in the study were 132 universitystudents (57 male, 72 female, not declared 3; mean age: 20.88±7.24 years old).A questionnaire survey was administered and the studentsprovided written consent.First, based on the average score (25.51) on the scale of eating consciousness, two groups, a high score group and a low

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score group,were created and a series of one-way analyses of variances were conducted, with eating consciousness scores as the independentvariable and subjective well-being scores the dependent variable. The result showed a significant difference between the low score group(35.54) and the high score group (39.50) for the average score on the sense of subjective well-being scale. (F=13.616, p<.001).In order to examine the effects of each variable on the sense of subjective well-being, a multiple-regression analysis using stepwiseregression was conducted. The subjective well-being scores were adjustment to school life, gender, a sense of meaningfulness, and asense of capability. The lower factors of SOC were the explanation (<=accounting) variables. Results of the multi-regression analysis werecomputed. A sense of meaningfulness ( =.448, p<.001), gender ( =.186, p<.01), and eating consciousness ( =.178, p<.001) had positiveeffects on the sense of subjective well-being (R2=.593, p<.001).These results indicate the possibility that higher consciousness toward eating leads to a higher sense of subjective well-being as eatingconsciousness has a positive effect on the sense of subjective well-being for university students. As eating consciousness has effects onthe sense of coping with stressors and is significant according to gender, having a high eating consciousness is important to ensure asense of subjective well-being.

Keywords • eating behavior, subjective well-being

POW067 - The Resilient Bias Model: An Information-Processing Model of the Development of Resilience S. Parsons (1), A-W Kruijt (1), E. Fox (1)(1) Experimental Psychology, University of Oxford, S Parks Road, Oxford, OX1 3UD, UK Resilience is a dynamic process theorized to protect against, or counteract the adverse effects of risk exposure. A wealth of priorresearch has examined the role of selective processing of negative emotional information as a vulnerability factor in the development ofemotion dysfunction. However, less consideration has been given to the possible role of positive emotion processing as a protective factoragainst negative mental health outcomes.

Theories of resilience typically differentiate vulnerability and resilience as separate processes inthe development and avoidance of the negative outcomes associated with adversity. In this paper we present a preliminary informationprocessingmodel of resilience – the Resilient Bias Model - that provides a framework to integrate theoretical approaches to resilience andresearch based on cognitive-experimental approaches to emotional vulnerability. We propose that resilience to mental illness ischaracterized by patterns of selective emotional processing and cognitive control capabilities. Future research directions targeted attesting hypotheses drawn from the Resilient Bias Model are discussed.

Keywords • psychological resilience, information-processing, model, resilient bias model, cognitive bias

POW068 - The role of emotional personality dispositions in psychological well being K. Martskvishvili (1)A. Neubauer (2)(1) Tbilisi State University, I. Chavchavadze av.#1, 0179, Tbilisi, Georgia(2) Institut für PsychologieUniversität GrazUniversitätsplatz 2/EG8010 Graz, Austria For many years psychologists have traditionally been focused on negative constructs rather than investigating the positive ones. Itwas considered that absence of negative traits is an indicator of emotional welfare, which might prove wrong. This study was set out toexamine the role of emotion-related personality dispositions in psychological well-being. Altogether four hundred and sixty individualsfrom three different samples were administered with the Trait Emotional Intelligence Questionnaire, along with the Oxford HappinessQuestionnaire, The Life Orientation Test, Anxiety and Depression scales and the short questionnaire for Life Satisfaction. The resultsindicate that trait emotional intelligence variables are positively related with self-reported happiness, dispositional optimism and lifesatisfaction, and negatively related to depression and anxiety. Individuals with high level of dispositional happiness and with optimisticdispositions are more satisfied with all aspects of life in general. The present study provides evidence that emotional self-perceptionsrepresent a strong predictor for happiness and therefore contribute to overall state of individuals’ psychological well-being and lifesatisfaction.

Keywords • psychological well being, happiness, optimism, trait emotional self-perceptions

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POW069 - Positive Organisational Practices in Indian Engineering & Technology Institutes: A QualitativeAnalysis P. Bhattacharya(1)S. Satija(1)R. Gupta(2)(1) Birla Institute of Technology and Science, Pilani, India(2) Management Development Institute, Gurgaon, India The higher educational institutions, especially engineering and technology institutes are facing intense pressure to compete and meetdemands of the highly globalized 21st century. Studies indicate that higher educational institutions are increasing focus to meet the dualobjective of its commercial success and academic excellence in this contemporary world. In an academic institution, the facultyconstitutes the core of its academic community.

Thus the faculties play a pivotal role in imparting knowledge to its students and fosteringcommercial success of the organization while facing lot of opportunities and challenges to contribute to these objectives. In pursuit ofmeeting these objectives, the well-being of its members are being overlooked. Disproportionate high performance work pressure disruptsthe work-life balance and threatens the psychological well-being of the teaching fraternity. To address this growing concern, an approach,founded in positive psychology, is likely to infuse strength, hope, optimism and resilience and overcome work related dissatisfactionamong the teaching staff.

This study attempts at identifying various positive organizational practices that can create a supportive workenvironment to help in overcoming challenges faced by faculty members. The data, collected through the qualitative interview of facultiesin India's premier engineering and technology institutes, has been analysed using grounded theory methodology. The findings reveal manyinnovative positive organizational practices and recommend their implementation in the academic institutions. This calls forinstitutionalizing these practices for creating positive work environment which will eventually lead to higher job satisfaction, attenuatestaff attrition and amend friendly ambience thus ensuring well-being of its teaching community.

Keywords • Well Being, Faculties, Positive Organizational Practices, Higher education Institutions

POW070 - Happiness Types and Motivation to Volunteer M. vigelj (1), B. Podobnik (1), T. Kavcic (2), A. Avsec (3)(1) University of Ljubljana, student, Slovenia(2) University of Primorska, Slovenia(3) University of Ljubljana, Slovenia In a previous study, Kav i & Avsec (2014) extracted four types of individuals, reflecting different intraindividual combinations of thethree orientations toward happiness. Full life individuals showed high scores on all three orientations to happiness, while Empty lifeindividuals showed low scores. Pleasurable life individuals scored high on pleasure, average on engagement and low on meaningorientation, while Meaningful life individuals had high scores on meaning, average on engagement, and low scores on pleasureorientation.In the present study, differences in the proportion of four happiness types between a normative sample and a sample of volunteers, anddifferences among happiness styles regarding motivation for volunteering were investigated. It was hypothesized that, compared to theother three happiness types, Full life individuals would be more motivated to volunteer for all six measured reasons: values (encouragingthe individual to express altruistic and humanitarian values such as concern for others), understanding (an opportunity to gain newknowledge, skills, and abilities), socializing (developing and strengthening social ties and engaging in an activity one’s significant othersview favourably), career (obtaining career-related benefits), protective functions (protecting one’s ego from life difficulties and reducingguilt over being more fortunate than others) and enhancement (offering a way to help the ego grow and develop).440 participants filled out the Orientation to Happiness Questionnaire (OTH; Peterson, Park in Seligman, 2005) and the VolunteerFunctions Inventory (Clary et al., 1998). The participants were clustered into four groups according to their results on the OTH. Amongvolunteers there was a significantly higher share of Meaningful life individuals and lower share of Pleasurable life individuals compared tothe normative sample.

Results also indicated that Full life individuals reported the highest scores on all six reasons for volunteering.Empty life individuals reported the lowest scores and Pleasurable and Meaningful life individuals reported medium scores. Although lessPleasurable life and more Meaningful life individuals decided to volunteer, the two types did not differ in their motivation forvolunteering.

POW071 - Relationship between quality of life, coping, personality and mindfulness among nursing students M-H.Ferrer (1), C.Verdonk (1), B.Alescio-Lautier (2), M.Trousselard (1)(1) NPS, IRBA (2) LNIA, Aix-Marseille Université, France

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Introduction: As part of their work, nurses are confronted daily with human suffering. Various studies underline the importance ofbeing mindful to better regulate stress and increase health (Bullis et al, 2014; Trousselard, 2012; Weinstein et al., 2009). In thispreliminary study, we were interested to nursing students and links between their quality of life, their ability to cope, their personality andtheir level of mindfulness.Methods: 59 nursing students were evaluated at the middle of their academic schedule using a battery of validated Frenchquestionnaires. For the psychological health, the sub-scale of the Whoqol-Bref was assessed. Personality was recorded using the Big FiveInventory with its five subscales (Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness). The mindful dispositionwas assessed using the Freiburg Mindfulness Inventory (FMI). Coping strategies were evaluated using the Brief COPE with its subscales(Active Coping, Planning, Instrumental Support, Emotional Support, Expression of feelings, Positive Reinterpretation, Acceptance, Denial,Self-blame, Humour, Religion, Self-distraction, Substance use and Disengagement).Results: The Active Coping (b = 0,40; t = 4,22 ; p<0,001 ) and the Neuroticism (b = -0,49 ; t = -5,08 ; p<0,001) directly impact thepsychological health of our students (Model F=31,88 , p<0,001, R2= 0,51 ). Positive Reinterpretation (b = 0,20; t = 2,19; p<0,05), Planning(b = 0,52; t = 5,99; p<0,001 ), Behavioral Disengagement (b = -0,25; t = -3,04; p<0,01 ) and Mindfulness(b = 0,19; t = 2,06; p<0,05 ) actdirectly on the Active Coping (Model F= 24,42; p<0,001, R2= 0,62).Conclusions: Mindfulness, Positive Reinterpretation and Planning strengthen Active Coping which is known to promote a better quality oflife (Yu et al, 2013).These preliminary results suggests that increasing mindfulness by specific program in nursing school may helpstudents to deal with stress for promoting health. In a longer term perspective, mindful program may have an interest for preventingsocial risk (Stress, Burn Out) in nursing job.

Keywords â&#x20AC;˘ Positive psychology, mental health, well-being References: Bullis, R.J., Boe, H.J., Asnaani, A., Hofmann, S.G.(2014) The benefits of being mindful : trait mindfulness predicts less stress reactivity to suppression. J.Behav.Ther. &Exp.Psychiatr. 45 :57-66.Trousselard M., Steiler D., Claverie D. & Canini F (2012). Relationship between mindfulness and psychological adjustment in soldiersaccording to their confrontation with repeated deployments and stressors. Psychology, 3(1): 100-115.Weinstein, N., Brown, K.W.& Ryan, R.M. (2009) A multi-method examination of the effects of mindfulness on stress attribution, copingand emotional well-being. Journal of Research in Personality. 43 : 374-385.Yu, Y., Hu, J., Efird, J. T., & McCoy, T. P. (2013). Social support, coping strategies and health-related quality of life among primarycaregivers of stroke survivors in China. Journal of Clinical Nursing, 22(15-16) 2160-2171.

POW072 - Role of emotional intelligence in positive mood D. LyusinNational Research University Higher School of Economics, Moscow, Russia It is often claimed that high emotional intelligence (EI) must be related to the prevalence of positive mood in an individual. Previousstudies found relationships between various components of EI and positive mood (Schutte et al., 2002; Palmer, Donaldson, & Stough,2002; FernĂĄndez-Berrocal & Extremera, 2006). However, these results were mostly obtained when EI was measured with questionnaires.The present study had two main goals. The first goal was to obtain new evidence about relationships between EI and mood using bothquestionnaires and objective EI tests. It was expected that the ability to manage emotions is a stronger predictor of positive mood incomparison with the ability to recognize and understand emotions. Moreover, this effect should be obtained only when self-reportmeasures of EI are used. The present study is the first one that investigates relationships between mood and EI in the Russian sample.Therefore, the second goal was to compare Russian results with similar results obtained in other studies in an attempt to find culturalspecificity in this domain.Study 1 aimed at finding relationships between self-reported EI and personality traits, on the one hand, and mood, on the other hand.Seventy-one participants took part in the study. EI was measured with the EmIn Questionnaire, a Russian measure that consists of fourscales, namely Interpersonal Emotional Intelligence, Intrapersonal Emotional Intelligence, Emotion Understanding, and EmotionManagement. Personality traits were measured with the Russian version of the Big Five NEO-FFI Questionnaire. The current mood ofparticipants was measured with the Russian version of the PANAS that consists of two scales, Positive Affect (PA) and Negative Affect(NA). All components of EI positively predicted PA, whereas only Intrapersonal Emotional Intelligence and Emotion Managementnegatively predicted NA. As expected, Emotion Management predicted PA stronger than Emotion Understanding did. Among all Big Fivetraits, Neuroticism negatively predicted PA whereas Extraversion positively predicted PA.The second study focused on the role of emotional intelligence in mood. It aimed at replicating the results of the first study and testingthe role of emotional intelligence in mood using both a self-report measure (EmIn Questionnaire) and an objective test (MSCEIT). Moodwas again measured with the PANAS but participants were asked to assess their mood during the last month. Preliminary results (N = 61;data collection is in progress) show that self-reported EI

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strongly predicts PA whereas objective test scores of EI are not related to mood.The results of the two studies will be discussed in the framework of the regulative function of EI and its universality across differentcultures.

Keywords • Emotional intelligence, positive mood References: Fernández-Berrocal, P., & Extremera, N. (2006). Emotionalintelligence and emotional reactivity and recovery in laboratory context. Psichothema, 18, 72-78.Palmer, B.R., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33,1091-1100.Schutte, N.S., Malouff, J., Simunek, M., Hollander, S., & McKenley, J. (2002). Characteristic emotional intelligence and emotional wellbeing.Cognition and Emotion, 16, 769-785.

POW073 - Exploration of sources and motives underlying meaning for people at different levels of psychosocialwell-being B. Entwisle (1), M. P. Wissing (1), L. Schutte (1)(1) Africa Unit for Transdisciplinary Health Research (AUTHeR), North-West University:Potchefstroom Campus, Potchefstroom, South Africa Meaning in life is an important cornerstone of well-being. Exploring the sources that make life meaningful contributes to ourunderstanding of how meaning and well-being are interrelated. The aim of this study was to explore the sources of meaning and themotives underlying those sources for participants who are high in wellbeing (flourishing) and those who are low in well-being(languishing), and how these dovetail or differ. In a mixed method study 21 flourishing and 21 languishing participants (N= 42) wereselected from South African data collected in a larger project, based on their scores on the Mental Health Continuum- Short Form.Inductive thematic analysis was then conducted on responses to semi-structured questions on sources of meaning and the motivesunderlying those meaning sources. Three main themes emerged for both groups: relationships, religion and work. The reasons why thesesources provided meaning in life revealed key differences. Relationships were the most meaningful to flourishing participants because ofthe positive affect it contributed, whereas for languishing participants it was about the support they received. Religion played a big role inthe lives of languishing participants due to perceived support from God, whereas for flourishing participants the coherence that religionprovides was the predominant reason for religion as a source of meaning. Work was much more prevalent as a source of meaning forflourishing participants, and a key difference between flourishing and languishing participants was the mindset towards work or workorientationwith flourishing participants viewing their work as a calling or passion, and languishing participants seeing it as just a job. Thestudy reveals that although sources of meaning may on the surface appear similar, the pathways by which they contribute to meaning inthe lives of flourishing and languishing individuals are different. The study suggests that relationships are essential at a basic level toprovide a sense of meaning, while other sources such as having a passion or calling for work results in feelings that life has a sense ofmeaning and direction to it more often. Work orientation is highlighted as a key topic for future research where the pathways throughwhich work as a source of meaning interacts with well-being deserves further investigation.

Keywords • Flourishing, languishing, meaning, mental health continuum.

POW074 - Food consumption, nature connectedness and wellbeing : an exploratory study B. Bonnefoy DürrThe Parisian Center for Research in Social Psychology (LAPPS EA 4386), Université Paris Ouest, France Our communication deals with the link between diet and wellbeing. In particular, we explore the links between wellbeing, foodconsumption and the feeling of being more or less connected to nature. Psychological well-being and optimal functioning are predicatedon autonomy, competence, and relatedness (Deci & Ryan, 2000). We investigated if some dietary practices (like choosing not to eatmeat) contribute to meeting basic needs, mainly the autonomy and wellbeing. In this research, we focus on eudaimonic wellbeing (Ryff,1989).This study explores those links, comparing in different populations: vegans, vegetarians, omnivores and flexitarians. To deepen thesequestions, we are also interested on nature connectedness. Indeed, previous research shows the close relationship between well-beingand nature connectedness (Howell, 2011) and between type of diet (omnivores vs vegetarians) and the topics of the representation ofhuman domination of nature (Allen, Wilson, Ng, Dunne, 2000).Methodology :Type of diet (Vegan Marketing 2014) ; Wellbeing (Ryff, 1989) ; Nature connectedness (Nisbet, Zelenski & Murphy, 2009) was measuredonline in a sample of 365 french people. (aged 18 to 61 years (M = 27.28,

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SD = 10.00).Results:The results revealed that different type of diet characterizes participants, especially by their attitudes and reasons behind their choice.They show positive links between food consumption style and wellbeing.

Specifically, vegetarians and vegans have expressed greaterlevels of autonomy than the other two groups. Rather, they express on the social dimension relationship, lower scores than the others. Onthe other dimensions of wellbeing our participants are not distinguished. As expected, vegetarians and vegans feel more than othersconnected to nature, they also mentioned more than others the need to protect the environment.This study provides information which enables a better characterization of the consumption of food in terms of well-being andsustainability.

Keywords • food consumption, wellbeing, nature connectedness References: Allen, M., Wilson, M., Ng, S. H., & Dunne, M.(2000). Values and Beliefs of Vegetarians and Omnivores. The Journal of Social Psychology, 140 (4), 405-422.Deci, E. & Ryan, R. (2000).The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.Howell, A., Dopko, R., Passmore, H. A., Buro, K. (2011). Nature connectedness: Associa-tions with well-being and mindfulness.

Personalityand Individual Differences, 51, 166–171., Zelenski, J., & Murphy, S. (2011). Happiness is in our Nature: Exploring Nature Relatedness as aContributor to Subjective Well-Being. Journal of Happiness Studies, 12, 303– 322.

POW075 - "Surrender to Win": Exploring the protective benefits of mindfulness under conditions ofpowerlessness G. Baijan (1)(1) Coaching Psychology Unit, School of Psychology, The University of Sydney, Australia The experience of powerlessness is associated with a host of maladaptive cognitive, affective, and behavioural outcomes that presentsignificant challenges to the individual's well-being (Peterson, Maier, & Seligman, 1993; Smith, Jostmann, Galinsky, & van Dijk, 2008).However, little research has explored how to ameliorate these deleterious effects. The current research program investigated the utility ofmindfulness as a strategic response to states of powerlessness. A series of four experiments tested its expected benefits in multipledomains. Study 1 demonstrated that a short mindfulness exercise attenuated the rise in negative affect associated with powerlessness,and likewise enhanced positive affect. However, an unexpected finding emerged in Study 2. While mindfulness improved executivefunctioning in powerless participants, it impaired performance in the control group, degrading their ability to inhibit competing responses.In line with learned helplessness theory (Maier & Seligman, 1976), Study 3 investigated whether mindfulness could offset biasedappraisals of situational control occasioned by powerlessness, but failed to find evidence for its hypothesised salutary effects.Interestingly, Study 4 showed that for powerless participants, mindfulness promoted goal-congruent action-taking and minimised thebelief that future situations would engender further powerlessness. Consistent with Study 2, however, it had the reverse effect on thecontrol group. Instead of promoting action, mindfulness fostered passivity in the face of achievable goals and promoted a belief in futurepowerlessness. Taken together, findings from these studies provide the first empirical evidence that the benefits of brief mindfulnesspractice are context-dependent. When used to offset the adverse effects of psychological states of powerlessness, mindfulness wasbeneficial. However, when used under neutral eliciting conditions, it led to unexpected deficits that undermined well-being andperformance. The present findings raise questions about the indiscriminate use of short mindfulness practice and suggest boundaryconditions that determine its adaptive application.

Keywords • powerlessness, control, mindfulness, affect, cognition, goals, well-being References: Maier, S.F. & Seligman,M.E.P. (1976). Learned helplessness: Theory and evidence. Journal of Experimental Psychology: General, 105(1), 3-46.Peterson, C., Maier, S.F., & Seligman, M.E.P. (1993). Learned helplessness: A theory for the age of personal control. Oxford UniversityPress: New York.Smith, P.K., Jostmann, N.B., Galinsky, A.D., & van Dijk, W.W. (2008). Lacking power impairs executive functions. Psychological Science,19(5), 441-447.

POW076 - The possibility of different massage techniques to reduce the level of anxiety and patients level ofoptimism D. Wilczynska (1), A. Lysak (1), M. Podczarska - Glowacka (1)(1) Gdansk University of Physical Education and SportKazimierza Gorskiego 180-336 Gdansk, Poland

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Optimists have a more positive response to medical interventions and health-promoting behavior. Especially in difficult situations likesuffering from disease. The aim of the experiment was to investigate if patients with optimistic attributional style would decrease anxietyafter the application of two kinds of therapy: full body massage (experiment I) and a post-isometric technique (experiment II). A total oftwo independent experiments were carried out. Experimental group consisted of 57 people suffering pains as a result of functionaldisorders of the musculoskeletal system. In the experiment I attended 30 patients aged 35-65 years (M = 54.6; SD = 8.94).

While in theexperiment II 27 patients aged 23-69 years (M = 42.65; SD = 13.4). Researchers used two questionnaires: Attributional Style Questionnaire(ASQ) created by Seligman et al.(1984) and a State – Trait Anxiety Inventory (STAI) created by Spielberger et al. (1970). The results of thestudy show that the level of state anxiety in patients with optimistic explanatory style decreases in both experimental conditions, afterthe full body massage application and post-isometric technique application. It was also found that the optimistic explanatory style isdependent on gender and age of the respondents. Future studies should focus on effectiveness of positive psychotherapy as a tool tochange pessimistic patients to optimistic ones. At the same time authors point out that the effectiveness of psychotherapy must beverified by objective clinical trials.

Keywords • optimism, anxiety, full body massage, post-isometric technique References: Benjamin P.J., Lamp S.P., 1996,Understanding sports massage. Champaign, IL: Human Kinetics Publishers: 1124.Campeau M.P., Gaboriault R., Drapeau M., Van Nguyen T., Roy I., Fortin B., Marois M., Ngiiyeti P.F., 2007, Impact of massage therapy onanxiety levels in patiens undergoing radiation therapy: randomized controlled trial, Journal of the Society for Integrative Oncology, 5(4):133-138.Carr A., 2004, Psychologia pozytywna. Nauka o szcz ciu i ludzkich si ach. Pozna , Wydawnictwo Zysk i S-ka: 1- 399.Chiatow L, Delany J. (red), 2011b, Clinical Application of Neuromuscular Techniques Volume 1. Churchill Livingstone Elsevier: HumanKinetics: 1-624.Chiatow L, Fritz S. (red), 2011a, Techniki energii mi niowej. Wroc aw, Elsevier Urban&Partner: 1-390.Cohen S, JanickiDeverts D, Miller G.E., 2007, Psychological stress and disease. “JAMA”, 298 (14), 1685-7.Cox R.H., Thomas T.R., Hilton P.S., Donahue O.M., 2004, Effects of acute 60 and 80% VO2max bouts of aerobic exercise on state anxietyof women of different age groups across time. Research Quarterly in Exercise and Sport, 75: 165-175.Field T., Hernandez-Reif M., Seligman S., Krasnegor J., Sunshine W., Rivas-Chacon R. Schanberg S., & Kuhn C., 1997, Juvenile rheumatoidarthritis: Benefits from massage therapy, “Journal of Pediatric Psychology”, 22, 607-617.Field T., Morrow C., Valdeon C., Larson S., Kuhn C., & Schanberg S., 1992, Massage reduces anxiety in child and adolescent psychiatricpatients, „Journal of the American Academy of Child and Adolescent Psychiatry”, 31, 125131.Field T., Schanberg S., Kuhn C., Fierro K., Henteleff T., Mueller C., Yando R., & Burman I., 1998, Bulimic adolescents benefit from massagetherapy, “Adolescence”, 33, 555-563.Field T., Seligman S., Scafidi F. & Schanberg S., 1996, Alleviating posttraumatic stress in children following Hurricane Andrew, “Journal ofApplied Developmental Psychology”, 17, 37-50.Field T.M., Sunshine W., Hernandez-Reif M., Quintino O., Schanberg S., Kuhn, C., & Burman I., 1997, Massage therapy effects ondepression and somatic symptoms in chronic fatigue syndrome, “Journal of Chronic Fatigue Syndrome” , 3, 43-51.Guszkowska M., 2006, The influence of yoga exercises on women’s anxiety levels. Medicina Sportiva, 10: 42-45.Guszkowska M., 2012, Czynniki warunkuj ce spadek poziomu l ku u kobiet po jednorazowych wiczeniach fizycznych, [w:] J. Blecharz, M.Sieka ska, A. Tokarz (red.), Optymalizacja treningu sportowego i zdrowotnego z perspektywy psychologii, Kraków, Wydawnictwo AWF:249269.Guszkowska M., Sionek S., 2009, Changes in mood states and selected personality traits in women participating in a 12-week exerciseprogram. Human Movement, 10(2): 163-169.Hartl K., Engel J., Herschbach P., Reinecker H., Sommer H., Friese K., 2010, PersonalityHatayama T., Kitamura S., Tamura C., Nagano M., Ohnuki K., 2008, The facial massage reduced anxiety and negative mood status, andincreased sympathetic nervous activity, “BioMed Research International”, 29(6), 317-20.Hernandez-Reif M., Martinez A., Field T., Quintino O., Hart S., & Burman I., 2000, Premenstrual syndrome symptoms are relieved bymassage therapy, “Journal of Psychosomatic Obstetrics & Gynecology”, 21, 9-15.Jiang X., He G., , 2012 Effects of an uncertainty management intervention on uncertainty, anxiety, depression, and quality of life ofchronic obstructive pulmonary disease outpatients. Res Nurs Health, 35(4): 409-418.Kepka S., Baumann C., Anota A., Buron G., Spitz E., Auguier P., Guillemin F., Mercier M, 2013, The relationship between traits optimismand anxiety and health-related quality of life in patients hospitalized for chronic diseases: data from the SATISQOL study. Health andQuality of Life Outcomes, 11:134.Khalland Y., 2013, Dispositional optimism and physical wellbeing: The relevance of culture, gender, and socioeconomic status,International Journal of Psychology, 48(9): 978–985.Kostka T., Jachimowicz V., 2010: Relationship of quality of life to dispositional optimism, health locus of control and self-efficacy in oldersubjects living in different environments. Qual Life Res, 19(3):351–361.Kuriyama H., Watanabe S., Nakaya T., Shigemori I., Kita M., Yoshida N., Masaki D., Tadai T., Ozasa K., Fukui K., Imanishi J., 2005,Immunological and Psychological Benefits of Aromatherapy Massage, “Evidence-Based Complementary and Alternative Medicine”, 2, 179-184.Leith

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L.M., 2002, Foundations of exercise and mental health. Morgantown, Fitness Information Technology: 1253.Marsza ek S., 2004, Profilaktyka i autoterapia w uprawianiu joggingu, [w:] J. Biernacki, A. Niedzió ka, S. Marsza ek (red.), Fitness,jogging. Poradnik dla instruktorów rekreacji ruchowej, Warszawa, Oficyna Wydawnicza "Interspar": 1-95.Peterson C., 2000, Optimistic explanatory style and health, [w:] J. Gillaham (red.), The Science of Optimism and Hope, Philadelphia PA,Templeton Foundation Press: 245-261.Peterson C., Seligman M., Valliant G., 1988, Pessimistic explanatory style as a risk factor for physical illness: a thirty-five yearlongitudinal study, Journal of Personality and Social Psychology, 55: 23-27.Platania Solazzo A., Field T., Blank J., Seligman F., Kuhn C., Schanberg S., & Saab P., 1992, Relaxation therapy reduces anxiety in childand adolescent psychiatric patients, “ActPaedopsychiatrica”, 55, 115-120.Rakowska M., 2002, Autoterapia i profilaktyka dysfunkcji narz du ruchu w modelu holistycznym medycyny manualnej. Pozna , CentrumAutoterapii "Humanus" Ma gorzata Rakowska: 180.Rakowski A., 2001, Medycyna manualna w modelu holistycznym. „Terapia manualna w modelu holistycznym”, 1(1), 4-25.Schou I., Ekeberg O., Ruland C.M., 2005, The mediating role of appraisal and coping in the relationship between optimism-pessimism andquality of life. Psychooncology, 14(9): 718-727.Seligman M.E.P., 2011, Pe nia ycia.

Nowe spojrzenie na kwesti szcz cia i dobrego ycia. Pozna , Wydawnictwo Media Rodzina: 1-431.Snyder C.R., 2000, Handbook of Hope, Orlando FL, Academic Press: 1-431.wi cicki A., 2001, Medycyna ca o ciowa? „Terapia manualna w modelu holistycznym”, 1(1): 26-28.Taylor S., Kemeny M., Reed G., Bower J., Gruenewald T., 2000, Psychological resources, positive illusions and health, AmericanPsychologist, 55: 99-109.traits and psychosocial stress: quality of life over 2 years following breast cancer diagnosis and psychological impact factors,Psychooncology, 19(2):160–169.Votava J., 1988, Joga I EMG – podobie stwa i ró nice. Post py Rehabilitacji, 2, 47-54.

POW077 - How self-compassion interact to different type of aspirations and contingencies of self-worth?

M. SabzehAra langroudi (1), M. Mohammadi (2),1) University of Mohaghegh Ardabili. Iran, (2) University of Lausanne, Switzerland This study aimed to investigate relationship between self-compassion with intrinsic and extrinsic aspirations, and internal andexternal contingencies of self-worth.502 undergraduate students were selected by convenience sampling method and completed self-compassion short form scale (Raes et al.2011), aspiration index (Kasser & Ryan, 1996) and contingencies of self-worth scale (Crocker et al. 2003).Results showed Importance, likelihood of attainment and attainments of intrinsic aspirations have positive association with selfcompassion.Importance of extrinsic aspirations and external contingencies of self-worth have negative association with self-compassion.The implication of these results for human well-being in light of the self-determination theory and contingencies of self-worth theory werediscussed.

Keywords • self-compassion, Intrinsic and extrinsic aspirations, Internal and external contingencies of self-worth.

POW078 - The Effects of Music on Positive and Negative Mood E. Nishigaki (1), A. Fujimura (2)(1)Kansai Medical University, Osaka, Japan(2) Ritsumeikan University, Kyoto, Japan BACKGROUND: The effects of reducing negative mood and emotions on stress management have been extensively investigated,whereas the effects of increasing positive mood and emotions on stress management have not been focused. Music is known to be aneffective method of stress management. However, participants’ preferences and memories related to music are difficult to control andcould influence results of experiments on the effects of music. Therefore, we used computer generated environmental music (EVS) thatwas especially composed without repeating the same melody, to prevent listeners from becoming bored and/or prevent them frommemorizing the melody.OBJECTIVES: The effects of listening to environmental music (EVS) on positive and negative mood and feelings were investigated.METHODS: Participants (N =103) were randomly assigned to one of three conditions: (1) listening to EVS accompanied by video images offorests, (2) listening to EVS accompanied by video image of the ocean, and (3) listening to EVS without video images. Participants listenedto EVS for 8 minutes and filled out a 15 item Semantic Differential type questionnaire inquiring about impressions of the music. Theycompleted an 11 item Likert-type questionnaire on their awareness of feelings. They also completed the Profile of Mood States 2nd Edition(POMS 2) before and after listening to EVS.RESULTS: The major impression of EVS was gentle, clear, beautiful, spacey, and warm. Participants had feelings of being relaxed, calm,comfortable, and peaceful after listening to EVS. The overall mean Total Mood Disturbance (TMD) score significantly decreased afterlistening to

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EVS [F (2, 102) = 112.6, p<001]. The mean scores of Vigor-Activity [F (2,102) =11.78, p<.001] and Friendliness [F (2, 102)=6.57,p=.012] significantly increased after the intervention. Also, there was a significant difference among conditions after the intervention [F(2, 102) =4.001, p=.021]. Among the 7 subscales of POMS 2, DepressionDejection (DD) and Fatigue-Inertia (FI) had interactional effects[DD: F(2, 102) = 4.25, p=017 FF: F(2, 102) = 3.602, p=031].CONCLUSIONS: The results indicate that listening to environmental music is effective, not only for decreasing negative mood, but also forincreasing positive mood, including vigor and friendliness. Music with video images was more effective than only listening to music. It issuggested that more research is needed to verify these results and their possible impact on increasing overall positivity.

Keywords • music, relaxation, positive mood References: Biddiss, E. et. al., 2014 The effectiveness of interventions aimed atreducing anxiety in health care waiting spaces.

Anesthesia and Analgesia, 119(2) 433-448.

POW079 - Psychometric properties of the Satisfactión Whit Life Scales in university faculty of Jalisco, Mexico J. Salazar (1,2), N. Figueroa (3), C. Aranda (2,3)(1) Department of Health Sciences (2) Department of Health Public (3) University ofGuadalajara, Jalisco México The determinants of subjective well-being have been investigated largely in recent years, however, the scientific study of welfare isrelatively new, the growing interest in research on subjective well-being and happiness has been addressed by psychology, sociology,gerontology and economics. It has basically been an important area of study for psychology way, and can be an operating element to helpimprove the lives of individuals. It is defined as subjective well-being to the "presence of positive emotion, negative absence and cognitivejudgment of satisfaction and fulfillment" (Lee Duckworth, Steen, Seligman, & Duckworth, 2005). The scale of life satisfaction (SWLS), is aninstrument widely used for different samples, presenting characteristics of unifactorial. The reliability analysis yields a Cronbach alphacoefficient of .78 indicating, again, the conceptual homogeneity evaluated. No item, if removed, increases the internal consistency of thescale (Schmidt, Leibovich, & Gimenez, 2014). In past measurements ranges Cronbach alpha reliability ranging from .89 and .79 (Pavot &Diener, 1993).The purpose is to present the psychometric properties and factor structure of a Satisfaction with Life Scale (SWLS), in a sample ofuniversity faculty from a public university (N = 200). The scale (SWLS) is a measure designed to assess subjective life satisfaction. Thesample was proportional three universities making a total of 200 teachers who agreed to answer the instrument in form of self-report.Results of factor analysis showed that the scale behaves as a factor structure, explaining a great percentage of the total variance (52%),with high factor weights paara each elemetno (between .81 and .89). The internal consistency of the SWLS ( = 0.91) was high in relationto the five items of the scale. Correlational analysis showed that SWLS had adequate concurrent validity. SWLS scores that differentiatemale and female teachers, they supported the criterion validity. The SWLS is a reliable and valid for measuring satisfaction with lifeamong teachers unconditional instrument of psychological illness.

Keywords • Satisfaction with life scales, subjective well-being, university faculty, factor analysis.

References: LeeDuckworth, A., Steen, T. a, Seligman, M. E. P., & Duckworth, A. L. (2005). Positive psychology in clinical practice. Annual Review ofClinical Psychology, 1, 629–651. http://doi.org/10.1146/annurev.clinpsy.1.102803.144154Schmidt, V., Leibovich, N., & Gimenez, M. (2014).

Evaluación de la satisfacción vital global en adultos jóvenes del Área MetropolitanaBonaerense. Calidad de Vida, 7(2), 54–67.Pavot, W., & Diener, E. (1993). Review of the Satisfaction With Life Scale. Psychological Assessment, 5(2), 164–172. http://doi.org/10.1037/1040-3590.5.2.164

Mental Health and Therapies MENTAL HEALTH AND THERAPIES • SYMPOSIUM AS14A - Positive mental health: the role of genetics and environmental sensitivity C.U. Greven (1,2,3)M. Pluess (4)R. Keers (3,4)E. Fox (5)(1) Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University MedicalCenter, Nijmegen, The Netherlands.(2)

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Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands.(3) Medical Research Council Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience,King's College London, London, UK.(4) Department of Biological and Experimental Psychology, School of Biological and Chemical Sciences, Queen Mary University ofLondon, UK.(5) University of Oxford, Oxford Centre for Emotions and Affective Neuroscience, Department of Experimental Psychology, UK. Synthesis of the symposium: This symposium aims to gather various perspectives on the role of genetics and environmental sensitivityin shaping positive mental health. Genetic factors are relevant to positive mental health as mental-health related traits have geneticunderpinnings. In addition, genes, in combination with other susceptibility factors such as certain personality traits, are likely to influencehow sensitive individuals are to responding to environmental influences. Such susceptibility factors may therefore be important in theprediction of response to interventions for mental health problems. The present symposium integrates approaches from quantitativegenetics (twin design), molecular genetics, personality and intervention research to advance our knowledge of positive mental health inyouth populations.The symposium will open with a talk (Dr Greven) on the opposite end of the ADHD continuum, that is, extremely low, positive ADHDtraits. The talk illustrates how these traits can be measured, as well as discussing their genetic and environmental aetiologies in apopulation-sample of adolescent twins.The second talk (Dr Pluess) will focus on the concept of sensory processing sensitivity in children, a stable personality trait that maypredispose individuals to greater environmental sensitivity. The heritability of this trait and its role in predicting response to psychologicalintervention will be discussed.The third talk (Dr Keers) will present data from several studies illustrating how molecular genetic factors may moderate the effect ofenvironments, and predict response to psychological interventions in youth with anxiety and depression.Findings from the three presentations will be reviewed and discussed by Prof Fox, who will provide an integrative summary andinterpretive context relative to developments in the field of positive psychology, differential susceptibility and genetics research.

Keywords â&#x20AC;˘ positive mental health, differential susceptibility, environmental sensitivity, genetics, twin study, mental health,psychological intervention

AS14B - The opposite end of the ADHD continuum C.U. Greven (1,2,3), G.A. Salum (4), J.K. Buitelaar (1,2)(1) Department of Cognitive Neuroscience, Donders Institute for Brain,Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.(2) Karakter Child and Adolescent Psychiatry University Center, Nijmegen, The Netherlands.(3) Medical Research Council Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience,King's College London, London, UK.(4) Universidade Federal do Rio Grande do Sul, Brazil.

Although attention-deficit hyperactivity disorder (ADHD) is thought to reflect a continuously distributed quantitative trait, is typicallyassessed through binary diagnosis or skewed measures biased towards the high, symptomatic end of the ADHD continuum. A growingtrend in the literature is to examine the positive end of continuously distributed traits, a promising avenue for instance applied to studyhigh intelligence to increase power for gene-hunting for intelligence. However, the emergence of such a 'positive genetics' model has beentempered for ADHD, as conventional ADHD measures provide poor phenotypic resolution at the low end of the ADHD continuum.Overcoming this methodological limitation, this talk focuses on studying low extreme ADHD traits in a sample of over 2000 16-year oldBritish twins from the Twins Early Development Study. Twins rated their ADHD traits from low to high using the Strength and Weaknessesof ADHD Symptoms and Normal behaviour (SWAN) questionnaire. As a first step, item response theory analyses revealed that the SWANis able to differentiate respondents across low to high parts of the ADHD latent distribution, in contrast to conventional instruments thatonly provide information at the high distribution end. This provides support for the suitability of the SWAN to assess low ADHD traits.Second, regression analyses revealed that compared to individuals with high extreme or average levels of ADHD traits on the SWAN,individuals with low extreme ADHD traits showed the lowest levels of internalizing and externalizing behaviour problems, the bestcognitive performance, and the greatest levels of life satisfaction and happiness. Hence, low extreme ADHD traits appear to reflectpositive traits.

Finally, twin model fitting analyses revealed that low extreme ADHD traits were not significantly heritable but insteadsignificantly influenced by non-shared (individual-specific) and shared (family-wide) environmental influences. These sharedenvironmental influences may reflect passive gene-environment correlation, which arises because parents provide environments as well aspassing on genes. Different from the current deficit-based model of ADHD, studying the low extreme opens new avenues to studymechanisms underlying previously neglected

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positive ADHD traits. The next step will be to examine the molecular genetic andneurobiological correlates of extreme low ADHD traits.

Keywords • ADHD, quantitative trait, twin study, genetics

AS14C - Environmental Sensitivity in Children: Concept, Measurement, and Empirical Findings M. Pluess (1)(1) Department of Biological and Experimental Psychology, School of Biological and Chemical Sciences, Queen MaryUniversity of London, UK People differ substantially in their sensitivity to environmental influences with some being generally more and some generally lessaffected by experiences they make. Such individual differences in environmental sensitivity have been associated with a range ofpsychological, physiological and genetic factors. One psychological marker of environmental sensitivity is Sensory-Processing Sensitivity, acommon personality trait characterised by greater awareness of sensory stimulation, behavioural inhibition, deeper cognitive processingof environmental stimuli, and higher emotional and physiological reactivity. Sensory-Processing Sensitivity is proposed to be a stable,genetically based personality trait that can be measured with the Highly Sensitive Person Scale, a 27-item questionnaire developed for theself-reported measurement of Sensory-Processing Sensitivity in adults (Aron & Aron, 1997).

Recently, the adult Highly Sensitive PersonScale has been adapted for the use with children as young as 10 years.

The Highly Sensitive Child short form includes 12 items andfeatures a similar factor structure as the adult version of the questionnaire. After introducing the concept of environmental sensitivity,information on the basic psychometric properties of the Highly Sensitive Child scale (i.e., factor structure, test-retest reliability) will bepresented, followed by associations with other temperament and personality traits, first results on the heritability of Sensory-ProcessingSensitivity, as well as empirical evidence demonstrating that Sensory-Processing Sensitivity in children predicts the response toenvironmental exposures, including psychological intervention.

Keywords • environmental sensitivity, differential susceptibility, personality, children References: Pluess, M. (2015).Individual Differences in Environmental Sensitivity. Child Development Perspectives, 9(3), 138143. doi: 10.1111/cdep.12120Belsky, J., & Pluess, M. (2009). Beyond diathesis stress: differential susceptibility to environmental influences. Psychol Bull, 135(6), 885-908. doi: 10.1037/a0017376

AS14D - A genome-wide approach to differential susceptibility and response to psychological treatments R. Keers (1,2), J.R.I. Coleman (2), K.J. Lester (2,3), S. Roberts (2), G. Breen (2), M. Thastum (4), S. Bögels (5), S. Schneider (6), E.Heiervang (7,8), R. Meiser-Stedman (9), M. Nauta (10), C. Creswell (11), K. Thirlwall (11), R.M. Rapee (12), J.L. Hudson (12), C. Lewis (2), R.Plomin (2), T. C. Eley (2)(1) Department of Biological and Experimental Psychology, School of Biological and Chemical Sciences, QueenMary University of London, UK.(2) King’s College London, Institute of Psychiatry Psychology and Neuroscience, MRC Social, Genetic and Developmental Psychiatry(SGDP) Centre, UK.(3) University of Sussex, Brighton, UK.(4) Department of Psychology, University of Aarhus, Aarhus, Denmark.(5) Research Institute Child Development and Education, University of Amsterdam, The Netherlands.(6) Ruhr-Universität Bochum, Bochum, Germany.(7) Institute of Clinical Medicine University of Oslo, Norway and Anxiety Research Network.(8) Haukeland University Hospital, Bergen, Norway.(9) University of East Anglia, Norwich, UK.(10) University Medical Center Groningen, University of Groningen, The Netherlands.(11) School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.(12) Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia.

While there is a substantial evidence base for the efficacy of psychological treatments for anxiety and depression, response totreatment varies substantially between patients. This means that identifying an effective treatment can be a long and costly process oftrial and error that may both delay recovery and have a negative effect on longterm outcome. Genetic predictors of treatment responsemay allow clinicians to select the most effective treatment for a given individual at the outset, enhancing outcomes and acceleratingrecovery times. The differential susceptibly hypothesis suggests that certain genetic variants moderate the effects of both negative andpositive environments on mental health and may therefore be important predictors of response to psychological treatments.Nevertheless, the identification of such variants has so far been limited to preselected candidate genes.I will present data from several studies in which we extended the differential susceptibility hypothesis from a candidate gene to agenome-wide approach. We used a novel method, in which within-pair variability in

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emotional problems in 1026 monozygotic (MZ) twinpairs was examined as a function of the pairs’ genotype, and created a polygenic score of environmental sensitivity based on the wholegenomefindings. The polygenic score significantly moderated the effects of the environment and the effects of treatment in severalsamples. Our findings suggest that individuals with the greatest environmental sensitivity may be more likely to develop emotionalproblems in adverse environments, but also benefit more from the most intensive types of treatment.

Keywords • environmental sensitivity, differential susceptibility, psychological intervention, genetics, twin study

MENTAL HEALTH AND THERAPIES • WORKSHOP W04A - Post Traumatic Success F.P. BanninkOwner private practice Schubertstraat 17, 1077 GP Amsterdam, The Netherlands This is a workshop to help you to help your clients to transform what happened to them to make them better instead of bitter.The workshop combines the theory and practice of positive psychology and solution-focused brief therapy with traditional traumaapproaches, and veers away from a focus on pathology (what is wrong with clients and how to repair the worst) to a focus on what isright with them (and how to create the best)—that is, from posttraumatic stress to posttraumatic success.The three R’s of posttraumatic success are: Recovery, Resilience and enRichment (post traumatic growth). Trauma professionals will learnwhat it takes to help more survivors benefit more substantively from therapy and how to support their clients in developing longer-termresilience. By practicing these skills, they can increase their clients’ self-efficacy and self-esteem, and make psychotherapy shorter in time,more cost effective and more lighthearted for their clients and themselves.The workshop aims at all professionals and students working with trauma survivors (both adults and children) and their families andfriends, it equips readers with practical direction for adopting a more positive approach and expanding their range of availabletechniques. Exercises, cases, and stories are presented to illustrate and help incorporate this new approach into practice.It’s about time to turn the tide on treating trauma by shifting the focus from reducing distress and merely surviving to building successand positively thriving.BioFredrike Bannink is a clincial psychologist and a Master of Dispute Resolution based in Amsterdam. She is an internationally recognizedCBT, PP and SFBT presenter/trainer and the author of 25+ books.She is a Mental Health Trainer for Doctors without Borders (MSF).

Keywords • Trauma, Posttraumatic success, PTSD, positive psychology References: Bannink, F.P. (2014). Post TraumaticSuccess. NY: Norton.This book has been translated into Dutch and Chinese.

W04B - Coping with Grief: Strategies for Promoting Resilience and Posttraumatic Growth Following the Loss ofa Loved One A. E. Crunk (1), E. H. Robinson (1), S. L. Robinson (1), P. Flasch (1), E. Puig (1)(1) University of Central FloridaCollege of Education and Human PerformanceDepartment of Child, Family, and Community SciencesOrlando, Florida 32816USA The loss of a loved one through death is a universal human experience that can elicit heightened psychological and physical distressfor the survivor. An estimated 10-15% of bereaved adults struggle to adapt to their loss, experiencing a protracted, debilitating, andsometimes life-threatening grief response known as complicated grief (Prigerson et al., 2009; Shear et al., 2011). However, the majority ofbereaved individuals demonstrate greater resilience following loss, with grief symptoms that attenuate naturally over a period of time(Bonanno, 2002; Meichenbaum, 2013). One factor that differentiates individuals with chronic grief from those who respond resiliently isthe coping strategies that they utilize following loss (Meichenbaum, 2016). Meichenbaum (2016) proposed a list of coping strategies forpromoting resilience and posttraumatic growth following loss that can be used either as a standalone tool for self-management of griefsymptoms, or – in cases of complex loss or trauma – as an adjunct to treatment for grief. Such strategies include but are not limited to (a)seeking comfort and help from others; (b) engaging in physical activity through exercise, yoga, or dance; (c) using bibliotherapy to learnabout grief and to seek comfort through books, music, or film; and (d) seeking spirituality and religion as a source comfort. Such copingstrategies can be used as standalone interventions or – in cases of complex loss and trauma – as an adjunct to treatment for grief. Thepurpose of this symposium is to discuss strategies for promoting resilience following the loss of a loved one. The presenters will review theempirical literature on using positive psychology as a framework for treating grief, addressing concepts such as resilience, posttraumaticgrowth (Davis

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& Nolen-Hoeksema, 2011), and meaning making (Neimeyer, 2006), and will present practical strategies for mobilizingresilient responses for survivors of loss.

Keywords • bereavement, grief, posttraumatic growth, resilience, self-management techniques References: Bonanno, G.A., Wortman, C. B., Lehman, D. R., Tweed, R. G., Haring, M., Sonnega, J., ... & Nesse, R. M. (2002).

Resilience to loss and chronic grief: aprospective study from preloss to 18-months postloss. Journal of personality and social psychology, 83(5), 1150-1164.Davis, C. G., & Nolen-Hoeksema, S. (2009). In S. J. Lopez & C. R. Snyder (Eds.) The Oxford handbook of positive psychology (pp. 641-649). New York, NY: Oxford University Press, Inc.Meichenbaum, D. (2013). Roadmap to resilience. Willston, VT: Crown House Publishers.Meichenbaum, D., & Myers, J. (2016). Strategies for coping with grief. In R. A. Neimeyer (Ed.) Techniques of grief therapy: Assessmentand intervention (pp. 117-119). New York, NY: Routledge.Neimeyer, R. A. (2006). Re-storying the loss: Fostering growth in the posttraumatic narrative. In L. G. Calhoun & R. G. Tedeschi (Eds).Handbook of posttraumatic growth: Research and practice (pp. 68-80). New York, NY: Psychology Press.Prigerson, H. G., Horowitz, M. J., Jacobs, S. C., Parkes, C. M., Aslan, M., Goodkin, K., Raphael, B., . . . Maciejewski, P. K. (2009).

Prolongedgrief disorder: Psychometric validation of criteria proposed for DSM-V and ICD-11.PLoS Medicine, 6(8), 1-12. doi: 10.1371/journal.pmed.1000121Shear, M. K., Simon, N., Wall, M., Zisook, S., Neimeyer, R., Duan, N., . . .

Keshaviah, A. (2011).Complicated grief and related bereavementissues for DSM-5. Depression and Anxiety, 28(2), 103-117. doi: 10.1002/da.20780

W08A - Leaders at their Best: A Positive Psychology Initiative for University Students C. Asidao (1), K. Arizala (1)(1) Counseling & Psychological Services, University of Michigan, 530 S. State St, Ann Arbor, MI 48103, USA Positive psychology is about building strengths and the best things life has to offer, as well as managing weaknesses and addressingthe difficulties in life (Magyar-Moe, Owens, & Conoley, 2015). Research indicates that positive psychology-based interventions can have alasting impact on happiness levels (Mongrain & AnselmoMatthews, 2012; Seligman, Steen, Park, & Peterson, 2005). In 2015, theUniversity of Michigan Counseling and Psychological Services embarked on a new initiative, entitled “Leaders at their Best,” which is basedon the tenets of positive psychology and designed to attend to the needs of a diversity of university students, from those who havestruggled with mental health concerns to those experiencing overall emotional wellness and well-being.

“Leaders at their Best” focuses onhow students can learn to thrive, identify strengths, and increase resiliency, hope, and coping skills in a campus community. Goals of theinitiative include: to improve students’ psychological well-being and functioning, to increase resiliency and stress management, and tohelp students flourish on campus.During this workshop, audience participants will be introduced to the “Leaders at their Best” initiative and gain knowledge and concreteskills on how to incorporate a positive psychology-focused initiative on their campus (e.g., social media, infographics, tabling events, andaddressing the outreach/training/clinical components of a campus setting). In addition, participants will experience the benefits ofpositive psychology through experiential activities from the “Leaders at their Best” program.

Keywords • positive psychology, mental health, university, campus, college students, outreach, experiential References: Magyar-Moe, J. L., Owens, R. L., & Conoley, C. W. (2015). Positive psychology interventions in counseling: What every counselingpsychologist should know. The Counseling Psychologist, 43, 508-557.Mongrain, M. & AnselmoMatthews, T. (2012). Do positive psychology exercises work? A replication of Seligman et al. (2005). Journal ofClinical Psychology, 68(4), 382–389.Seligman, M. E. P., Steen, T., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. AmericanPsychologist, 60(5), 410-421.

W08B - Recovery from an eating disorder is about eating behavior, cognitions and BMI, or is it about wellbeing?

J.A. de VosThe Human Concern Foundation, Center for Eating Disorders, Twente University, The Netherlands Eating disorders, such as Anorexia Nervosa, Bulimia Nervosa and Binge Eating Disorder are serious mental disorders. Eating disordersoften become chronic and Anorexia Nervosa is the mental disorder with the highest mortality rate. Treatment options remain sparse andwork only for a percentage of patients. It is important to perform more outcome studies to find evidence for best treatment options. Amajor issue of eating disorder outcome research however is the lack of agreement on which criteria for recovery to measure. Moreover,there is a

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major discrepancy between criteria for recovery used in outcome studies and criteria for recovery explained by people whoconsider themselves recovered from an eating disorder.In outcome studies, changes in eating behavior, cognitions and BMI are generally used as criteria for recovery. People who considerthemselves recovered from an eating disorder however, state aspects of well-being, such as self-acceptance, autonomy and meaningfulrelationships, as fundamental criteria for recovery from an eating disorder.In a recent meta-analysis of 126 studies examing the influence of predictors on treatment outcome, more than 100 of these studies, onlyused a measure concerning eating disorder pathology (i.e. eating behavior, cognitions or BMI), while just 14 of these studies used ameasure for quality of life. It can be concluded that outcome studies only measure a very small part of what recovery from an eatingdisorder constitutes. This might lead to problems, such as focusing on the wrong treatment goals, higher risk for relapse and biasedrecovery rates.Studies have confirmed that psychopathology and well-being are related, but different axioms of mental health for other mental disordersuch as depression. This is further developed by Keyes (2002) into the complete state of health model.This workshop presents results of a meta-analysis of qualitative studies that examined criteria for recovery among people who considerthemselves recovered from an eating disorder. Fundamental criteria for recovery will be presented and compared to generally used criteriain outcome studies. Preliminary evidence for a complete state of health model for eating disorder recovery will be adressed.Consequences for measurement and research will be discussed with the audience.

Keywords • Eating disorders, well-being, recovery, qualitative, outcome studies, positive psychology References: J.A. deVos, A. LaMarre, G. Westerhof (2016) Fundamental Criteria for Eating Disorder Recovery: A Systematic Review and Meta-Analysis (inpreparation for submission at the International Journal of Eating Disorders)Bowlby, C. C. G., Anderson, T. T. L., Hall, M. E. L., Willingham, M. M. M., Lewis Hall, M., & Willingham, M. M. M. (2012).

Recoveredprofessionals exploring eating disorder recovery: A qualitative investigation of meaning.Keyes, C. L. M. (2005). Mental Illness and/or Mental Health? Investigating Axioms of the Complete State Model of Health.

Journal ofConsulting and Clinical Psychology, 73(3), 539–548Lamoureux, M. M. H., & Bottorff, J. L. (2005).

“Becoming the real me”: recovering from anorexia nervosa. Health Care for WomenInternational, 26(2), 170– 88.Vall, E., & Wade, T. D. (2015). Predictors of treatment outcome in individuals with eating disorders: A systematic review and metaanalysis.International Journal of Eating Disorders, (July)Westerhof, G. J., & Keyes, C. L. M. (2010). Mental illness and mental health: The two continua model across the lifespan. Journal of AdultDevelopment, 17(2), 110–119.

MENTAL HEALTH AND THERAPIES • PAPER SESSION P07C - "Happy Hour": A Randomized Controlled Study of a 10-Week Program of Positive PsychologyInterventions D. McMillan (1), T. Dovala (1), G. Gianopolous (1), A. Johnson (1), M. Swanson (1), J. Bestrashniy (1), J.L. Muth (2)(1) St Olaf College,Northfield, MN, USA(2) Rice County Mental Health Collective, Northfield, MN, USA Positive psychology interventions are designed to enhance well-being, and a number of such interventions have been supported inprevious research. In this randomized controlled study, we investigate a particular series of interventions used in the Minnesota RiceCounty Mental Health Collective’s “Happy Hour” Positive Psychology Workshop Series. We assessed whether this series producessignificant improvements in subjective well-being.

Participants were four groups of undergraduate students: students in an introductorypsychology course who were randomly assigned to either the Happy Hour intervention group (n=29) or to the control group (n=38), andstudents from two other psychology courses (n’s = 15 and 45) who served as additional control groups. A total of 127 participantscompleted the study. All groups completed a series of well-being measures at the beginning and end of the 10-week-long study, while onlythe Happy Hour group participated in the interventions. The Happy Hour group attended a one-hour session each week that incorporatedinto one cohesive 10-week workshop several interventions that in the research literature have been individually studied. These sessionsconsisted of psychoeducation, discussion, and activities. Topics included positive emotions, optimism, gratitude, character strengths,engagement, meaning, and positive relationships. Changes in well-being were tested using analysis of variance, and, compared to thecontrol groups, the Happy Hour group showed significant improvement on established measures of flourishing, gratitude, optimism,positive affect, negative affect, affect balance, and depression. The pattern of results suggested that the positive psychology interventionsnot only improved several aspects of well-being but also acted as a preventative buffer, helping to maintain well-being despite situationalstressors. There were no measures on which the control groups improved relative to the Happy Hour

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group. To further clarify the HappyHour group’s increase in subjective well-being, we used latent factor analysis.

Exploratory factor analysis revealed that a one-factorconceptualization of well-being appeared to be the most comprehensive model, suggesting that all of the measures fit into the sameunderlying well-being concept. Overall, these results suggest that, even with participants who had not intentionally sought out such aprogram, the “Happy Hour” program is indeed an effective positive psychology intervention, associated with improvement in both clinicalsymptoms like depression as well as a variety of aspects of well-being.

Keywords • positive psychology interventions, well-being References: Suldo, S.M., Savage, J.A., & Mercer, S.H. (2014).Journal of Happiness Studies, 15, 19-42.Cohn, M.A., & Fredrickson, B.L. (2010). Journal of Positive Psychology, 5, 355-366.Diener, E., Wirtz, D., Tov, W., et al. (2009).Social Indicators Research, 39, 247-266.

P07D - Autism and Co-Morbid Mental Health: Proposed Pilot Study of a Positive Psychology Intervention R. Howard (1), C. Martin (1), P. Worth (1), M. Smith (1)(1) Buckinghamshire New University There is acceptance that autistic people are at risk from co-morbid mental health conditions. Of these, the most commonly occurringare depression and anxiety disorders. There is also awareness that life skills are usually delayed and many young people are notmotivated to develop these skills. There are few intervention programmes to support people, and availability is scarce. Positive Psychologyfocuses upon the elements required to lead a fulfilled life. Research has shown that positive emotions build personal resources and leadto increased positive emotions which spiral towards wellbeing (Fredrickson 2013). ‘Positive Psychotherapy’(PPT) adapts positivepsychological interventions to develop programmes for clinical populations, such as depression (Seligman et al. 2006) and schizophrenia(Riches et al. 2015). We intend to adapt PPT and will offer an example in this presentation to use with parents and train them to use thiswith their autistic child, as an accessible and cost effective model. This pilot study will recruit two intervention groups and a waiting listcontrol. Group 1 will use the adapted intervention, Group 2 the adapted intervention with the inclusion of goal setting, enhancingmotivation and developing life skills. Outcomes will be evaluated by using various measures of well-being and life skills.

Differencesbetween the experimental groups will inform of the value of including the additional elements in further studies. Outcomes will beassessed against those of the control group. We welcome comments from the community to help guide our next steps and inform ourpractice.

Keywords • Positive Psychology; Positive Psychotherapy; Autism; Mental Health; Anxiety; Depression; Intervention; Pilot Study References: Fredrickson, B.L., 2013. Positive Emotions Broaden and Build. Advances in Experimental Social Psychology, 47, pp.1–53.Riches, S. et al., 2015. WELLFOCUS PPT: Modifying Positive Psychotherapy for Psychosis.

Psychotherapy.Seligman, M.E.P., Rashid, T. & Parks, A.C., 2006. Positive psychotherapy. The American psychologist, 61, pp.774–788.

P08A - Social Anxiety Disorder through Underuse/Overuse of Character Strengths – New Insights *P. Freidlin (1), H. Littman-Ovadia (1), R. M. Niemiec (2)*This research is based on a masters’ thesis prepared by the first author, under the supervision of the second author.(1) Ariel University,Israel (2) VIA Institute on Character IntroductionAmong the building blocks of positive psychology are character strengths–positive traits that if endorsed and deployed, can lead to wellbeing.In 2006 Peterson suggested that pathologies could be seen as deviations from strengths, and rather than examining disorders asthe presence of symptoms, they can be viewed as the lack of good–strengths' absence, opposite or exaggeration. This view wasoperationalized using the Aristotelian approach, and in previous research a tool examining strengths' optimal and under-overuse wasdeveloped, to be examined on an existing disorder. Social anxiety, a common disorder affecting 12.5% of the population, is defined by theDSM-5 as a persistent and disproportionate fear or anxiety of, and in, social situations and encounters, the expecting of negativeevaluation from others, and engaging in avoidance behaviours in preparation for a social event. In the first study of its kind, wehypothesized that a disorder, social anxiety disorder, can be characterized by a unique under-overuse combination; specifically, overuseof social intelligence

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and modesty, and underuse of zest, humour, self regulation and social intelligence.MethodParticipants (N=238, 78.6% female) were recruited through a character strengths website, mean age of 46.87 (SD=12.77) were mostlyeducated (84% completed at least undergraduate education), 148 participants (62%) were married or cohabiting, and almost 80% had atleast part-time employment. Strengths' optimal use and under-overuse were assessed by a recently developed tool, examining the degreeto which each type of use, out of 100%, is applied to each strength. Social anxiety was examined using the Social Interaction AnxietyScale (SIAS), which evaluates the level of social anxiety from its complete absence to clinical severity (score>34).ResultsAll hypothesized underoveruses were significantly associated with social anxiety (r=0.18-0.57). Further support for the “lack of good”providing a clear picture of a disorder was provided by pooling the above under-overuses into a profile, which using discriminant analysisaccurately resorted 85% of the original sample into those that do not and do have clinical levels of social anxiety.ConclusionsThese findings suggest that strength under-overuses have an important role in pathology, and a unique combination of strength underoverusesis capable of determining whether an individual is affected with a disorder, specifically social anxiety disorder. Future studiesshould examine the applicability of unique under-overuse combinations to other disorders. A unique profile will provide a list of strengthunder-overuses for practitioners to micro-treat, applying interventions to adjust specific strengths to optimal functioning, instead ofeliminating symptoms. This bringing together of positive psychology and psychopathology allows for the paving of a more direct routefrom pathology to well-being, benefiting individuals and society a whole.

Keywords • Character strenghts, positive psychology, pathology, strengths use, social anxiety References: AmericanPsychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). Arlington, VA, US: AmericanPsychiatric Publishing, Inc.Aristotle. (trans. 1999). Nicomachean ethics (W. D. Ross Trans.). Kitchener, Ontario, Canada: Batoche Books.Clark, D. M., & Wells, A. (1995). A cognitive model of social phobia. In R. G. Heimberg, M. R. Liebowitz, D. A. Hope & F. R. Schneier (Eds.),(pp. 69-93). New York, NY, US: Guilford Press.Grant, A. M., & Schwartz, B. (2011). Too much of a good thing: The challenge and opportunity of the inverted U. Perspectives onPsychological Science, 6(1), 61-76. doi:10.1177/1745691610393523Harzer, C., & Ruch, W. (2013). The application of signature character strengths and positive experiences at work. Journal of HappinessStudies, 14(3), 965-983. doi:10.1007/s10902-012-9364-0Kashdan, T. B. (2002). Social anxiety dimensions, neuroticism, and the contours of positive psychological functioning. Cognitive Therapyand Research, 26(6), 789-810. doi:10.1023/A:1021293501345Kashdan, T. B., Julian, T., Merritt, K., & Uswatte, G. (2006). Social anxiety and posttraumatic stress in combat veterans: Relations towell-being and character strengths. Behaviour Research and Therapy, 44(4), 561-583. doi:10.1016/j.brat.2005.03.010Kashdan, T. B., & Roberts, J. E. (2004).

Social anxiety's impact on affect, curiosity, and social self-efficacy during a high self-focus socialthreat situation.

Cognitive Therapy and Research, 28(1), 119-141. doi:10.1023/B:COTR.0000016934.20981.68Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-ofonsetdistributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62(6), 593-602.doi:10.1001/archpsyc.62.6.593Lavy, S., Littman-Ovadia, H., & Bareli, Y. (2014).

Strengths deployment as a mood-repair mechanism: Evidence from a diary study with arelationship exercise group. The Journal of Positive Psychology, 9(6), 547-558. doi:10.1080/17439760.2014.936963Littman-Ovadia, H., & Steger, M. (2010). Character strengths and well-being among volunteers and employees: Toward an integrativemodel. The Journal of Positive Psychology, 5(6), 419-430. doi:10.1080/17439760.2010.516765Niemiec, R. M. (2014). Mindfulness and character strengths: A practical guide to flourishing. Cambridge, MA, US: Hogrefe Publishing.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5),603-619. doi:10.1521/jscp.23.5.603.50748Peterson, C. (2006). The values in action (VIA) classification of strengths. In M. Csikszentmihalyi I. S. Csikszentmihalyi (Ed.), (pp. 29-48).New York, NY, US: Oxford University Press.Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York, NY, US: OxfordUniversity Press.Rapee, R. M., & Heimberg, R. G. (1997). A cognitive-behavioral model of anxiety in social phobia. Behaviour Research and Therapy, 35(8),741-756. doi:10.1016/S0005-7967(97)00022-3Seligman, M. E. P. (2015). Chris Peterson’s unfinished masterwork: The real mental illnesses. The Journal of Positive Psychology, 10(1), 3-6. doi:10.1080/17439760.2014.888582

P08B - Does mindfulness have an influence on the relationship between early maladaptive schemas andpsychological well-being?

S. Tulum Akbulut (1)Ö. Erarslan (1)O. Yorulmaz (1)(1) Dokuz Eylul Universityzmir/ Turkey

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There exists extensive empirical support for the association between early maladaptive schemas (EMS) and psychological well-being.However, the mechanism of this vulnerability remains unclear. Hence, additional research was needed to examine the potential mediatingvariables of this well-established relationship between EMS and psychological well-being. This study extended the previous work byinvestigating the mediator role of mindfulness in this well-established relationship between EMS and psychological well-being. The samplewas composed of 418 undergraduate students of different faculties from Dokuz Eylul University in Izmir, Turkey. The participantscompleted Young Schema Questionnaire-Short Form-3, Mindful Attention Awareness Scale, Symptom Check List and The World HealthOrganization Quality of Life Instrument-BREF. Two mediator models suggesting that the relationship of EMS would be associated withpsychological symptoms and life quality through mindfulness were tested by using mediational analysis with Bootstrapping samplingmethod. Overall, the results provided considerable support for some significant indirect effects of EMS on both psychological symptomsand life quality through mindfulness. Analyses revealed that mindfulness partially mediated the relationships between all EMS domains(disconnection/rejection, impaired autonomy, impaired limits, others directedness and unrelenting standards) and psychologicalsymptoms. Moreover, mindfulness was found to be a partial mediator in the relationships between EMS domains of impaired autonomy,disconnection/rejection and others directedness and psychological domain of life quality. Also, mindfulness fully mediated therelationships between EMS domains of unrelenting standards and impaired limits and psychological domain of life quality. The findingsmay contribute to the literature by highlighting the importance and differential role of this critical construct in positive psychology inanother cultural context as underlying mechanism through the relationship between EMS and psychological well-being. In line withsuggestion of its integration into schema therapy, these findings seem to provide valuable implications for the field of clinical practice ofschema therapy in terms of integrating mindfulness based techniques into the assessment and treatment process.

Keywords • mindfulness, psychological well-being, early maladaptive schemas

P08C - Who benefits more from a positive intervention for clinical depression?

I. Lopez-Gomez (1), C. Chaves (1), G. Hervas (1), C. Vázquez (1)(1) Department of Clinical Psychology, School of Psychology,Complutense University of Madrid, Spain Introduction. Meta-analyses have shown that Positive Psychology Interventions (PPI) significantly enhance wellbeing and alleviatedepressive symptoms (Bolier et al., 2013; Sin & Lyubomirsky, 2009). Moreover, previous studies have identified variables related to theperson engaging in the PPI that can moderate the effects of the intervention (Lyubomirsky & Layous, 2013). However, research has notexplored the predictors of change for a positive intervention in clinical depression.Methods. Adult women (N=47) with a DSM-IV-TR diagnosis of major depression or dysthymia (SCID-I) received a PPI group treatment. ThePPI protocol included well-validated hedonic interventions (aimed at increasing positive affect, savoring, emotion regulation, gratitude andoptimism) as well as eudaimonic interventions (focused on positive relationships, compassion, personal strengths, purpose in life andresilience). The protocol had a 10-session format and was manualized (Chaves et al., in press).Outcomes analyzed included clinical measures (e.g., Beck Depression Inventory-II, Beck Anxiety Inventory, Automatic ThoughtsQuestionnaire) and positive functioning measures (e.g., Positive and Negative Affect Schedule, Satisfaction with Life Scale, PsychologicalWell-Being Scales, Enjoyment Orientation Scale). These measures were assessed immediately before starting and after finishing theinterventions, and six months later.Results. PPI program was effective in reducing depressive symptoms and clinical measures, and increasing well-being (with large andmedium effect sizes). Predictors and mediators of change, as well as characteristics of treatment responders, were also analyzed. Initialenjoyment orientation predicted recovery after treatment, higher changes in psychological well-being and greater reduction of depressivesymptoms.Conclusion. Participants with high enjoyment orientation showed significantly more improvement than participants with low enjoymentorientation after the PPI. Similar dimensions, such as prioritizing positivity or motivation to become happier, have been previouslyidentified as important variables for PPI efficacy (Catalino, Algoe & Fredrickson, 2014; Lyubomirsky et al., 2011). Identifying factorsaffecting the success of PPI for depression may be crucial in order to tailor treatments to clients’ needs and expectations.

Keywords • Positive interventions; Major depression; Dysthymia; Predictors References: Bolier, L., Haverman, M.,Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: a meta-analysis of randomized controlledstudies. BMC Public Health, 13, 119.Catalino, L. I., Algoe, S. B., & Fredrickson, B. L. (2014). Prioritizing positivity: An effective approach to pursuing happiness? Emotion,

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14,1155-1161.Chaves, C., Lopez-Gomez, I., Hervas, G., & Vázquez, C., (in press). A comparative study on the efficacy of a positive psychologyintervention and a cognitive behavioral therapy for clinical depression.Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: Anexperimental longitudinal intervention to boost well-being. Emotion, 11, 391-402.Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science,22, 5762.Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: Apractice-friendly meta-analysis. Journal of Clinical Psychology, 65, 467-487.

P08D - Intensive meditation affects positive and negative attentional biases: An eye-tracking study C. Vazquez (1), A. Duque (2), I. Blanco (1), T. Pascual (1), P. Roca (1)(1) Complutense University at Madrid, Spain (2) U. PontificiaSalamanca, Spain Introduction: There is a growing interest in the scientific study of meditation (MT). It has been hypothesized that the effects of MT onwell-being and emotion regulation are due to changes in attention mechanisms. In fact, MT focuses on training the mind to pay attentionto internal and external stimuli in adaptive ways. Yet, there are few studies that have explored specific changes in attentional processesusing well-validated information processing paradigms (Pavlov et al., 2014). The aim of this study was to explore whether intensivepractice of MT in a controlled environment might yield changes in selective attention patterns towards emotional stimuli (i.e., emotionalfaces). The study used eye-tracking methodology and an experimental paradigm that has been successfully used to analyze attentionalbiases in healthy individuals (e.g., Sanchez et al., 2014) and in clinical participants (e.g., Duque & Vazquez, 2015).Method: The sample consisted of volunteers (n=19) who participated in a one-month Vipassana meditation retreat in a monastery. Duringthat period, the mean duration of daily practice was 8-9 hours and silence was compulsory. Participants were tested onsite the day beforeand the day after their retreat. A packet with a number of selected self-report measures (e.g., SWLS, PANAS, Nonattachment Scale,..) wasgiven to all participants to be completed immediately before participating in the eye-tracking session. The experimental task consisted of96 trials in which an emotional face (i.e., sad or happy) was paired with a neutral face from the same person. Participants’ task was tofreely watch each pair of faces which were presented for 3,500 msec each one. Gaze patterns were recorded with a Tobii X120 eyetrackerand analyzed with TobiiStudio.

Results: Before MT, participants’ mean fixation duration (i.e., a fixation >100ms) was larger for emotionalthan for neutral faces whereas the opposite pattern of differences was observed after the one-month retreat [F (2, 38) = 3.46, p = .042, 2= .15]. Furthermore, in terms of the total time spent looking at each pair of faces, participants spent more time looking at happy thanneutral faces before and after MT while showing a significant reduction in the total time spent looking at sad faces compared to neutralfaces ,[F (2, 18) = 3.39, p = .056, 2 = .27].Discussion: This pattern of changes suggests that in terms of automatic allocation of attention (i.e., mean duration of fixations), intensiveMT reduces the salience of emotional stimuli. Interestingly, despite these changes in the duration of particular fixations, the overall timeallocated to process emotional faces revealed that MT did not reduce the preference to look at happy faces. Future research shouldexplore how changes in attentional biases may specifically affect MT practitioners’ well-being.

Keywords • Positive emotions, basic research, health, wellness References: Duque, A. & Vázquez, C. (2015). J. Beh Therand Experim Psychiat, 46, 107-114. -Sanchez, A. & Vazquez, C. (2014).

J. Positive Psychology, 9, 435-448

P08E - Autotelic Personality: Associations with Psychological Well-being O.F. Yarar (1), O. Bozo (2)(1) Istanbul Medipol University, Department of Psychology, Turkey(2) Middle East Technical University, Department of Psychology, Turkey Four decades of intensive research had demonstrated the significance of flow experience for a more fulfilling life and satisfying being.The necessity to reveal the nature of flow experience required measuring the experience rather than the trait associations of flow untilrelatively recent time. Csikszentmihalyi (1990) coined the term autotelic personality for referring a combination of trait-like personalqualities that would provide ease for entering and sustaining the flow state. Ability to balance skills with challenges, seeking challenges,curiosity, being in the present, persistence & enjoyment, ability to concentrate, integration & differentiation, cooperation, andtranscendence are the indicators of autotelic personality. The aim of the present study is to investigate

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associations of autotelicpersonality with indicators of psychological well-being. For this purpose, the study was carried out with a community sample of 652participants (162 males, 490 females; Mean age 23.63, SD=4.00) who completed Autotelic Personality Inventory, Beck DepressionInventory, State-Trait Anxiety Inventory, Penn State Worry Questionnaire, and Padua Inventory-Washington State University Revision formeasuring obsessive compulsive symptomatology.. The results of the study had revealed that non-autotelic participants significantlydiffered from moderately autotelic and highly autotelic participants in terms of depressive symptom levels. However, moderately autotelicand high autotelic participants yielded similar depressive symptom levels.

Non-autotelic participants reported significantly higherdepressive symptoms compared to moderately and highly autotelic individuals. In terms of anxiety, non-autotelic participants significantlydiffered from moderately autotelic and highly autotelic participants in terms of their significantly higher trait anxiety levels. Besides,moderately autotelic and high autotelic participants yielded similar trait anxiety levels. In terms of worry, non-autotelic participants gotsignificantly higher worry scores than moderately autotelic and highly autotelic participants.

Therefore, presence of worry appears as aconflicting dimension for autotelic personality. This assumption was also supported by the finding that moderately autotelic and highautotelic participants yielded similar worry levels.

Non-autotelic participants reported significantly higher worry compared to moderatelyand highly autotelic individuals. Non-autotelic participants, moderately autotelic participants, and highly autotelic participantssignificantly differed from each other in terms of obsessive compulsive symptom levels. Lastly, in terms of obsessive compulsivesymptoms, non-autotelic participants reported significantly higher obsessive compulsive symptoms compared to moderately and highlyautotelic individuals. Furthermore, moderately autotelic participants reported significantly higher obsessive compulsive symptomscompared to highly autotelic participants Keywords • Autotelic Personality, Psychological Well-being, Depression, Anxiety, Worry, Obsessive Compulsive Disorder References: Abuhamdeh, S. (2000). The autotelic personality: An exploratory investigation.Unpublished manuscript, University of Chicago.Adlai-Gail, W. S. (1994). Exploring the autotelic personality (Doctoral dissertation,ProQuest Information & Learning).American Psychiatric Association. (2013). Diagnostic and statistical manual ofmental disorders (5th ed.). Washington, DC.Ajzen, I. (1991). The theory of planned behavior. Organizational behavior andhuman decision processes, 50(2), 179–211.Asakawa, K. (2010). Flow experience, culture, and well-being: How do autotelicJapanese college students feel, behave, and think in their daily lives? Journal ofHappiness Studies, 11(2), 205-223.Asakawa, K., & Csikszentmihalyi, M. (1998). Journal search results - Cite this forme. Journal of Youth and Adolescence, 27(2), 141–163.Baumann, N. (2012). Autotelic personality. In Advances in flow research (pp. 165-186). Springer New York.209Baumeister, R. F., & Vohs, K. D. (2002). The pursuit of meaningfulness in life.Handbook of positive psychology, 608–618.Baumeister, R. F. (1991). Meanings of life. Guilford Press: New York.Battista, J., & Almond, R. (1973). The development of meaning in life.Psychiatry, 36(4), 409–427.Beck, A. T., Steer, R. A., & Carbin, M. G. (1988). Psychometric properties of theBeck Depression Inventory: Twenty–five years of evaluation. Clinicalpsychology review, 8(1), 77–100.Beck, A. (1967). Depression: clinical, experimental, and theoretical aspects. Harper& Row: New York: Hoeber Medical Division,.Burns, G. L., Keortge, S. G., Formea, G. M., & Sternberger, L. G. (1996). Revisionof the Padua Inventory of obsessive compulsive disorder symptoms:distinctions between worry, obsessions, and compulsions. Behaviour researchand therapy, 34(2), 163– 173.Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw–Hill.Bond, F. W., Hayes, S. C., Baer, R. A., Carpenter, K. M., Guenole, N., Orcutt, H. K.,... & Zettle, R. D. (2011). Preliminary psychometric properties of theAcceptance and Action Questionnaire–II: A revised measure of psychologicalinflexibility and experiential avoidance. Behavior Therapy, 42(4), 676–688.Blanco, J., & Barnett, L. (2014). The Effects of Depression on Leisure: VaryingRelationships between Enjoyment, Sociability, Participation, and DesiredOutcomes in College Students. Leisure Sciences, 36(5), 458–478.doi:10.1080/01490400.2014.915772Borkovec, T. D. (2002). Life in the future versus life in the present. ClinicalPsychology: Science and Practice, 9(1), 76–80.Borkovec, T. D., Robinson, E., Pruzinsky, T., & DePree, J. A. (1983). Preliminaryexploration of worry: Some characteristics and processes.

Behaviour Researchand Therapy, 21(1), 9–16.Borkovec, T. D., & Roemer, L. (1995). Perceived functions of worry amonggeneralized anxiety disorder subjects: Distraction from more emotionally210distressing topics? Journal of Behavior Therapy and Experimental Psychiatry,26(1), 25–30.Capshew, J. H. (1999). Psychologists on the march: Science, practice, andprofessional identity in America, 1929–1969. Cambridge University Press:Cambridge.Carr, A. (2004). Positive psychology. Brunner–Routledge: Hove.Campbell, J. D., Chew, B., & Scratchley, L. S. (1991).

Cognitive and emotionalreactions to daily events: the effects of self esteem and self complexity.Journal of Personality, 59(3), 473–505.Chelminski, I., & Zimmerman, M. (2003). Pathological worry in depressed andanxious patients. Journal of Anxiety Disorders, 17(5), 533–546.Chekola, M. (2006). Happiness, rationality, autonomy and

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the good life. Journal ofHappiness Studies, 8(1), 51–78.Csikszentmihalyi, Mihaly (Ed); Csikszentmihalyi, Isabella Selega (Ed), (1988).Optimal experience: Psychological studies of flow in consciousness. , (pp. 307–318). New York, NY, US: Cambridge University Press, xiv, 416 pp.Csikszentmihalyi, M. (1975). Beyond boredom and anxiety.

Jossey–Bass Publishers:San Francisco.Csikszentmihalyi, M. (1988). Motivation and creativity: Toward a synthesis ofstructural and energistic approaches to cognition. New Ideas in Psychology,

P18A - Can we enhance psychological well-being? Results from a meta-analysis on the promotion ofpsychological well-being L. A. Weiss, G. J. Westerhof, E. T. BohlmeijerUniverity of TwenteDrienerlolaan 57522 NB Enschedethe Netherlands Background: There is a rapidly growing interest in psychological well-being (PWB) as outcome of interventions.

Ryff (1989) developedtheory-based indicators of PWB that are consistent with a eudaimonic perspective of happiness. Numerous interventions have beendeveloped with the aim to increase PWB. However, the effects on PWB measured as coherent outcome have not been examined acrossstudies. This meta-analysis of RCTs of behavioural interventions aims to answer the question whether it is possible to enhance PWB.Method: A systematic literature search was performed in PsycINFO, Cochrane and Web of Science. To be included, studies had to be RCTsof behavioural interventions with psychological well-being as primary or secondary outcome measure. The meta-analysis was performedusing a random-effects model. From the 2,298 articles found, 27 met the inclusion criteria. The included studies involved 3,579participants.Results: We found a moderate effect (Cohen’s d = 0.44; z = 5.62; p<.001). Heterogeneity between the studies is large (Q (26) = 134.12;p<.001; I2 = 80.62). At follow-up after two to ten months, a small but still significant effect size of 0.22 was found. There is no clearindication of publication bias. Interventions were more effective in clinical groups or when they were delivered individually. Effects werelarger in RCTs of lower quality.Conclusion: It appears to be possible to improve PWB with behavioural interventions. These results are promising for the furtherdevelopment and implementation of interventions to promote PWB. We recommend to deliver interventions on an individual basis and toinclude clinical groups. Heterogeneity is a limitation of the study and there is need for more high-quality studies.

Keywords • Psychological well-being Meta-analysis Eudaimonia Randomized Controlled Trial Ryff’s Psychological Well-BeingScales Mental Health Continuum – Short Form References: Ryff, C. D. (1989). Happiness is everything, or is it?Explorations on the meaning of psychological well-being.

Journal of personality and social psychology, 57(6), 1069.

P18E - Does the Awareness of Individual Happiness have an Effect on Individual Happiness?

K. Ludwigs (1), L. R. Lucas (2), R. Veenhoven (3)(1) Happiness research, Dusseldorf, Germany(2) Michigan State University, USA(3) Erasmus University Rotterdam, The Netherlands Positive Psychology developed a lot of interventions to increase people's subjective well-being, happiness and quality of life. But is the"Pursuit of Happiness" good by itself or could pursuing happiness have a negative effect as well? In an experimental study a control groupdid a subjective well-being questionnaire based on the OECD guidelines (2013) three times every second week. The experimental groupdownloaded an app, the "Happiness Analyzer" (www.happiness-analyzer.com), after the first survey, that notified the participants to doone diary (Day Reconstruction Method, Kahneman et al., 2006) per day and four times per day an Experience Sampling (ExperienceSampling Method; Csikszentmihalyi & Hunter, 2003) sharing how they feel right now, what they do, with whom and where, for two weeksto increase their "Happiness Awareness". The study showed that just getting more aware of your own happiness has a strong positiveeffect on people's happiness. The results have been replicated in a study two years after the initial study and a paper is submitted(Ludwigs, Lucas & Veenhoven, 2016).References: (Ludwigs, Lucas & Veenhoven, 2016)

MENTAL HEALTH AND THERAPIES • POSTER POF070 - The development of sense of coherence in systemic family therapist trainees C.-H. Mayer (1, 2), R. Viviers (1), H. von der Ohe (1)(1) Department of Industrial and Organisational Psychology, UNISA, Pretoria,South Africa, (2) Institut für therapeutische Kommunikation und Sprachgebrauch, Europa Universität Viadrina, Frankfurt (Oder),Germany

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Sense of coherence (SOC) is an important component within the concept of salutogenesis (Antonovsky, 1987). It is a basic lifeorientationwhich impacts on mental health and well-being. Often, research focuses on SOC in patients or clients undergoing therapies.Although systemic family therapy is majorly acknowledged in Germany (WelterEnderlin, 2015), research has hardly focused on thedevelopment of salutogenesis and sense of coherence in therapists or therapist trainees. Although it is generally assumed that therapisttrainees should be mentally healthy and well and that salutogenesis and SOC play an important role in family therapy (Hansson &Cederblad, 2004), hardly any research studies present findings on the development of SOC in family therapist trainees.This longitudinal study aims at exploring the SOC, as a positive psychology construct, among a cohort of systemic family therapisttrainees in Germany and its development over a period of three years by focussing on SOC, focusing on the development of the SOCsubscales of comprehensibility, manageability and meaningfulness and selected demographical variables.Using non-parametric methodology as the sample is non-random and to counter the effect of range restriction use was made of relatedsamplesFriedman’s Two-way Analysis of variance by ranks procedures. General linear modelling techniques were also employed toexplore the data for possible interactions.

The sample consisted of 65 students in the first year, 55 and 43 respondents in the 2nd andthird year respectively.

The measurements were taken during the course years 2012 to 2015.Data were collected through the German Version of the 29-item Life-Orientation Questionnaire (Antonovsky, 1987). This instrument haswell-established reliability and validity with regard to the cultural context of research. In terms of the present study, internal consistencyreliabilty ranged between .72 and .92.In total the Sense of Coherence (SOC ) score and sub-scores, except comprehensibility , were significantly different in the three periods.Interestingly, meaningfulness changed the most over the three year period, especially for protestant respondents and for married/live incouples. In contrast single or divorced/ widowed participants had significantly different manageability scores over the three years. Inshort for protestant respondents the meaningfulness scores increased in each of the three measurement periods, in the case of marriedrespondents meaningfulness was nearly the same as that of single or divorced respondents in the first period, but then steadily increasedsignificantly more than in the single persons. The latter again started with much lower scores for manageability than the married persons,but at the end of the three periods this score had caught up with that of the married ones.These results are discussed in the context of this training environment and recommendations for theory and practice are provided.

Keywords • Sense of coherence, systemic family therapy, Germany, therapy training References: Antonovsky, A. (1987).Unraveling the mystery of health: How people manage stress and stay well. San Francisco, CA: Jossey-Bass.Hansson, K. & Cederblad, M. (2004): Sense of Coherence as a Meta-Theory for Salutogenic Family Therapy, Journal of FamilyPsychotherapy, 15(1-2), 39-54Welter-Enderlin, R. (2015). A view from Europe: Gender in Training and Continuing Education of family Therapists. In: Weingarten, K. &Bograd, M. (Eds.).

Reflections on feminist family therapy training. New York: The Haworth Press Routledge.

POF071 - Is Mindfulness an outcome of a specific biological state?

D. Claverie (1), F. Canini (1,2), M. Trousselard (1,2)(1) Département Neurosciences & Contraintes Opérationnelles, Institut deRecherche Biomédicale des Armées (IRBA), Brétigny-sur-Orge, France.(2) Ecole du Val de Grâce, Paris, France Depression is a multifactorial pathology and is known to be associated with high level of oxidative stress [1].

Mechanisms by whichhigh levels of oxidative stress are observed in depression are not precisely known yet.

Mindfulness-trait is suggested being a protectivefactor against depression development [2,3] or relapse [4].

Although biological correlates of mindfulness trait are not well-known, onepossible hypothesis is that mindfulness, mirroring depression, is characterized by a low oxidative stress level. In a voluntary healthypopulation of 361 subjects, Mindfulness-trait and depressive illness were assessed by French versions of Freiberg Mindfulness Inventory(FMI) and Hamilton Depression Rating Scale (Hamilton), respectively. Oxidative stress was assessed by measure of urinary 8-isoprostaglandinF2 (8-iso-PGF2 ) on nocturnal urinary collections. This factor is a biomarker of lipid peroxidation, known to be associatedwith depressive disorders [5]. For each FMI or Hamilton score level, we evaluated 8-iso-PGF2 differences. We observed higher oxidativestress levels (13946+/-1689 pg/mL) in urine for depressed subjects with a Hamilton score higher than 5 (p<0.05), comparatively to thosewith scores lower or equal than 5 (10772+/-613 pg/mL). Moreover we observed that subjects with scores of mindfulness-trait higher than43 had lower level (9324+/-704 pg/mL) of urinary oxidative stress (p<0.05), than those with scores lower or equal to 43 (12199+/-774pg/mL). These results suggested that high mindfulness-trait and depressive illness could represent two opposite biological states of thebody oxidative stress status. Further studies are needed for better evaluated the pertinence of oxidative stress levels as a biomarker ofrisk factor for depressive illness.

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Keywords â&#x20AC;˘ Mindfulness, Depression, 8-iso-prostaglandin F2 , oxidative stress, FMI, Hamilton References: 1. Jimenez-Fernandez S, Gurpegui M, Diaz-Atienza F, Perez-Costillas L, Gerstenberg M, Correll CU. Oxidative stress and antioxidant parameters inpatients with major depressive disorder compared to healthy controls before and after antidepressant treatment: results from a metaanalysis.J Clin Psychiatry. 2015;76: 1658-1667. doi:10.4088/JCP.14r09179.2. Westphal M, Bingisser MB, Feng T, Wall M, Blakley E, Bingisser R, et al. Protective benefits of mindfulness in emergency roompersonnel. J Affect Disord. 2015;175: 79-85. doi:10.1016/j.jad.2014.12.038.3. Pagnini F, Phillips D, Bosma CM, Reece A, Langer E. Mindfulness as a Protective Factor for the Burden of Caregivers of AmyotrophicLateral Sclerosis Patients. J Clin Psychol. 2016;72: 101-111. doi:10.1002/jclp.22235.4. Radford S, Eames C, Brennan K, Lambert G, Crane C, Williams JM, et al. Trait mindfulness as a limiting factor for residual depressivesymptoms: an explorative study using quantile regression.

PLoS One. 2014;9: e100022. doi:10.1371/journal.pone.0100022.5. Milaneschi Y, Cesari M, Simonsick EM, Vogelzangs N, Kanaya AM, Yaffe K, et al. Lipid peroxidation and depressed mood incommunity-dwelling older men and women. PLoS One. 2013;8: e65406. doi:10.1371/journal.pone.0065406.

POF072 - Design and efficacy issues in mobile psychosocial interventions: an interdisciplinary agenda V. RaoGalgenstraat 11 1013LT Amsterdam, Playful Pandas, The Netherlands From remote therapy to self-help programs, in recent years the growing number of mobile and web applications that definethemselves as - or that are actually based on theories from - Positive Psychology is a phenomenon difficult to ignore.While technology-mediated interaction cannot replace the therapist-to-patient relationship, mobile interventions in particular offerseveral advantages: instant and ubiquitous availability, cheap and easy to use, anonymous and non-stigmatizing, the opportunity fortailored approach and the integration with other technologies, availability to difficult-to-reach demographics, self tracking and datasharing for personal and collective use, and much more.Although the theoretical advantage of mobile psychosocial interventions are many, reports that consider thousands of similarlytargeted applications, ranging from specific mental health issues such as depression to general well being, describe a different scenario:the substantial potential of mobile applications is rarely found to be developed, products available are often buggy, lacking in good designand often also lacking proper grounding in psychological theories.Such limitations severely hinder the potential for help in mobile applications for wellbeing and mental health, and support an undeservedconnection between positive psychology and poorly designed interventions.This issue has attracted attention in both mental health research and design research, and several papers and initiatives pointup the necessity (and urgency) for an integration between theory and design, and for the development of tools to facilitatecommunication between the different parties that must be involved in the creation of a mobile intervention.Interdisciplinary communication is usually made difficult by the different frames of reference and methods between applied research andapplication development, lack of common vocabulary, and lack of design standards that could clarify design procedures to nonspecialists.This presentation offers an overview about the state-of-the-art surrounding the issue of integration between psychologyresearch and UX/UI design to the purpose of developing mobile interventions for behaviour change in relation to mental health andwellness.A number of points are highlighted to submit the necessity for interdisciplinary collaboration between fields, describe the toolsavailable, and to encourage future discussion, with the goal of bringing the (good) design of mobile interventions on the PositivePsychology research agenda.References: Dennison, L., Morrison, L., Conway, G., & Yardley, L. (2013). Opportunities andChallenges for Smartphone Applications in Supporting Health Behavior Change: Qualitative Study. Journal of Medical Internet Research,15(4), e86. http://doi.org/10.2196/jmir.2583Dollmer Dahlke, D., Fair, K., Hong, Y. A., Beaudoin, C. E., Pulczinski, J., & Ory, M. G. (2015). Apps Seeking Theories: Results of a Study onthe Use of Health Behavior Change Theories in Cancer Survivorship Mobile Apps. JMIR mHealth and uHealth, 3(1), e31. http://doi.org/10.2196/mhealth.3861Klasnja, P., & Pratt, W. (2012). Healthcare in the pocket: Mapping the space of mobile-phone health interventions. Journal of biomedicalinformatics, 45(1), 184-198Mani M, Kavanagh DJ, Hides L, Stoyanov SR (2015) Review and Evaluation of Mindfulness-Based iPhone Apps JMIR mHealth uHealth; 3(3):e82Konrath, (2014, in press) Positive technology. Using mobile phones for psychosocial interventions. In Encyclopedia of Mobile PhoneBehavior, Zheng Yan, IGI Global.Leigh, S. Flatt, S. App-based Psychological Interventions: Friend or Foe? Evid Based Mental Health, published online October 12, 2015Ludden, G. D., van Rompay, T. J., Kelders, S. M., & van Gemert-Pijnen, J. E. (2015). How to Increase Reach and Adherence of Web-

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BasedInterventions: A Design Research Viewpoint. Journal of Medical Internet Research, 17(7), e172. http://doi.org/10.2196/jmir.4201Lockton D, Harrison D. Neville A. (2012) Stanton Design for Behaviour Change In: Advances in Psychology Research 67/69, Nova SciencePublishersMorris ME, Aguilera A. Mobile, social, and wearable computing and the evolution of psychological practice. Prof Psychol Res Pr. 2012Dec;43(6):622– 626.Choe E. K.,. Lee N.L. , Lee B., Pratt W., Kientz, J. A. (2014). Understanding quantified-selfers' practices in collecting and exploringpersonal data, SIGCHI Conference on Human Factors in Computing Systems, April 26-May 01, Toronto, Ontario, Canada.

POF073 - The Perks of Using Positive Humor Styles: Correlation Between Humor Style and Resilience in FlightAttendants in Indonesia D. A. Lovian (1), F. Kurniati (1), M. Kristalindari (1)(1) Universitas Indonesia This research was conducted to determine the strength and direction of the relationship between humor style and resilience in flightattendants in Indonesia. Resilience is known as a positive adaptation process when facing pressures and stressful events aiming tobounce back and maintain one’s state of mental health. It is one of beneficial abilities for individual, especially for those working in highpressure and high risk condition, such as flight attendants. Their job is characterized by the tight schedules and high mobilisation thatserve as daily stressors. Moreover, flight attendants are required to give the best personal services in all kind possible situations to ensuresafety and comfort to passengers. They also have to calm themselves first before calming the passengers on emergency situations. Itwould be beneficial for them to have high resiliency in order to manage their stress and perform optimally. Based on previous research,one of components of resilience is humor, which is also associated with various aspect of mental health. However, further research isneeded to explore more about which style of humor promoting resilience. Data were collected from 100 flight attendants by havingparticipants completing Humor Style Questionnaire and Resilience Scale. The result shows a positive and significant correlation betweenself-enhancing humor and resilience (r=0.5) and affiliative humor and resilience (r=0.397) while there’s no significant correlation betweenresilience with self-defeating and aggressive humor style. Implications of the findings for flight attendants and airline companies to planactivity that can promote resilience using humor style are discussed.

Keywords • humor style, self-enhancing humor, affiliative humor, aggressive humor, self-defeating humor, resilience References: Bahadir-Yilmaz, E., & Oz, F. (2015) The resilience levels of first-year medical, dentistry, pharmacy, and health sciencesstudents. International Journal of Caring Sciences, 8(2), 385-392.Kuiper, N.A. (2012). Humor and resiliency: towards a process model of coping and growth. Europe's Journal of Psychology, 8(3), 475-491.Liu, K. W. Y. (2012). Humor styles, self esteem, and subjective happiness. Discovery - SS Student E-Journal, 1, 21-41.Masten, A. S. (2009). Ordinary magic: lessons from research on resilience in human development. Education Canada, 49(3), 28-32.Prince-Embury, S., & Saklofske, D. H. (Eds.). (2012). Resilience in children, adolescents, and adults: Translating research into practice.Springer Science & Business Media.

POF074 - Understanding Universal Elements in Mental Health Recovery: A Cross Examination of Peer Providersand a Nonclinical Sample P. Russo-Netzer (1), G. Moran (2)(1) Department of Counseling and Human Development, University of Haifa, Israel(2) The Spitzer Department of Social Work Ben-Gurion University, Israel This presentation is based on a study of the shared human enablers and processes of human growth in face of adversity by crosscomparingcommonalities of positive change experienced in two different samples: persons with serious mental illnesses who work asmental health peer providers and non-clinically diagnosed individuals engaged in spiritual growth. We conducted secondary analysisbased on two independent qualitative study samples consisting of 31 American peer providers and 27 non-clinically diagnosed Israeliadults.Two positive shared processes were meaning making and development of resiliency. We also identified enablers of these positive changeprocesses - three of which were shared and two distinct. Shared enablers were: Peer groups; Significant mentor; and Self- transcendentexperiences. Distinct enablers were: having meaningful task/role (Peer-provider sample) and deliberate choice to commit to change inface of uncertainty (Non-clinical sample). The findings shed light on the value of in-depth examination across diverse samples in order tohighlight the underpinnings of

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universal positive change and growth processes. Such findings contribute to theory development of awhole human holistic perspective regarding the positive potentials of growth in face of adversity.

Keywords • Mental health; Post-traumatic growth; Well-being

POF075 - Recovering Optimism-- A Positive Psychology-Based Intervention for Alcohol and Substance Abuse Andrea Keener (1), Joseph Keener (1)Barry UniversitySchool of Professional and Career Education11415 NE 2nd AvenueMiami, FL 33161, USA Recovering Optimism—A Positive Psychology-Based Intervention for Alcohol and Substance AbuseKeener, Andrea & Keener, JosephBarry University, Miami, Florida USAIntroduction. Recovering Optimism is an alcohol and substance abuse group intervention program rooted in the principles of positivepsychology and supported by cognitive-behavioral strategies. Recovering Optimism is intended for adults who meet DSM-5 diagnosticcriteria for a substance use disorder and who are attending an intensive outpatient or outpatient therapy program as defined by theAmerican Society of Addiction Medicine’s Guidelines (www.asam.org). As a strength-based intervention program, Recovering Optimism isnot a 12-step program, nor is it in any way conceived of 12-step principles. Its intervention tools are empirically-informed and firmlygrounded in well-being theory’s concept of PERMA.Methods.

Recovering Optimism’s manualized intervention approach was developed by adapting PERMA to alcohol and substance abuseintervention within the context of addiction science. Various exercises and group discussions were designed during focus group sessionsfor inclusion in the manual. The manual is based on a modular approach and designed to be run over the course of six weeks, with 2weekly sessions, for a total of 12 sessions. Six modules were included in the final manual: Optimism and Recovery, Positive Emotions,Engaged Recovery, Recovery and Relationships, Recovering Meaning, and Recovering Accomplishments.Modules include psychoeducational components regarding positive psychology principles (e.g., well-being theory). Manual-specific coreconcepts are weaved throughout the modules to allow for retention and practice of such principles and for sobriety maintenance andcraving control. Further included in the modules are positive psychology themed activities and journaling. Cognitive-behavioralconceptualization, discussion, and restructuring of problem areas are additional intervention strategies.Based on clients’ feedback, principles of positive psychology were extended to therapist and staff intervention stance to create atherapeutic environment reflecting respect, positivity, strength and empowerment, as well as a genuine and non-judgmental attitude.Conclusion. Recovering Optimism is an alcohol and substance abuse intervention program that applies principles of positive psychologyaimed at facilitating clients’ return to sobriety while optimizing engaged functioning by allowing for exploration of meaning, establishmentof sobriety-supportive relationships, and growth experiences leading to accomplishments.

Keywords • Positive Psychology, Alcohol Intervention, Substance Abuse Intervention, Group Intervention, Addiction, SubstanceUse Disorder, PERMA References: Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everydaylife. New York, NY: Basic Books.Krentzman, A. R. (2013). Review of the application of positive psychology to substance use, addiction, and recovery research. Psychologyof Addictive Behaviors, 27 (1), 151-165.Seligman, M.P. (2002). Positive psychology, positive prevention, and positive therapy. In C.R. Snyder, S. J. Lopez (Eds.), Handbook ofpositive psychology (pp.

3-9). New York, NY: Oxford University Press.Seligman, M. P. (2011). Flourish: A visionary understanding of happiness and well-being. New York, NY: Free Press.

POF076 - The role of Mindfulness between Music Performance Anxiety and Negative Affect or Self-Consciousness: A cross-sectional exploration and model proposal.

Rodríguez-Carvajal, R (1); Lecuona, O (1); Moreno-Jiménez, J-E (1); Vilte, L-S (1).(1) Faculty of Psychology, Universidad Autónoma de Madrid, Spain Music Performance Anxiety (MPA) or stage fright is a pervasive and aversive psychological phenomenon that impairs deeply musicperformers. Therefore, vulnerability and protective factors are needed to be uncovered by research. Two main vulnerability factors arealready proposed by previous research: (1) High Self-Consciousness and (2) Negative Affect. Also, mindfulness has been proposed as aprotective factor towards MPA. While selfconsciousness and negative affect seem to have a positive direct effect over MPA, mindfulnesswould have a more indirect effect, influencing the relations between those vulnerability factors with MPA and, accordingly with

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thishypothesis, diminishing them. Therefore, a multiple moderation hypotetical model arises to be tested, where self-consciousness andnegative affect have a positive direct effect on MPA and mindfulness moderates negatively that relation. To that purpose, a simple of 151music performers (47% male, 70% youth and 30% adults) performed self-report measures for music performance anxiety (K-MPAI), selfconsciousness(SCS), negative and positive affect (PANAS), trait mindfulness (FFMQ) state mindfulness (TMS). Then, Structural EquationModelling (SEM) techniques were applied to test the model. Principal conclusions, caveats, limiatations and future guidelines areaddressed, mainly on developing longitudinal or experimental studies to extend and increase the depth of understanding between thisrelations.

Keywords â&#x20AC;˘ mindfulness; music performance anxiety; self-consciousness; negative affect; music performing

POT076 - Development and application of Strength and Empowerment Card P.L.HARN(1),T.R.Syu(2),W.L. Lin(3), L.H,Yang(3),S.J.Han(4),J.N.Ni(4),Y.D.Sun(5)(1)Hsuan Chuang University,Taiwan(2)Chinese Culture University,Taiwan(3)National Hsinchu University of Education,Taiwan(4)Zhejiang Normal University,China(5)Zhejiang university of science and technology,Taiwan Seligman successively put forward the three dimensions of authentic happiness and the five elements of well being. Among them,creating a kind of engaged life is one of the important connotation of the positive psychology.

An engaged life is a kind of experience offlow. If people want to achieve a state of engaged, they need to recognize their own strengths, and can make good use of their ownstrengths and talents. Therefore, it is one of the important ways for the positive psychology practices that how we help people to identifywith their own strengths and use them.Peterson and Seligman (2004) sorted out all sorts of different cultural traditions across three thousand years, and generalize a conclusionfrom all the positive characters which could be divided into 6 great virtues and 24 strengths. In the promotion of college guidancecounseling practice, if we can strengthen the positive characters to apply to the interaction between psychology counselors and clients, itwill contribute to clients to look upon their own strengths having closer, realer, and more meaningful interpretations.Researchers referenced, therefore, 6 great virtues and 24 strengths for core, and the characters of three reaction dimensions such ascognition, emotion and behavior. Each strengths we considered the cognitive level (I agreed with this strength on cognitive level, forexample "curiosity: I think this world is worthy for exploring.") , emotional level(When I used this strength, I could generate positiveemotions, for example "curiosity: I enjoy the process of exploring surprise.") , and behavior level (I could present this strength of behavior,for example, "curiosity: I can take the initiative to explore and discover new things.") to develop 3 different types descriptive sentences.We achieved a total of 72 descriptive sentences of strengths of the strength and empowerment cards. A set of strength and empowermentcards included 72 strengths cards, 6 virtues cards, and an instruction manual. In expert validity, researchers invited a scholar withexpertise in positive psychology to review its meaning to be in line with the theory of meaning, and corrected.The strength and empowerment cards could use the following counseling situations: 1. Individual counseling: clients chose their strengthscards that were in line with themselves in accordance with the order of virtue, strength, and on the same strengths of cognitive,emotional, and behavioral consistency to explore and develop the interpretation of their own strengths. Further, clients might use theirown strengths to deal with the dilemma that they encountered and develop the action plan of strength. 2. Couples counseling: accordingto the choosing order as well as individual counseling by using 2 sets of cards, clients chose her/his partner's strength cards, narratedher/his partner how to use her/his strength on relationship management. Finally, clients gave the words of gratitude to each other.Further, clients chose their own strength cards, used their own strengths to deal with the obstruction that they encountered, and developthe action plan of strength.Finally, on the basis of the establishment and development of strength and empowerment cards, researchers put forward positivecharacters suggestions for the future in college guidance counseling practice and research.

Keywords â&#x20AC;˘ strength, empowerment, cognition, emotion, behavior References: Peterson, C.& Seligman, M. E. P. 2004 .Character strengths and virtues:Ahandbook and classification. New York: Oxford university press.Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy.American Psychologist, 61( 8), 774-788.Seligman, M. E. P.(2004).Authentic happiness: Using the new positive psychology torealize your potential of lasting fulfillment. New York: Atria paperbacks.Seligman, M. E. P., Csikszentmihalyi, M. (2000). Positive psychology: AnIntroduction. American Psychology, 55 (1), 5-14.Seligman,M.E.P. (2002). Positive psychology, positive prevention, and positivetherapy. In C. R. Snyder, & S.J. Lopez. (Eds.), Handbook of positivepsychology (pp.3-12). New York: Oxford University Press.

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POT077 - Optimism – a systematized approach to a challenging concept P. FavroUniversité de la Polynésie françaiseFaa'aBP 657098702 Polynésie française Optimism is challenging to define according to Martin-Krumm (2011) and Chang (2009). These two authors, in reviewing the question,cite various concepts, which are potentially confusing. Still, they tend to agree that optimism is mostly an attitude.This paper suggests a way to study optimism systematically, through an attempt at classifying these various concepts. This systematicapproach posits that optimism means a positive attitude towards two constructs: the self, and the world. These two constructs aresubdivided into three aspects: the present, the past, and the future. Thus, six sub-parts emerge, which allow to classify, surprisinglyenough, the various concepts developed by researchers, psychologists and philosophers alike, in this vast domain.This classification gives its allotted place to each of the various approaches, which tend to complement each other.

Furthermore, itincludes philosophical and even metaphysical dimensions, which psychology cannot afford to ignore. Indeed these three domains areclosely related; psychology used to be a part of philosophy before it became a field of its own at the turn of the twentieth century. Sostudying optimism is an opportunity to examine their connections. Moreover, this conceptualization could pave the way for a betterunderstanding of optimism in relation with religion. As Seligman put it, potential factors for more optimism are to be found in religion:hope, and provision of meaning. The link between optimism and religion is under-researched. Exploring it could contribute to illuminatingseveral issues raised by the study on optimism, when it is seen only from a purely psychological perspective. To finish with, if thissystematization proves useful, the implication would be to devise new tests that could effectively assess optimism in relation withreligiosity.

Keywords • Optimism, positive psychology, philosophy References: Chang, E.C., Chang, R., and Sanna, L. J. (2009).Optimism, Pessimism, and Motivation: Relations to Adjustment.

Social and Personality Psychology Compass 3/4. 494–506.Leibniz, G. W. (1710, 2005). Theodicy: Essays on the Goodness of God, the Freedom of Man and the Origin of Evil. Translated by E.M.Huggard. The Project Gutenberg.Martin-Krumm, C. & C. Tarquinio (2011). L’Optimisme : Simple confiance en l’avenir ou stratégie ?

Quelle réalité ?. In C. Martin-Krummet C. Tarquinio, C. (Eds), Traité de psychologie positive, Bruxelles : De Boeck.

425-438.Seligman, M. E. P., (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. NewYork: Free Press.

POT078 - Struggling with Adversities of Life: The Role of Forgiveness in Patients Suffering from Fibromyalgia M. Offenbaecher (1), J. Dezutter (2), N. Kohls (3), C. Sigl (1), M.A.Vallejo (4), J. Rivera (5), A. Weber (3), J. Schelling (1), A. Vincent (6),J.K. Hirsch (7), F.M. Sirois (8), S. Poggenburg (9), L.L. Toussaint (10)for the I-CHIPMAP Group: International Consortium for Health Interventions & Promotion in Medicine And Psychology(1) MunichUniversity – Germany, (2) KU Leuven – Belgium, (3) Coburg University of Applied Sciences and Arts – Germany, (4) National DistanceEducation University – Spain, (5) Madrid “Gregorio Marañón” General Hospital – Spain, (6) Mayo Clinic – USA, (7) East Tennessee StateUniversity – USA, (8) Sheffield University - United Kingdom, (9) Graz University – Austria, (10) Luther College - USA Objective: Fibromyalgia (FM) is a complex, multidimensional chronic pain disorder with both biomedical and psychosocial-behavioraldimensions. Past research has shown that these two dimensions are relatively independent. Likewise, a growing body of research pointsto an important connection between protective factors, such as forgiveness, and mental and physical health behaviors and outcomes.Forgiveness is defined as a conscious, deliberate decision to release feelings of resentment or vengeance/blaming toward a person orgroup who has harmed you or towards oneself, regardless of whether forgiveness is deserved. Forgiveness has been linked to a variety ofindicators of psychological well-being including less anger, lower depression, and lower anxiety. The aim of our study was to compare themagnitude and direction of associations between forgiveness and pain, mental and physical health, quality of life, and anger in a sampleof FM patients and healthy controls. In addition, we compared both groups on mean levels of these variables.Methods: 173 FMS patients and 81 controls completed this study. Patients and controls were residents of Germany recruited with thesupport of the German Fibromyalgia Patient Association and several self-help groups. FMS patients and controls were about 53 years ofage, mostly married (70%), Christians (81%), with levels of education ranging from 9 years to 13+. All participants completed assessmentsof forgiveness, pain, health, quality of life, and anger.Results: Analyses revealed that FMS patients reported higher pain and anger and poorer health and quality of life. FMS patients

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alsoreported lower levels of both forgiveness of self and others. Commonly known beneficial associations of forgiveness with pain, health,quality of life, and anger in healthy individuals were replicated in direction and magnitude in patients with FMS.Conclusion: Forgiveness of self and others is beneficially associated with pain, health, quality of life, and anger in FMS patients at levelsthat are of similar size and direction as in healthy controls. However, FMS patients manifest lower levels of forgiveness of self and others.Therapeutic promotion of forgiveness as a psychosocial coping strategy may help patients with FMS to better manage psychological andphysical symptoms, thereby enhancing well-being.

Keywords • Fibromyalgia, anger, forgiveness, chronic pain, coping, stress References: 1. Offenbächer M, Dezutter J,Vallejo M, Toussaint L. The Role of Forgiveness in Chronic Pain and Fibromyalgia. In: Toussaint L, Worthington E, Williams D, editors.Forgiveness and health: Scientific evidence and theories relating forgiveness to better health. Netherlands: Springer; 2015. p. 123-137.2. Toussaint L, Webb JR. Theoretical and Empirical Connections Between Forgiveness and Mental Health and Well-Being. In: WorthingtonEL, editor.

Handbook of Forgiveness. New York, NY: Brunner-Routledge; 2005. p. 349-62.3. Turk DC, Rudy TE. Neglected factors in chronic pain treatment outcome studies -referral patterns, failure to enter treatment, andattrition. Pain.

1990;43(1):7-25.4. Webb JR, Hirsch JK, Toussaint L. Forgiveness as a positive psychotherapy for addiction and suicide: Theory, research, and practice.Spirituality in Clinical Practice. 2015;2(1):48.

POT079 - Yoga and Positive Mental Health T. Hendriks (1)H. Cramer (2)(1) University of Suriname(2) University of Duisburg-Essen, Germany Yoga and Positive Mental HealthWith the emergence of positive psychology there has been a shift of the view on the concept of mental health. The traditional approach ofmental health regards mental illness and mental wellbeing as two opposite poles of a continuum .This approach has had an impact on thenature of the research within the field of psychology, with psychology focusing the majority of its attention on pathology. This is alsoreflected in the field of meditation with majority of the research focusing on negative indicators of mental health such as stress, anxietyand depression.Although positive psychology itself sets out to overcome the negativity bias in research, the movement itself unintentionally falls intoanother bias trap. When it comes to meditation, positive psychology appears to mainly focus on mindfulness. Yoga, as well as otherforms of meditation, is largely overlooked, or even ignored. This is remarkable considering yoga exercises are an essential part ofmindfulness based programs and it is still not clear to which extent yoga practices are responsible for the positive effects of mindfulness.By focusing solely on mindfulness an incomplete understanding of meditation may develop.The aim of this oral presentation is to steer the attention within positive psychology back to yoga as a meditation form by presenting thefindings of a meta-analysis. It will present an overview of the research on the effects of yoga on positive indicators of mental health anddiscuss the effects of different forms of yoga.

Keywords • yoga, meditation, complementary therapies, well-being, positive mental health, meta-analysis References: Hendriks, T., & Cramer, H. (2016). Yoga and positive mental health: a meta analysis.Currently in writing, expected to be published in the Journal of Positive Psychology, june 2016

POT080 - Life is sparse: The Role of Gratitude in Patients Suffering from Fibromyalgia L.L. Toussaint (1), M. Offenbaecher (2), J. Dezutter (3), N. Kohls (4), C. Sigl (2), M.A. Vallejo (5), J. Rivera (6), A. Weber (4), J. Schelling(2), A. Vincent (7), J.K. Hirsch (8), S. Poggenburg (9), F.M. Sirois (10)for the I-CHIPMAP Group: International Consortium for Health Interventions & Promotion in Medicine And Psychology(1) Luther College –USA, (2) Munich University – Germany, (3) KU Leuven – Belgium, (4) Coburg University of Applied Sciences and Arts – Germany, (5)National Distance Education University – Spain, (6) Madrid “Gregorio Marañón” General Hospital – Spain, (7) Mayo Clinic – USA, (8) EastTennessee State University – USA, (9) Graz University – Austria, (10) Sheffield University - United Kingdom Objective: A growing knowledgebase supports the notion that positive psychological characteristics such as gratitude promote goodmental health and quality of life. For instance, gratitude has been shown to decrease symptoms of stress and depression and increasehappiness. Unfortunately, little is known about how gratitude might act as a means of resilience to those with chronic health conditions.Fibromyalgia is a chronic health condition that results in chronic widespread pain and has an untoward effect on many broad aspects ofmental health and quality of life. The purpose of this study was to examine the role of gratitude in the mental health and

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quality of life offibromyalgia patients. Specifically, levels of gratitude and mental health and quality of life in fibromyalgia patients were compared tohealthy controls, and the extent to which patient-control differences in gratitude explained differences in mental health and quality of lifewere also examined.Method: A cross-sectional survey was completed by 173 fibromyalgia patients and 81 healthy controls. Patients and controls wereresidents of Germany recruited with the support of the German Fibromyalgia Patient Association and several self-help groups.

FMSpatients and controls were about 53 years of age, mostly married (70%), Christians (81%), with levels of education ranging from 9 years to13+. All participants completed assessments of gratitude, depression, anxiety, and quality of life.Results: A structural equation model showed that patients were lower than controls on a latent composite variable comprised of mentalhealth and quality of life (Beta = -.57, p < .001), and that patients were on average lower on gratitude (Beta = -.41, p < .001). Gratitude(Beta = .30, p < .001) was positively related to mental health and quality of life in the combined sample. An indirect effect (Beta = -.12, p< .01) revealed that part of the difference between fibromyalgia patients and healthy controls on mental health and quality of life wasexplained by differences in levels of gratitude.Conclusion: To our knowledge, this is the first study to examine gratitude, mental health and quality of life in fibromyalgia. Althoughpatients reported lower average level of gratitude relative to controls, gratitude was positively linked to mental health and quality of lifefor both samples.

Interventions aimed at enhancing gratitude levels in FMS patients could therefore have important benefits for wellbeingand adjustment in these patients. Future research is needed to confirm these findings and to examine other positive states andtraits that may help explain differences between fibromyalgia patients and healthy controls on important mental health and quality of lifeoutcomes.

Keywords • Fibromyalgia, gratitude, chronic pain, coping, stress References: 1. Chida Y, Steptoe A. Positive psychologicalwell-being and mortality: a quantitative review of prospective observational studies. Psychosom Med 2008 Sep;70(7):741-56.2. Ng MY, Wong WS. The differential effects of gratitude and sleep on psychological distress in patients with chronic pain. J HealthPsychol 2013 Feb;18(2):26371.3. Wood AM, Froh JJ, Geraghty AW. Gratitude and well-being: a review and theoretical integration. Clin Psychol Rev 2010 Nov;30(7):890-905.

POT081 - Emotional regulation imporvement with electrodermal activity biofeedback training in refractoryepilepsy with stress-triggered seizures.

J.-A. Micoulaud-Franchi, M. Bastien-Toniazzo, F. BartolomeiUSR CNRS 3413 SANPSY, CHU Pellegrin, Université de Bordeaux, FranceLaboratoire Parole et Langage UMR 7309, Aix-Marseille Université, Marseille, FranceService de Neurophysiologie Clinique, Centre Hospitalo Universitaire de la Timone, 264, Rue Saint-Pierre, 13005 Marseille, France Stress is the first precipitant factors of seizures reported by patients with refractory epilepsy (PWRE). Depression and anxiety are themain comorbid disorders associated with epilepsy and are associated with dysfunction in emotion regulation [1]. From the patients pointof view they negatively impact their quality of life more than the seizures themselves. Biological feedback approaches (called biofeedback)have already shown their efficacy in the self-management of seizures. Electrodermal activity (EDA) biofeedback (BFK) aims to increase thelevels of peripheral sympathetic arousal in order to reduce cortical excitability. As evidence of clinical efficacy in the management ofepileptic seizures, a mean reduction of seizures of about 50 % in the BFK group, whereas no difference in the control group have beenreported [2]. A positive correlation between the reduction in seizure frequency and the degree of patients’ improvement in EDA BFKperformance was observed. Similar results, associated with a positive effect on psychometric evaluation of depression were reported inpatients with stresstriggered seizures [3], suggesting the interest of this method on emotional regulation in PWRE. This study aims toevaluate whether EDA BFK training is associated with improvement in emotion regulation in PWRE and stresstriggered seizures.12 patients with refractory epilepsy assessed on psychological evaluations with the Neurological Disorders Depression Inventory forEpilepsy, the Stait and Trait Anxiety Inventory, the Emotional Regulation Profile-Revised, the Dispositional Resilience Hardiness Scale andthe Perceived Stress Scale, in order to evaluate their psychological statement. These evaluations were conducted before and after 12sessions of EDA BFK and compared with a control group of 12 patients who had not followed the 12 BFK sessions.Data analyses are currently in process but some trends emerge from the 8 patients who finished all BFK sessions. For these 8 patientsthere is a difference in depression, regulation of negative emotion and perceived stress between before and after the therapy indicatingan improvement in emotion regulation. This method aim to control the seizure onset itself but can also target emotion regulationmanagement, when stress and emotional distress are precipitant

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factors. The absence of placebo BFK will not allow to concludecompletely effective therapy regardless of the therapist, more research are needed. Nevertheless, this technique has the advantage ofrapidly increase the sense of control and self-efficacy, because adjustment strategies are making in production and avoiding ineffectivelearning strategies. This study highlights the interest of non-pharmacological approaches for these patients focusing on psychologicalparameters at the individual patient level, such as perceived self-control, and in terms of outcome, should assess effect not only onseizure frequency but also on quality of life.

Keywords • Refractory epilepsy, stress, emotion regulation, EDA biofeedback References: [1] De Taeye L, Pourtois G,Meurs A, Boon P, Vonck K, Carrette E, et al. Event-Related Potentials Reveal Preserved Attention Allocation but Impaired EmotionRegulation in Patients with Epilepsy and Comorbid Negative Affect.

PLOS ONE 2015;10:e0116817. doi:10.1371/journal.pone.0116817.[2] Nagai Y, Goldstein LH, Fenwick PBC, Trimble MR. Clinical efficacy of galvanic skin response biofeedback training in reducingseizures in adult epilepsy: a preliminary randomized controlled study. Epilepsy Behav EB 2004;5:216–23. doi:10.1016/j.yebeh.2003.12.003.[3] Micoulaud-Franchi J-A, Kotwas I, Lanteaume L, Berthet C, Bastien M, Vion-Dury J, et al. Skin conductance biofeedback trainingin adults with drug-resistant temporal lobe epilepsy and stress-triggered seizures: A proof-ofconcept study. Epilepsy Behav 2014;41:244–50. doi:10.1016/j.yebeh.2014.10.017.

POT082 - Gratitude, Psychological Distress and Associated Demographic Determinants: a 7month ProspectiveStudy in a Dutch General Population Sample L. Jans-Beken (1), J. Lataster (1,2), D. Peels (1), N. Jacobs (1,2)(1) Faculty of Psychology and Educational Sciences, Open University,Heerlen, The Netherlands (2) Department of Psychiatry and Psychology, School for Mental Health and Neuroscience, MaastrichtUniversity Medical Centre, Maastricht, The Netherlands The presence of well-being serves as a protective factor for future illness, mental and physical, more so than the absence of currentsymptoms of pathology. Although the grateful disposition is targeted by several health programs, with the aim of improving well-beingand reducing psychological distress, little is known about its demographic constituents. Identification of demographic variation ingratitude and further analysis of its associations with psychopathology may have implications for future research of the grateful trait andfor interventions aimed at promoting it. The current study addresses the need for a basic understanding of demographic variation in thegrateful disposition, as well as its relationship with psychological distress, both crosssectionally and prospectively.A general population sample of 706 Dutch adults (Age(Mean) = 49, Age(SD) = 13; 220 men (31%); 486 women (69%)) was assessed fourtimes over a period of seven months, collecting information on sociodemographic factors, gratitude (Dutch Short Gratitude, Resentment,and Appreciation Test; SGRAT-NL), and measures of psychological distress (Symptom Check List-90; SCL-90). Of the initial sample, 272respondents completed all three assessments (39% completion rate). All statistical analyses were interpreted against a 5% significancethreshold.Multiple linear regression analyses of baseline data revealed significant demographic variation in both the grateful trait and psychologicaldistress, both measures varying significantly as a function of gender, age, relationship status, having underaged residential children, levelof education, and work status.

Hierarchical multilevel regression analyses revealed significant negative associations between gratitudeand psychological distress, both cross-sectionally (B = -.590) and prospectively (B = -.371). Moreover, gender was found to be a significantmoderator of the relationship between gratitude and psychological distress both in the cross-sectional and prospective model (B = -.322;B = -.532, resp.), with gratitude being negatively and more strongly associated with psychological distress in women than men in bothmodels, and men even displaying a positive association between gratitude and feelings of distress in the prospective model.Implications of these findings are under further scrutiny and will be presented at the ECPP 2016 in Angers, France.

Keywords • The grateful trait, psychopathology, stress, demography, longitudinal studies

POT083 - THE EFFECT OF POSITIVE PSYHOLOGY TRAINING ON ADDICTION Ahmet YILMAZ, Duygu KILIÇ, Nazende Ceren ÖKSÜZ, Alptekin ÇET N, Cemal Onur NOYANUskudar University, Turkey Positive psychology is an approach which has started to develop towards the end of twentieth century. Research had put theemphasis on the pathology thus far. However, researchers has started to emphasize improving the already existing capacities inindividuals instead of focusing on disorders (Seligman ve Csikszentmihali). While

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development of positive psychology goes forward, it hasmade crucial contributions to many scientific disciplines.

In this study, the main concepts, character strengthening and prevention arediscussed. Then, the use of positive psychology -in the context of character strengthening and prevention- on substance and alcoholaddiction is mentioned.The aim of this study is to investigate the effect of ‘Self-Esteem Enhancement Model (which has been developed by Positive Psychologyand Comparison Theory) on addiction treatment. The study hypothesises that this will have stronger effects on the addiction treatment.60 individuals who received alcohol and substance dependency treatment at Uskudar University NP Istanbul Hospital participated in thestudy. Program has 9 sessions involving Interaction Groups, Empathy, Awareness, the Ability to Reject, Anger Management and StressManagement for three week period of admission to hospital. The research has been designed based on pretest-posttest design.Measurements of Barrat Impulsiveness Scale, Life Satisfaction Scale has been used in the experimental group.

Keywords • Positive Psychology, Awareness, Self-Esteem

POT084 - The influence of gratitude training on depression: a conceptual review.

B. Burzy ska (1,2), I. Krejtz (1)(1) Smyczkowa Street 5/7, Warsaw, Poland (2) University of Social Sciences and Humanities SWPS,Poland Gratitude has been recently regarded as important factor for well-being and happiness. Research suggests that human existence isenhanced when individuals focuse on gratitude (Emmons, 2003, Boehm and Lubomirsky, 2008). Gratitude fosters social support, andprotects people from stress and depression (Wood, 2010). Gratitude is also relevant to clinical psychology due to (a) strong explanatorypower in understanding well-being, and (b) the potential of improving well-being through fostering gratitude with simple exercises (Wood,2010). In this poster, the results of a personal theoretical study are discussed.. I review the recent literature (i.e., 2000-2015) pertaining tothe correlates of gratitude training and depression, and organize the findings into a multisystemic perspective.

Later, I describe somegratitude interventions that are applied in research to enhance well-being. As a result, I report the methods that bring the best effects intreatment of patients with depression. Finally, I conclude with a discussion of the implications of the research for therapists working toreduce depression level among adolescents and adults.

Keywords • gratitude, well-being, depression, positive psychology References: Emmons, R. A., McCullough, M. E. (2003).Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in dailylife. Journal of Personality and Social Psychology, 2 (84), 377389.Boehm, J. K., & Lyubomirsky, S. (2008). The promise of sustainable happiness. In S. J. Lopez (Ed.), Handbook of positive psychology (2nded.). Oxford: Oxford University Press.Wood, A.M., Froh, J.J., Geraghty, A.W.A. (2010).

Gratitude and well-being: A review and theoretical integration, Clinical PsychologyReview, doi:10.1016/j.cpr.2010.03.005

POT085 - Healing heartbreaking from looking inside the body: The predictive relationship of body-image andbreakup resilience H-S. Lee (1), C-X. Zhang (1), H-F, Li (1), P-X Wu (1), Y-Y Huang (1), S-H. Liu (1), T-C Huang (1)(1)National Chunghua University ofEducation, Department of Guidance & Counseling, Taiwan Previous research applied concepts of resilience to grief counseling as well as losing intimacy and romantic relationships. Resilienceconcerns about how individual awares and mourns the sadness, reconstructs the positive meaning for traumatic experiences or losses,and develops protective strengths to sustain psychological well-being.

Seligman (2005) indicates that positive emotion is the primarykeystone of Positive Psychology. Whether one’s emotion is positive will influence his/her positive believes and strategies. Recent studiesargued body-image as a crucial evaluation index of self-concept and emotional status. However, little research investigated the role ofbody-image in lovelorn resilience process. Therefore, the aim of this article was to explore whether body-image, conceptualized in threelevels (Appearance Orientation, Appearance Evaluation, Body Areas Satisfaction, measured

by The Revision of the TranslatedMultidimensional Body-Self Relations Questionnaire) can predict the expression of Break-up Resilience ( Self-value, EmotionManagement, Frustration Growth, measured by Break-up Resilience Inventory for the college students) in the control of genderdifferences and background variables. This research involved a survey, comprised of two sets of revised questionnaires concerning bodyimagestatus and break-up

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resilience. 356 college students in National Chenghua University of Education participated in the study byStratified cluster sampling. The quantitative analysis of the questionnaires was conducted through descriptive statistics, Pearsoncorrelation and hierarchical regression in order to analyze the directions and relationships between variables. The results have beendiscussed and analyzed as follows :(1) Considering the overall impact of body-image and background variables to the Break-up resilience,we could find three collaborative patterns of prediction: Appearance Orientation significantly predicted Self-value and FrustrationGrowth, respectively. And Body Area Satisfaction significantly predicted Appearance Evaluation.(2)Considering Different backgroundvariables, the result demonstrates that Body-image significantly predicted Break-up Resilience under specific circumstances.(3)ThePrediction pattern demonstrated in the study varied between genders. To Conclude, This study may propose a predictive model betweenbody-image and Break-up Resilience in specific condition. The impact of sex on the prediction pattern of body-image and Break-upResilience are discussed. Present study implies that change in body-image may influence self-concept and cognitive-schema of thelovelorn in practice work. By reflecting the relationship between them and their body, clients are able to gain the sense of hope, decreaseselfnegligence, and improve confidence through self-contemplation and self-care. The study discussed the abovementioned findingsand offered suggestions for further research, heartbroken people, and counselors.

Keywords • body image, the protective factors of resilience, hope theory, breakup References: Altabe, M., & Thompson,J. K.(1996). Body image: A cognitive self-schema construct?. Cognitive Therapy and Research, 20(2), 171-193.Davison, T. E., & McCabe, M. P.(2006). Adolescent body image and psychosocial functioning. The Journal of social psychology, 146(1), 15-30.Grotberg, E. H. (1995). A guide to promoting resiliencein children: Strengthening the human spirit. The Hague: Bernard Van Lee Foundation.Higgins, E. T.(1987).

Self-discrepancy: a theory relating self and affect.Psychological review, 94(3), 319.Kaplan, C. P.,Tuener, S., Norman, E., & Stillson, K.(1996).Promoting resilience strategies: A modified consultation model. Social Work inEducation, 18(3), 158-168.Peterson, C. (2009).Positive Psychology. Reclaiming Children and Youth.18(2),37.Seligman, M. E. P. (2002). Authentic happiness Using the new positive psychology to realize your potential for lasting fulfillment. NewYork: The Free PressS e l i g m a n, M. E. P.(2002).Positive Psychology, positive prevention, and positive therapy. In C.R.Snyder & Shane J. Lopez(Eds.),Handbook of Positive Psychology(chap. 1, pp.3-9). New York:Oxford University Press.Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C.(2005). Positive psychology progress: Empirical validation of interventions.American Psychologist,60, 410-421.Slotter, E. B., Gardner, W. L., & Finkel, E. J. (2010). Who am I without you? The influence of romantic breakup on the self-concept.Personality and Social Psychology Bulletin, 36(2), 147-160.Snyder, C.R. (2002). Target Article: Hope Theory: Rainbowsin the Mind.

Psychological Inquiry, 13, 249-270.2004 The Revision of the Translated Multidimensional Body-Self Relations Questionnaire 5 101-126. (2004). ( ). , .. (2013). - . , (328), 54-57. (2011). - . , (304), 28-32.2010. (2009). . , (281), 4852.(2010) 9 1-322002. (2011). . , (304), 6-10+.

POT086 - Relationship between resilience, recovery, quality of life, anxiety and depression in patientsdiagnosed with an Eating Disorder C. Las Hayas (1), E. Calvete (1), A. Gómez del Barrio (2), L. Beato (3), P. Muñoz (4), M. Gámez-Guadix (5).(1) Psychology Departmentof Personality, Assessment and Treatment, University of Deusto, Avenida de las Universidades, 24, 48007, Vizcaya, Spain.(2) Center for Biomedical Research in Mental Health (CIBERSAM), Eating Disorders Unit, Department of Psychiatry, HospitalUniversitario Marqués Valdecilla , Avda /Valdecilla s / n 39002, Cantabria, Spain.(3) Eating Disorders Unit, General Hospital of Ciudad Real, Carretera de Valdepeñas, 5, 3-4 B, 13004, Ciudad Real, Spain.(4) Psychiatry Service, Ortuella Mental Health Center, Av Minero 1, 48530, Vizcaya, Spain.(5) Department of Psychology, Universidad Autónoma de Madrid, Ciudad Universitaria de Cantoblanco, 28049 Madrid, Spain.

Resilience is defined as positive adaptation in the context of significant challenges (Masten, Cutuli, Herbers and Reed, 2009).Resilience has conventionally been studied as an asset for preventing mental disorders (Brunwasser, Gillham, & Kim, 2009). The aim ofthe present study is to explore the relationship between resilience, self-reported recovery, quality of life, anxiety and depression in asample of patients diagnosed with an eating disorder (ED), and in individuals who recovered from an ED. In order to compare their scoreswith a normative sample, a group of participants from the general population also completed the same battery of tests. Method: EDparticipants were invited to participate by their respective therapists, in Spain. The sample from the general population was gathered viaan open online survey. All of the participants (N ED patients = 124; N recovered ED patients = 45; and N general population = 279; Meanage range: from 28.87 to 30.42 years old) completed the Resilience Scale – 25

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(RS-25; Wagnild &Young, 1993), a Visual Analogue Scale(VAS) of recovery from ED (not applicable for participants from the general population), the World Health Organization Quality of LifeScale Brief Version (Skevington SM, Lotfy M, O'Connell KA, 2004) and the Hospital Anxiety and Depression Scale (Zigmond & Snaith,1983). The RS-25 reports a total score (raging from 25 to 175, so that higher scores indicate higher resilience) and also a score per subscale“Personal competence” (representing the resilient qualities of self-reliance, independence, determination, invincibility, mastery,resourcefulness and perseverance), and “Acceptance of self and life” (representing the resilient qualities of adaptability, balance,flexibility and a balanced perspective on life). The statistical analyses included ANOVA tests and Pearson’s correlations. Results: TheANOVA found statistically significant differences in the RS-25 mean total scores between the ED patients (mean = 103.13, SD = 31.32) andthe recovered ED participants (mean = 138.42, SD = 22.26) and between the ED patients and the general population participants (mean =136.63, SD = 19.56). For the three samples, resilience correlated positively with quality of life and negatively with symptoms of anxiety anddepression (p < .001). For ED participants, resilience correlated positively (.39 < r > 646; p < .001) with self-reported recovery perception.Discussion: Women who recovered from and ED showed the highest levels of resilience, and resilience was the lowest in people with ED.Correlations indicated that the higher the resilience in patients diagnosed with an ED, the higher their recovery and quality of lifeperceptions and the lower the symptoms of anxiety and depression. Positive interventions that teach skills about qualities that promoteresilience (such as “personal competence” and “acceptance of self and life”) may contribute to a better prognosis for these disorders.

Keywords • resilience; eating disorders; quality of life; anxiety; depression; mental health promotion; References: Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program’s effect on depressivesymptoms. Journal of consulting and clinical psychology, 77(6), 1042.Masten, A. S., Cutuli, J. J., Herbers, J. E., & Reed, M. G. (2009). 12 Resilience in Development. Oxford handbook of positive psychology,117.Skevington, S. M., Lotfy, M., & O'Connell, K. A. (2004). The World Health Organization's WHOQOLBREF quality of life assessment:psychometric properties and results of the international field trial. A report from the WHOQOL group. Quality of life Research, 13(2), 299-310.Wagnild, G.M. & Young, H.M. (1993). Development and psychometric evaluation of the resilience scale. Journal of Nursing Measurement,1, 165-178Zigmond, A. S., & Snaith, R. P. (1983). The hospital anxiety and depression scale. Acta psychiatr scand, 67(6), 361-370.

POT087 - The confluence of resilience and recovery in the context of mental health C. Las Hayas (1), A. Echezarraga (1), E. López de Arroyabe (1), E. Calvete (1), F. Lobban (2), S. H. Jones (2).(1) Psychology Departmentof Personality, Assessment and Treatment, University of Deusto, Avenida de las Universidades, 24, 48007, Vizcaya, Spain.(2) Spectrum Centre for Mental Health Research, Faculty of Health and Medicine, Lancaster University, Lancaster, UK. Background: Interest in the concepts of resilience and recovery in mental health has increased substantially since the 1980s. Withinthe mental health context, there are a multitude of definitions of resilience (Zautra, Hall, Murray, & Resilience Solutions Group, 2008).The current literature on recovery in mental health defines the term according to two main approaches. One approach is called “clinicalrecovery” and focuses on the remission of symptoms (Andresen, Oades, & Caputi, 2003; Slade, 2009) and the ability to function in society(Harding, 2005). The second approach is called “personal recovery” and is derived mainly from the consumer movement (Andresen et al.,2003; Slade, Amering, & Oades, 2008). The understanding of the role of resilience within the recovery journey of people suffering amental illness could improve practitioners’ understanding of the process their mentally ill patients may be going through. Objective: First,to develop a narrative synthesis of the relevant literature on the similarities and differences between of resilience and recovery; Second,to build an argument for the integration of these two concepts. Method: A review of the literature on either resilience or recovery wascarried out. An electronic search of the PsychInfo, Web of Science, and Ebscohost databases was performed to identify relevant peerreviewedstudies. Results: A total of 53 articles on resilience, 29 articles on recovery, and two articles on both were reviewed. Conclusionsand Implications for practice: In the field of mental health, resilience and recovery have several factors in common, such as the occurrenceof adversity and the use of internal strengths and environmental resources to achieve greater subjective well-being. In view of thesesimilarities, we propose that resilience and recovery are different constructs which converge in the recovery journey. We argue that thismerger occurs because resilience moderates the impact of risk factors (e.g., having a mental disorder) on the recovery process.Interventions promoting resilience could help people with mental illnesses not only to adapt positively to adversities, but also may allowto moderate the impact of life stressors on the clinical and personal recovery process, improving thus mental health outcomes moreeffectively.

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Keywords • resilience, recovery, mental health, mental disorders References: Andresen, R., Oades, L., & Caputi, P. (2003).The experience of recovery from schizophrenia: towards an empirically validated stage model. Australian and New Zealand journal ofpsychiatry, 37(5), 586-594.Harding, C. M. (2005). Changes in schizophrenia across time: Paradoxes, patterns, and predictors. In L. Davidson, C. M. Harding & L.Spaniol (Eds.), Recovery from severe mental illnesses: Research evidence and implications for practice (Vol. 1). Boston University: Centerfor Psychiatric Rehabilitation, Sargent College of Health and Rehabilitation Sciences.Slade, M. (2009). Personal recovery and mental illness: a guide for mental health professionals: Cambridge University Press.Slade, M., Amering, M., & Oades, L. (2008). Recovery: an international perspective.

Epidemiologia e psichiatria sociale, 17(02), 128-137.Zautra, A. J., Hall, J. S., Murray, K. E., & Resilience_Solutions_Group. (2008). Resilience: a new integrative approach to health andmental health research.

Health Psychology Review, 2(1), 41-64.

POT088 - Cognitive Markers of Optimism E. FoxS. ParsonsDepartment of Experimental Psychology, University of Oxford, 9 South Parks Road, Oxford OX1 3UD, UK Optimism is associated with a range of benefits for both mental and physical wellbeing. Developing an optimistic mind-set is likely tohave tangible advantages for mental wellbeing and the development of psychological interventions to boost optimism have the potentialto provide public health benefits. However, little is known about the cognitive markers of optimism and this has held back research oncognitive training methods. In this talk, we discuss several experiments investigating relations between optimism as measured by the LOTRand a range of biases in a) the ability to generate vivid mental imagery of future positive events; b) selective attentional processing ofpositive versus negative images; and c) selective biases in memory recall of negative versus positive events. Results indicate some likelymodifiable cognitive markers of optimism that have potential as outcome measures in controlled trials of “optimism” interventions.

Keywords • Cognitive Bias, Optimism, Wellbeing

POT089 - Sensory processing sensitivity moderates the association between childhood experiences and adultlife satisfaction Booth, C. (1), Standage, H. (2), Fox, E. (1)(1) University of Oxford, England (2) University of Essex, England There are few studies testing the differential susceptibility hypothesis (DSH: hypothesizing that some individualsare more responsive to both positive and negative experiences) with adult personality traits. The current studyexamined the DSH by investigating the moderating effect of sensory-processing sensitivity (SPS) on childhoodexperiences and life satisfaction. A total of 185 adults completed measures of SPS, positive/negative childhoodexperiences and life satisfaction. SPS did moderate the association between childhood experiences and lifesatisfaction. Simple slopes analysis compared those reporting high and low SPS (+/ 1 SD) and revealed thatthe difference was observed only for those who reported negative childhood experiences; with the high SPSgroup reporting lower life satisfaction. There was no difference observed in those reporting positive childhoodexperiences, which supported a diathesis-stress model rather than the DSH. Keywords • sensory-processing sensitivity, stress, life satisfaction, childhood experiences

POT090 - cognitive impairment is correlated with and unstable mental health profile F.A. Etindele Sosso (1), S. Molotchnikoff (2)University of Montreal, Department of Biological Sciences, 3455 ellendale, appartment 5,Montreal, Canada Cerebral function is mainly reorganized during years between adolescence and midlife. This important period is characterised bycreation of synapses, fine-tuning of excitatory and inhibitory neurotransmitter systems, improvement of brain structures, anddevelopment of nervous connections. Indeed most of brain diseases result due to variance or damage to any of these events. Variances orimbalances in timing of neuronal maturity process strongly increase the risk for cognitive impairments and certainly leads to thedevelopment of neurodegenerative diseases, dementia, anxiety and psychiatric disorders in unknown rate in the groups of young adults(aged

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between eighteen years old until midlife). Moreover, these changes also influenced the risk for Alzheimer disease, Dementia andother associated diseases. The aim of this study is to explore how detection of cognitive impairments is link with a combined effect ofsociodemographic items we choose, on a healthy young adult’s population. This epidemiological study was leaded with a questionnaireincorporating the short fifteen items version of cognitive complaints detection’s Mc Nair Test which is used for detect cognitive complains.The questionnaire also included ten socio-demographic items and fourty seven others questions divided in seven sections: quality ofsleep, level of stress, depression, anxiety, general health, physical skills, and dependences. Our results suggested a strong link betweenincreasing in memory deficit and the combination of at least two bad score to each section, with a significant correlation with unstablemental health profile.

Keywords • cognitive impairment, dementia, stress, anxiety, mental health

POT091 - The acceptability of Positive Psychotherapy components: patient and clinician views in the UK S.Walsh (1), S.Priebe (1)(1) Unit for Social and Community PsychiatryWHO Collaborating Centre for Mental Health Service DevelopmentQueen Mary University of LondonNewham Centre for Mental Health, London E13 8SP, UK Background: Positive Psychotherapy (PPT) has been developed as a treatment for depression to promote an awareness of personalstrengths, positive emotions and sense of meaning (Seligman, Rashid, & Parks, 2006). It is a multicomponent intervention offering a rangeof sessions and homework activities, in group or individual forms.

Although current evidence suggests PPT, and adaptations of it, may beeffective, there is little evidence on the acceptability of the numerous components (Rashid, 2015). The present study thereforeinvestigates: how acceptable is the PPT model and its elements to people with common MH conditions? What factors might affect peoplestarting and carrying on with a PPT treatment?Methods: Individual interviews were conducted with participants with recent experience of depression and anxiety treated within theNational Health Service (NHS), in the UK and with NHS clinicians (General Practitioners and psychological practitioners). Interviewsfollowed a semistructured topic guide which addressed general views on the PPT approach, views on specific components includingpossible barriers and facilitators to using the components, and preferences for delivery, e.g. as self-help.

Interviews were analysed in linewith principles of thematic analysis, as outlined by Braun and Clarke (Braun & Clarke, 2006). This involves familiarisation, coding,searching and reviewing themes and defining themes.Results: Sixteen patients and five clinicians participated. The following issues of relevance have been identified; empowering approach,American terms may not be suitable here, readiness and awareness to change, experience and personal fit, validation and support.Discussion: The results indicate a number of factors that may be relevant to the acceptability of PPT. These factors may need to beaccounted for in future feasibility studies, and the model of PPT may need to be modified to a certain extent, particularly to ensure itsacceptability in the UK setting. It is likely modifications and refinements may need to be made prior to further effectiveness testing, inorder to ensure fidelity in later studies.

Keywords • Positive Psychotherapy; Acceptability; Depression References: Braun, V., & Clarke, V. (2006). Using thematicanalysis in psychology. Qualitative Research in Psychology, 3(2), 77– 101. doi:10.1191/1478088706qp063oaRashid, T. (2015). Positive psychotherapy: A strength-based approach. The Journal of Positive Psychology, 10(1), 25–40.Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774–788. doi:10.1037/0003-066X.61.8.774

POW080 - Development and clinical use of a new strengths assessment adapted to patients suffering frompsychiatric disorders T. Bellier-Teichmann (1), V. Pomini (1)(1) University of Lausanne, Quartier Mouline, Institute of Psychology, Geopolis 1015 Lausanne,Switzerland Introduction: Clinical psychology has traditionally been concerned with the assessment of symptoms, distress and impairments.Empirical evidence suggests that concentrating on strengths serves a preventative function against psychopathology. This recentperspective has led to a variety of new psychometric instruments. However, standardized tools assessing strengths of patients sufferingfrom psychiatric disorders are rare and often limited to research purposes. These instruments generally measure one specific feature; theyrarely give a global profile of patients’ strengths. This study aimed to develop a new instrument, which identifies and measures a

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patients’strengths profile. This instrument should be adapted to psychiatric patients’ specificities.Method: Our tool measures 31 strengths classified in three dimensions: (i) personal characteristics; (ii) hobbies and passions; (iii)environmental and social resources. In order to be adjusted for patients with cognitive or language impairments, this instrument is basedon a Q-Sort method with figurative items. After a feasibility pilot study on a sample of 21 psychiatric patients, we tested this tool with 61patients suffering from psychiatric disorders.Results: Results showed that this tool can easily be administered and is well appreciated. The most present strengths for each dimensionwere gratitude, listening to music and professional healthcare. The majority of strengths were considered as moderately to very importantfor personal recovery. The more frequently cited strengths patients want to develop were self-esteem, travelling and friends.Conclusion: Assessing strengths helps defining clinical objectives and intervention strategies which foster recovery and well-being. Ourfirst results and positive feedbacks with this new instrument are promising. Further steps will involve a validation study on a larger sampleof psychiatric patients and the measurement of the impact of patients identifying their personal strengths.

Keywords • Strengths assessmentRecoveryPsychiatric patientsWell-beingPositive psychology

POW081 - Positive Psychology in suburban mental health program: Enhancing Human Potential TherapyGroups.

P. Rajski576 Lessard Drive NorthwestEdmonton, AB, T6M 1B2, Canada Enhancing Human Potential Therapy Group (EHPTG) is a standard 3 month, 1q2-session group therapy, based on the principles ofPositive Psychology (PP), Mindfulness, Cognitive-Behavioral Therapy, Assertiveness and Healthy Life Styles, offered by Piotr Rajski, R.Psych., and associates, for the clients of the Adult Mental Health Program in Stony Plain, Alberta, Canada. Eleven EHPTGs have beenoffered since February 2010. One hundred and ten persons were referred into these groups by the addiction and mental health therapistsof the program. With very liberal admission criteria almost all were accepted. Seventy eight persons completed EHPTGs. There was astatistically significant reduction in self-reported problems with well-being, symptoms, functioning and risk factors among those whocompleted EHPTGs as measured by CORE (Clinical Outcome in Routine Evaluation). (Pregroup mean score M=1.82, post-group meanscore M=1.28; paired t test: t+7.7572, df=10, the two-tailed P<0.0001).

Also, statistically significant relation was observed betweenadherence to the classical PP homework (“3 Things That Went Well Today”) and improvement at the end of the program. Those individualswho returned 6 or more homework sheets were much more likely to report improvement in CORE [M(>6)=-0.72, M(<6)=-0.4]. Inanonymous post-group survey 90.2% of the participants reported feeling either “Very satisfied” or “Somewhat satisfied” with their groupexperience. Over 40% of those who completed one of the EHPTGs have not returned for any form of therapy.

Keywords • Positive Psychology – group therapy – mental health – suburban clinic – CORE – Three things that went well today References: Practice Guidelines for Group Psychotherapy. American Group Psychotherapy Association. Retrieved from http://www.agpa.org/guidelines/index.html in June 2009.Seligman, M.E., Steen, T.A., Peterson, Ch. (2005).

Positive Psychology Progress: Empirical Validation of Interventions. AmericanPsychologist, Vol.60, No.5, 410421.“The Science of Happiness.” Time Magazine, 17 January 2005.“The Pursuit of Happiness.” Time Magazine, 8-15 July 2013.http://www.coreims.co.uk/http://statpages.org/http://graphpad.com/quickcalcs/ttest2/

POW082 - Trying to be perfect in an imperfect world: The role of perfectionism in adjustment to fibromyalgia M. Offenbaecher (1), L.L. Toussaint (2), J. Dezutter (3), N. Kohls (4), C. Sigl (1), M.A. Vallejo (5), J. Rivera (6), A. Weber (4), J. Schelling(1), A. Vincent (7), J.K. Hirsch (8), S. Poggenburg (9), F.M. Sirois (10)for the I-CHIPMAP Group: International Consortium for Health Interventions & Promotion in Medicine And Psychology(1) MunichUniversity – Germany, (2) Luther College – USA, (3) KU Leuven – Belgium, (4) Coburg University of Applied Sciences and Arts – Germany,(5) National Distance Education University – Spain, (6) Madrid “Gregorio Marañón” General Hospital – Spain, (7) Mayo Clinic – USA, (8)East Tennessee State University – USA, (9) Graz University – Austria, (10) Sheffield University - United Kingdom Objective: Growing evidence indicates that fibromyalgia (FM), a chronic pain syndrome, is a stress-related disorder affecting multiplelife domains and resulting in functional limitations. Stress results when environmental demands

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exceed an individual´s perceived ability tocope producing a response composed of negative cognitive and emotional states. According to the Stress and Coping CyclicalAmplification Model of Perfectionism in Illness (SCCAMPI), qualities such as perfectionism (excessive striving toward high standards),which may be beneficial for healthy individuals, can compromise coping and amplify stress in those living with chronic illness. This canconfer risk for poor mental and physical health outcomes. The aim of our study was to compare the magnitude and direction of theassociations of Perfectionistic Strivings (PS; healthier perfectionism) and Perfectionistic Concerns (PC; unhealthy perfectionism) withstress, and mental and physical quality of life (QoL) in a sample of FM patients (FMP) and healthy controls (HC). We also tested whetherthe stress associated with perfectionism explained QoL in FMP.Methods: 71 FMP and 74 HC participated in this cross-sectional study. All were residents of Germany. FMP were recruited with thesupport of the German Fibromyalgia Patient Association and several self-help groups, and HC were recruited from various communitysources. FMP and HC were primarily female (97%, 82%). FMP were older (mean age = 57) than the HC (mean age = 34). Participantscompleted a survey which included validated measures of perfectionism, stress, physical and mental QoL.Results: Analyses revealed that FMP reported higher PC, stress and poorer physical and mental health QoL compared to HC. Whereas PSwas unrelated to stress and physical and mental QoL in the HC, it was related to greater stress and poor QoL in FMP. Moderationanalyses confirmed that the magnitude of the associations of perfectionism to each outcome were larger in FMP, but only for PS.Moderated mediation with bootstrapping found that higher stress explained the association of PS with lower mental and physical QoL inthe FMP, but not in the HC.Conclusion: Our findings are consistent with the SCCAMPI and suggest that PS, which is often considered a healthier form ofperfectionism, confers risk for higher stress and poor mental and physical functioning in FMP. This, together with the finding that PC waselevated in the FMP, suggests that therapeutic interventions to reduce excessive striving for perfection and promote acceptance of selfand the limitations of fibromyalgia may have important benefits for reducing stress and improving both physical and mental QoL in FMP. Keywords • Fibromyalgia, perfectionism, stress, quality of life References: 1. Molnar, D. S., Sadava, S. W., Flett, G.L., & Colautti, J. (2012). Perfectionism and health-related quality of life in women with fibromyalgia. Journal of Psychosomatic Research,73, 295-300.2. Molnar, D. S., Sirois, F. M., & Methot, T. (2016).Trying to be perfect in an imperfect world: Examining perfectionism in thecontext of chronic illness. In F. M. Sirois and D. S. Molnar (Eds.), Perfectionism, Health, and Well-being. Springer.3. Sirois, F. M., & Molnar, D. S. (2014). Perfectionism and maladaptive coping styles in patients with chronic fatigue syndrome,irritable bowel syndrome and fibromyalgia/arthritis and in healthy controls. Psychotherapy and Psychosomatics, 83, 384-385.4. Sirois, F. M., Molnar, D. S., & Hirsch, J. K. (2015). Self-compassion, stress, and coping in the context of chronic illness. Self andIdentity, 1-14.

POW083 - Every cloud has a silver lining: Adlerian transformation process in a case study of school refusal P. H. Chuang (1), T. C. Huang (1)(1) No 1 Jen De Road, National Chunghua University of Education, Department of Guidance &Counseling, Taiwan Seligman (2012) modifies his original theory and issues the well-being including five elements: positive emotions, engagement,meaning, positive relationship, and accomplishment. Adlerian counseling process also points out several similarities between positivepsychology and individual psychology. Both them addresses human strengths and the potential for higher levels of mental health (Barlow,Tobin, & Schmidt, 2009). In addition, the concept of “social interest” is also related to many aspects of positive psychology (Leak & Leak,2006). The present study adopted Adlerian therapy in the case of Jay having the school refusal problem.As a student of junior high school, Jay was once diagnosed of ADHD. When he was at kindergarten, his parents divorced and Jay blamedhis mother on father’s leaving. Since then, Jay started showing destructive behavior, and even beat his mother in junior high.

RegardingJay’s school life, he had estranged relationships with classmates and was unwilling to contact anyone and to go to school. When hismother suggested suspension, however, Jay firmly rejected this proposal. Apart from group activities, Jay could finish his own homeworkand didn’t make any trouble in classes.Adlerian regards a person as a holistic organism and stresses the importance of the interaction of an individual and the society.

Jay’smother soaked into the depression of losing her husband too badly that she couldn’t give the need of love and the sense of security forJay. Adlerian considers social interest as natural competence, but it also needs acquired environment to nurture. Jay’s childhood lacks ofsatisfied interaction with his mother, therefore contributes to the obstruction of relationship with other people. In Adlerian perspectives,family constellation and

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early experience constructs individual’s private logic and lifestyle. In Jay’s case, we found out the basic mistakeshidden behind his private logic through subjective interview, and further comprehended his cognitive map. He thought the world isunstable and unfair, and the interpersonal interaction will make him hurt, thus it affected his view of others and himself, e.g. I’m notconcerned by others and nobody will accept me. Adlerian therapy particularly emphasized to find out the strengths and resources fromindividual himself via positively encouragement. Jay was in the discouragement thus neglected his own positive characters andcompetences. In the counseling process, we helped Jay see his own strengths and resources in five life tasks to expand his horizons ofsubjective reality thus could slack the foundation of lifestyle. After one year’s counseling, Jay became able to see his struggle andaccepting the solicitude around him, even more insight his extreme beliefs. Moreover, bringing new interpretation to his experience couldlet Jay know his life was more adaptive and functional. Reconstructing Jay’s private logic achieves reorientation and bring him a brandnew life.

Keywords • Adlerian therapy, school refusal, strengths and resources References: Seligman, Martin E. P. (2012). Flourish:A Visionary New Understanding ofHappiness and Well-Being. New York: Free Press.Barlow, P. J., Tobin, D. J., & Schmidt, M. M. (2009). Social Interest and PositivePsychology: Positively Aligned. Journal of Individual Psychology. 2009, 65(3), 191-202.Leak, G. K., & Leak, K.C. (2006) Adlerian Social Interest and Positive Psychology: AConceptual and Empirical Integration. Journal of Individual Psychology. 2006, 62(3), 207-223.

POW084 - Study on the Experience of Ullman’s Dream Appreciation with Insomnia: A Positive PsychologyPerspective L.Chang(1)National Changhua University of Education, Taiwan Dreaming is one of the most mysterious and interesting experiences and many counselors use dreams as material to help clientsexplore their unconscious and promote their self-awareness. Ullman’s dream appreciation (Ullman, 1996) is a popular method to helppeople explore their dreams. Although the field of positive psychology has made great strides in developing interventions for well-being(Seligman, 2012), relatively little attention has been paid on how to apply it to dream appreciation. This paper provides an overview ofapplying positive psychology as an intervention to dream appreciation. In doing so, the paper has 2 main aims: (a) to know if theapplication of positive psychology to dream appreciation is effective; and (b) to know how dreamer can be encouraged by this method.The case to be studied is Amy, a forty-year-old working lady, who had suffered from insomnia. She often had dreams, and the emotionAmy experienced in dreams was often anxiety. She felt some stress, but didn’t exactly know where it came from. She participated in adream group in order to explore her dream, hoping to find something valuable to reduce her stress. There were 6 participants in thedream group, ranging in age from 20 to 45. They met once a week, and one of the participants would present her/his dream during thesession. After dreamer presented his /her dream, the members gave some projections of his/her dreams from positive psychologyperspective. Then, after the presentation of dream appreciation, members would give some feedback to dreamer from positive psychologyperspective. After two sessions of dream appreciation, Amy found the pattern of her behavior and the core reason of her stress. Amy alsofound the her choice of social withdrawal when dealing verbal attack from other people was connected with a childhood experience, fromwhich she strived desperately to escape, being unable to respond to it properly. The group had conducted a well-established discussionfrom positive psychology perspective for the purpose of finding out for Amy a positive way of living her life. Amy finally knew that she wasnot the little girl who didn’t have power to handle difficulties any more; actually, she is a mature and intelligent woman who has excellentstrategies to handle her problems. When asked about what was the most impressive part of the procedure, Amy replied that it was duringthe projection and discussion session that she felt encouraged and started to believe that she had the ability to face anything difficult.From positive psychology perspective, group members see hope and courage in clients’ dreams, and send the messages to dreamers.

Afterreceiving them, dreamers can feel a sense of hope and strength in their own dreams and lives, and be willing to change. As evidenced byAmy’s case, applying positive psychology to the study of dream appreciation can be fruitful, and we hope more efforts will be paid to thiskind of study.

Keywords • Ullman's Dream Appreciation, Positive Psychology References: Ullman, M. (1996). Appreciating dreams—Agroup approach. Thousand Oaks, CA: SageUllman, M., & Zimmerman, N. (1979). Working with dreams. New York: Dellacorte Press.Seligman, Martin E. 2011. Learned Optimism: How to

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Change Your Mind and Your Life. New York,NY: Random House Digital, Inc.Seligman, Martin E. 2012. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York, NY: Simon and Schuster.

POW085 - Agency as Resilience: A case study of play therapy with a school-age boy using positioning theory H. Ayashiro(1), M. Hirano (2)(1) University of Fukui, Japan (2) Tokyo Kasei University, Japan ObjectivesWhen therapists help school-age children, the concept of resilience is useful. However, it is often difficult to understand how to increaseresilience in therapy because significant previous studies have focused on prevention, such as psycho-educational programs, rather thanintervention. This study aims to examine how resilience increases in therapy, through a case study.In this study, positioning theory (Harré & van Langenhove, 1999) was used as a theoretical framework. This theory is related to discourseanalysis and the theory of subjectivity in discourse and is useful for examining what happens in therapy from various perspectives.MethodsThe data were documents of non-directive play therapy written by the author after each session. The client was a nine-year-old boy withstress headaches and nausea, who refused to attend school. He said that he did not know why he did not want to attend school, thoughhis mother thought he was tired because he worried about his friends too much. Play therapy was conducted once a week for 45 minutes,and 89 sessions were conducted in almost two-and-a-half years. Toward the end of his therapy, he did not complain of headaches andnausea, and he attended school positively and without interruption.A case study was conducted as follows: Initially, we repeatedly read all the documents. Next, each session’s play was summarized andsimilar contents were classified as several categories. Finally, from the viewpoint of positioning theory, all categories were labeled asstorylines, and the position the client took in each storyline was identified.Results and DiscussionFrom the beginning of the therapy, the client competed against the therapist in playing soccer, baseball, and other games, and he oftencommanded the therapist to arrange games for him, insisting that he was superior to the therapist (“I am superior to others” storyline/astrong-man position). Midway in the therapy, he voluntarily chose and enjoyed playing a goalkeeping role rather than a striker (“It is moreimportant to protect than to attack” storyline/a protector position). Since the same period, he now enjoyed cliffhanger situations whereinhe had previously become self-destructive out of anxiety. Moreover, he often said that he had become a better and stronger player thanhe had been before, whereas he seldom said that he was superior to the therapist.The client became more resilient than before because a protector position deconstructed the competitive discourse that had positionedhim as a strong-man in the therapy and could have tired him in school. In this sense, the new position increased his resilience. It isimportant that he positioned himself as a protector voluntarily and that he was able to enjoy playing without anxiety or competingagainst the therapist. This implies that receiving agency in therapy increases resilience for children who cannot adjust to theirenvironment.

Keywords • agency, resilience, positioning theory, case study, play therapy References: Harré, R. & van Langenhove, L.(Eds.). (1999). Positioning theory: Moral contexts of intentional action.MA: Blackwell.

POW086 - Project positive psykology Jeannett Søndergaard HansenØstre Hougvej 77, 5500 Middelfart, Denmark Project Positive PsychologyResilience training through positive psychology and mindfulnessJeannett Søndergaard Hansen, nurse practitioner and Master in Positive Psychology jeannett.soendergaard.hansen@rsyd.dkBackgroundIn their everyday work healthcare professionals’ ability to adapt to change is often challenged, both in relation to treatment and care, butalso in relation to changing work tasks, organizational change and education. There is, in general, a need for employees in the healthcaresystem to be flexible and efficient. This means that they need a relatively high level of resiliency. If this is not the case there is anincreased risk of developing stress symptoms.Barbara Fredrickson describes how positivity is the core of resilience. In this project we therefore work with a foundation ofknowledge about positive psychology in the training of the participants’ resilience.Purpose.Project Positive Psychology is a pilot project that aims to examine if it is possible to strengthen the participants’ resilience throughknowledge and training in positive psychology and mindfulness.MethodTen volunteering staff members of the Department of Anaesthesiology at Kolding Hospital participated. The intervention tookplace over a period of six weeks and included three days of lessons in positive

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psychology and mindfulness as well as exercises. All ofwhich was rooted in the participants’ own experiences from their working and private lives. I addition the participants received aworkbook and a CD with mindfulness exercises to do at home.All participants were monitored through interviews and questionnaires before the intervention, after the intervention and in a sixmonth follow-up (which will be April 2016). The questionnaires used were RS-25 (Resilience Scale by Wagnhild and Young) and WHO-5(World Health Organization Well-Being Index, Bech).ResultsThe first two reviews of the interviews revealed that the participants had a positive effect of the intervention in relation tostressful situations and the experience of stress. The participants experienced an enhanced ability to focus more on the positiveexperiences and reported better sleep and less sleep problems.

Some of the participants had tried the exercises with their families topositive effect. However the changes were not significant on the RS-25.ConclusionBased on the first two measurements the intervention showed a positive effect for the participants. It is expected that the effectwould increase with a longer period of time and more training.

Keywords • Resilience training, mindfullness, positive emotions References: Fredrickson, B. L., Cohn, M. A., Finkel, S. M.,Coffey, K. A., & Pek, J. (nummer 95(5). november 2008). Open Hearts Build lives: Positive Emotions, Induced Through Loving-KindnessMeditation, Build Consequential Personal Resources. Journal of Personal psykology , s. 1045-1062.McAlister, M., & Lowe, J. B. (2011). The Resilient Nurse.

New York: Springer Publishing Company.Reivich, K., & Shattè, A. (2002). The resilience factor. New York: Three River Press.Wagnild, G. M., & Young. (2009). The resilience scale.

POW087 - The accuracy of the Brief Resilience Scale for measuring resilience to depression and anxiety inpatients with Multiple Sclerosis Ruslan Leontjevas(1,2), Peter Verboon (1), Nadine van Rooijen(1)(1) Faculty of Psychology and Educational Sciences, Open Universityof the Netherlands, Heerlen, The Netherlands(2) Department of Primary and Community Care, Center for Family Medicine, Geriatric Care and Public health, Nijmegen, TheNetherlands BACKGROUND: Multiple Sclerosis (MS) is a chronic disease of the central nervous system that causes a wide range ofneuropsychological symptoms including depression. Although resilience to depression in individuals with chronic diseases is of specialresearch interest in positive clinical psychology, there is no gold standard to measure resilience. Valid and reliable instruments forresilience in MS are needed to gain more insight into protective factors and for health care professionals who focus on the ability of thepatient to ‘bounce back’ from the negative influence of disabling conditions.AIM: (1) to determine accuracy of the Brief Resilience Scale (BRS) in recognising MS patients with a high level of resilience to depressionor anxiety, and (2) to assess BRS construct validity against the measures of depression/anxiety, fatigue and disability.METHODS: In total, 293 individuals with MS (age M, 25.3 years [SD, 10.3]; N male=50, 17%) participated in this online cross-sectionalstudy. Resilience to depression and anxiety was conceptualised as the absence of depressive and anxious features (the Hospital AnxietyDepression Scale, HADS, score < 8). Furthermore, the Expanded Disability Status Scale (EDSS), and a visual analogue scale for fatiguewere administered. The packages pROC, and BayesFactor were used in R statistical environment to assess accuracy (Area Under theCurve, AUC), cut-off scores, and to calculate Bayesian Factors (BF) and effect sizes (ES) of the models of interest. For the exploration ofthe effect-sizes, z-scores were used.RESULTS: The BRS showed acceptable accuracy for resilience (HADS<8; AUC, .76 [95% DeLong, .70 to .83]), and for recognizing thosewith the possible depression or anxiety (HADS>10; AUC, .79 [.73 to .84]). A cut-off score of >21 showed a maximum joint sensitivity (73)and specificity (72) for resilience. Scores lower than 14 showed the highest sensitivity (1.00) and highest negative predictive value (1.00)while scores higher than 25 showed high specificity numbers (>.95), high positive predictive values (.75 to .80), and low negative likelihoodratio (<.15). The construct validity was confirmed by the absence of the association of the BRS with disability (BF=0.18) and age (BF=.20),and extreme evidence for the relation of BRS scores with fatigue (ES, -.33 [95% Credibility interval, -.44 to -.22], BF=7.7E+6), and HADS(-.61 [-.70 to -.52], BF=1.2E+29). No evidence was found for the effect of gender on the BRS (BF=1.6).CONCLUSION: The BRS can be used for measuring resilience to depression and anxiety in MS patients. Scores lower than 14 may be usedto rule out resilience while scores higher than 25 may be used to rule in resilience.

Keywords • validation, resilience, Multiple Sclerosis, brief resilience scale

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POW088 - THE EFFECT OF POSITIVE PSYCHOLOGY ON THE TREATMENT MOTIVATION IN ADDICTION Duygu KILIÇ, Ahmet YILMAZ, Alptekin ÇET N, Cemal Onur NOYANUÅNsküdar University NP stanbul Hospital, Turkey Positive psychology model includes research on the enhancement of positive features and increasing the positive experiences ofindividuals (Seligman and Csikszentmihali, 2000). Treatment motivation is a crucial factor on treatment response and treatment success.It has been suggested that increased motivation and replacing the negative cognition which reduces motivation are beneficial totreatment.The aim of the research is to investigate the effects interaction groups which use a program to increase motivation and awareness and toevaluate its contributions to positive psychology.Interaction groups have been conducted on 60 individuals who receive substance and alcohol treatment in Uskudar University NPHospital. Program has 9 sessions with Interaction Groups including Empathy, Awareness, Cognitive Processes, Motivation and StressManagement for three week period of admission to hospital. The research has been designed based on pretest-posttest design.Experimental group received the measurements of Treatment Motivation Questionnaire and Negative Cognition Scale.

Keywords • Positive Psychology, Motivation, Awareness

POW089 - Appreciation and Gratitude for Life after facing Depression S. Khosla (1)J. Siegel (2)(1, 2) 150 E 10th St, Claremont, CA 91711Division of Behavioral and Organizational SciencesClaremont Graduate University, USA Depression has been viewed as a negative state in literature and in practice. Many studies have been carried out which reflect thenegative and debilitating influences that depression has on the people suffering from it. However, fewer studies have been carried out onpeople who have recovered from depression, and out of these fewer have included the positive experiences that have been followed afterdepression (e.g., Kornbrot, Msetfi, & Grimwood, 2013). The studies which discuss the positive effects happening after depression focusmainly on cognitive aspects (e.g., Barbic, Durisko & Andrews, 2014). The goal of the present study was to find out whether people whohave recovered from depression have more appreciation and gratitude for life, as compared to the people who have never experienceddepression and people who are currently facing depression. Participants were asked to complete a set of survey including Appreciationfor Life Scale (Adler & Fagley, 2005), Gratitude Scale (McCullough, Emmons & Tsang, 2002) and Beck Depression Inventory (Beck, Steer &Brown, 1996); as well as questions on their history of depression. The participants were also asked to comment on whether they believethat facing difficult times in life leads to more appreciation and gratitude for life. The quantitative and qualitative results of the studythrow a positive light on the concept of depression. It was found that people who are dealing with depression in present have lowerappreciation and gratitude, while people who had depression in past but do not have the symptoms now have higher appreciation andgratitude. The qualitative results uncover what factors make the people more grateful after facing depressive symptoms or adversities.Directions for future research are suggested.

Keywords • Depression, Appreciation, Gratitude, Adversity References: Adler, M. G., & Fagley, N. S. (2005). Appreciation:Individual differences in finding value and meaning as a unique predictor of subjective well-being. Journal of Personality, 73, 79–114.Barbic SP, Durisko Z, Andrews PW (2014) Measuring the Bright Side of Being Blue: A New Tool for Assessing Analytical Rumination inDepression. PLoS ONE 9(11): e112077. doi:10.1371/journal.pone.0112077Beck, A.T., Steer, R.A., & Brown, G.K. (1996). Manual for the Beck Depression Inventory-II. San Antonio, TX: Psychological Corporation.Kornbrot DE, Msetfi RM, Grimwood MJ (2013) Time Perception and Depressive Realism: Judgment Type, Psychophysical Functions andBias. PLoS ONE 8(8): e71585. doi:10.1371/journal.pone.0071585McCullough, M. E., Emmons, R. A., & Tsang, J. A. (2002). The grateful disposition: A conceptual and empirical topography. Journal ofPersonality and Social Psychology, 82, 112–127.

POW090 - Designing Information and Communication Technology Applications for to Promoting PromoteResilience in Japan M. HiranoTokyo Kasei University, Japan Introduction: Various educational and intervention programs have been developed in recent years with the goal of enhancingpsychological resilience: the ability to adapt to adversity. Although most of these programs utilize a

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face-to-face approach, it is desirableto provide a service that is available to more people such as an information and communication technology (ICT) self-help service.The effects of computer-based therapy have been confirmed by many studies, and extended the prevention application. However, it isdifficult to develop applications and confirm evidence of a preventive approach because users are typically not suffering from a mentalillness; therefore, their motivation to use the service is low.This study discussed the possibility of an ICT self-help program to develop resilience. We first developed a web-based program thatsought to increase psychological resilience.

Through the field trial, we modified the application for a more acceptable and effectiveservice, and ran further trials.Method: [Study 1] The web-based resilience program consisted of “check your own strength,” “list your own resources,” ”assessment andfeedback,” and “CBT work or diary (daily work).” Participants were recruited through posters, paper flyers, and web sites . Sixty volunteersparticipated in the field trial, and 17 participants (2 males, 15 females; mean age = 31.19 years, SD = 12.7) completed the 2-month program.Before and after the trial, each participant was asked to answer the Bidimensional Resilience Scale (BRS) (Hirano, 2010) and the Well-Being Index (WHO-5).[Study 2] The “app resilience program,” a simplified system, consisted of “check your own strength,” “list your own resources,” and a “shortthemed diary (daily work).” One-hundred fifty participants (75 males and 75 females; mean age = 33.62 years, SD = 7.6) who registered aninternet research firm completed a 1-month program.

A control group was also analyzed (n = 150). The dropout rate was not known.During the pre- and post-trial, the BRS, WHO-5, and a self-esteem scale (Rosenberg, 1965) were investigated.Results: For study 1, a post-trial investigation showed an increase level of participants' resilience (t(16) = 2.53, p < .05 ). Further analysisindicated group differences regarding innate resilience, showing an effect only in the high resilience group (t(10) = 1.18, p < .10). For study2, only the trial group showed an increase level of participants' resilience (t(149) = 2.68, p < .01). In further analysis, only low resilientparticipants showed an increase in resilience and self-esteem (t(68) = 4.36, p < .001; t(68) = 2.35, p < .05). The WHO-5 score did notincrease for any group in Study 1 or 2.Conclusions: The ICT self-help program was effective for promoting resilience and self-esteem. It was revealed that a simple work using athemed diary was effective and easily accepted by low resilient people.

Keywords • resilience, ICT, application References: Hirano, M. (2010). A study of the classification of resilience factors:development of the Bidimensional Resilience Scale (BRS). The Japanese Journal of Personality, 19, 94-106.Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

POW091 - Childhood Trauma Experince and Emotion Management Skills in Predicting General PsychologicalHealth Among University Students A.Rezan Çeçen-Ero ul (1), M. Beyhan Mayda(1) Mu la Sıtkı Koçman University, Education Faculty, Psychological CounselingDepartment, Turkey(2) Balıkesir Bakım Okulu ve E itim Merkezi Komutanlı ı Rehberlik ve Danı ma ube Müdürlü ü, Turkey Childhood abuse is an important problem for all over the world (Finkelhor &Korbin, 1988; Finkelhor, Hoteling, Lewis & Smith, 1990). Itis important to understand and explain abuse experinces and emotion management in respect to psychological outcome. The purpose ofthis study is to investigate the relationships between general psyhological health and childhood trauma experinces (physical abuse,physical neglect, emotional abuse and emotional neglect) emotion management skills and to examine which variables the best predictorof general psychological health. The participants of the study were 188 female (64%) , 108 male (36%) total 296 university students. Tocollect data Childhood Trauma Questionnaire (Bernstein,1994 et al.) , Emotion Management Skills Scale (Çeçen, 2002) and BriefSymptom Inventory (Derogatis, 1992) have been applied to students. After collecting data Pearson Momentum Correlation and Stepwiseregression statistic analysis were applied. The results indicated that there are significant negative moderate and relatively strongcorrelations between emotion management skills and depression, anxiety, negative self, somatization and there are significant positivecorrelations between psychological abuse, psychological neglect and physical abuse and physical neglect. In addition stepwise regressionanalyses indicated that emotion management skills and emotional abuse were the best predictor of depression (30.7 %) , anxiety (28.4%),negative self (33.6%), somatization (19.4%), hostility (23.1% total variance were explained).

Keywords • Childhood Trauma Experience, Emotion Management, General Psychological Health, University Students References:

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Bernstein, D.P; Fink, L; Handelsman, L; Foote, J; Lovejoy, M; Wenzel, K; Sapareto, E. & Ruggiero, J. (1994).

Initialreliability and validity of a new retrospective measure of child abuse and neglect. American Psychiatric Association, 151, Ss.1132-1136.Çeçen, A.R. (2002). Duyguları Yönetme Becerileri E itim Programının Ö retmen Adaylarının Duyguları Yönetme Becerileri Üzerindeki EtkisiDoktora Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Adana.Derogatis LR (1992) The Brief Symptom Inventory-BSI administration, scoring and procedures manual-II. USA, Clinical PscyhometricResearch Inc.Finkelhor D.,& Korbin J. (1988). Child Abuse as an international issue. Child Abuse ve Neglect, 2(1), 3-23.Finkelhor, D., Hotaling, G., Lewis, I.A., & Smith,C. (1990). Sexual abuse in a national survey of adult men and women: Prevalence,charecteristics and risk factors. Child Abuse and Neglect, 14, 19-28.

POW092 - Pilot Study of a Brief Mindfulness-Based Intervention for Anxiety Reduction M. Crothers (1)A. Brand (2)S. Beck (1)S. Loew (1)T. Gugel (1)Z. Donovan (1)C. Schneider (1)(1) University of Wisconsin-Eau Claire, USA(2) The Center USA Introduction: This study examines the efficacy of a brief mindfulness-based intervention for anxiety reduction.

Mindfulness can begenerally defined as a state of active attention to the present moment, in which thoughts, feelings, and physical sensations are observedfrom a stance of psychological neutrality, without judgment.Background: Prior research has demonstrated marked benefits of mindfulness-based treatment strategies when applied to medicalconditions including cancer; diabetes; chronic fatigue syndrome; insomnia; cardiac rehabilitation; chronic pain conditions;, and manyother medical concerns. Research has also shown promising results in the mental health arena – especially for stress-reduction and forindividuals coping with generalized anxiety disorder, obsessive-compulsive disorder, social anxiety, panic disorder, depression, bipolardisorder, suicidality, and posttraumatic stress. (References listed in separate field.)Purpose: Mindfulnessbased interventions for stress reduction are often delivered in 8- or 12-week formats, typically with 2-hour sessionsand often including a full-day session. We developed a very condensed intervention that incorporates elements of cognitive therapy andpsychoeducation, within the overarching structure mindfulness training. We aim to determine whether clinically significant improvementscan be achieved with this abbreviated intervention. The primary goals of the intervention are to (1) improve participants’ emotionregulation and (2) increase participants' ability to tolerate psychological distress, thereby (3) decreasing anxiety in just 6 sessions.Participants: The participants are twelve adults who describe themselves as experiencing anxiety to the degree that it (1) impairs theiroccupational, educational, and/or social functioning, and/or (2) disrupts their quality of life.Method: Levels of anxiety, distress tolerance, emotion regulation, and mindfulness are being measured at pre-test and posttest using theBeck Anxiety Inventory, the Distress Tolerance Scale, the Emotion Regulation Questionnaire, and the Toronto Mindfulness Scale,respectively. The treatment intervention consists of six, 90-minute, group sessions delivered across the period of six consecutive weeks.Session topics include: mindfulness of the breath; physiology of the anxiety response; mindfulness of the body (body scan); mindfulnessof thoughts; mindfulness of emotions; and self-compassion/lovingkindness meditation. Sessions are conducted by a licensed psychologist(the principal investigator) and her team of undergraduate student researchers.Results: We cannot yet report results, as the intervention is not yet complete at the time of abstract submission.Relevance: If the intervention results in treatment gains comparable to those shown for 8-week and 12-week stress-reduction programs,its use may enable clinicians to provide anxious clients with an effective, efficient, and affordable treatment option.

Keywords • MindfulnessAnxietyEmotion regulationDistress tolerance References: ReferencesAndrews, G., Slade, T. (2001). Interpreting scores on the Kessler Psychological Distress Scale (k10).

Australian and New Zealand Journalof Public Health, 25, 494-497.Asmaee Majid, S., Seghatoleslam, T., Homan, H., Akhvast, A., & Habil, H. (2012). Effect of mindfulness based stress management onreduction of generalized anxiety disorder. Iranian Journal of Public Health, 41(10), 24-28.Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self- report assessment methods to explore facets ofmindfulness. Assessment, 13, 2745.Beck, A. T., Epstein, N., Brown, G., & Steer, R. (1988). Beck Anxiety Inventory. Psyctests, doi:10.1037/t02025000Clarke, P. J., Marshall, V. W., Ryff, C. D., & Wheaton, B. (2001). Measuring psychological well-being in the Canadian study of health andaging. International Psychogeriatrics, 13(1), 79-90. doi: 10.1017/S1041610202008013Cramer, H., Haller, H., Lauche, R., & Dobos, G. (2012). Mindfulness-based stress reduction for low back pain. A systematic review. BMCcomplementary and alternative medicine, 12(1), 162.Garland, S. N., Tamagawa, R., Todd, S. C., Speca, M., & Carlson, L. E. (2013). Increased mindfulness is related to improved stress andmood following participation in a mindfulness-based stress reduction program in individuals with cancer. Integrative Cancer Therapies,12(1), 31-40. doi:10.1177/1534735412442370Goldin, P. R., &

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Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder.Emotion (Washington, D.C.), 10(1), 83-91. doi:10.1037/a0018441Gratz, K.L. & Roemer, E. (2004).

Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure,and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 26(1), pp.41-54.Griffiths, K., Camic, P. M., & Hutton, J. M. (2009). Participant experiences of a mindfulness-based cognitive therapy group for cardiacrehabilitation. Journal of Health Psychology, 14(5), 675681.Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271–299. Retrievedfrom: http://brainimaging.waisman.wisc.edu/ ~perlman/0903EmoPaper/EmergingEmoRegGrossJ1998a.pdfGunaratana, B., & Gunaratana, H. (2011). Mindfulness in plain English. Simon and Schuster.Hartmann, M., Kopf, S., Kircher, C., Faude-Lang, V., Djuric, Z., Augstein, F., & ...

Nawroth, P. P. (2012). Sustained effects of a mindfulnessbasedstress-reduction intervention in type 2 diabetic patients: design and first results of a randomized controlled trial (the HeidelbergerDiabetes and Stress-study).

Diabetes Care, 35(5), 945-947. doi:10.2337/dc11-1343Heimberg, R.G., Turk, C. L., Mennin, D. S. (Ed.). (2002).

Generalized Anxiety Disorder: Advances in research and practice. New York, NewYork: The Guilford Press.Herzberg, K. N., Sheppard, S. C., Eifert, G. H., Forsyth, J. P., Crede, M., & Earleywine, M. (2012). The Believablity of Anxious Feelings andThoughts Questionnaire (BAFT): A psychometric evaluation of cognitive fusion in a nonclinical and highly anxious community sample.American Psychological Association, 24(4), 877-891. doi: 10.1037/a0027782Howells, F. M., Ives-Deliperi, V. L., Horn, N. R., & Stein, D. J. (2012). Mindfulness based cognitive therapy improves frontal control inbipolar disorder: a pilot EEG study. BMC Psychiatry, 12(15). doi: 10.1186/1271244X-12-15Kabat-Zinn, J. (2003). Mindfulness-based stress reduction (MBSR). Constructivism in the Human Sciences. 8(2), 73-107. Retrieved from:http://psycnet.apa.org/psycinfo/2004-19791-008Kearney, D. J., McDermott, K., Malte, C., Martinez, M., & Simpson, T. L. (2013). Effects of participation in a mindfulness program forveterans with Posttraumatic Stress Disorder: A randomized controlled pilot study. Journal Of Clinical Psychology, 69(1), 14-27.doi:10.1002/jclp.21911Kim, B., Lee, S., Kim, Y. W., Choi, T. K., Yook, K., Suh, S. Y., & ...

Yook, K. (2010). Effectiveness of a mindfulness-based cognitive therapyprogram as an adjunct to pharmacotherapy in patients with panic disorder. Journal Of Anxiety Disorders, 24(6), 590-595. doi:10.1016/j.janxdis.2010.03.019Kuyken, W., Byford, S., Taylor, R. S., Watkins, E., Holden, E., White, K., & ...

Teasdale, J. D. (2008). Mindfulness-based cognitive therapyto prevent relapse in recurrent depression. Journal of Consulting and Clinical Psychology, 76(6), 966-978. doi:10.1037/a0013786Külz, A. K., Landmann, S., Cludius, B., Hottenrott, B., Rose, N., Heidenreich, T., & ... Moritz, S. (2014). Mindfulness-based cognitivetherapy in obsessivecompulsive disorder: protocol of a randomized controlled trial. BMC Psychiatry, 14(314). doi:10.1186/s12888-0140314-8Linehan, M. M. (2014). DBT skills training manual: second edition. New York, New York: Guilford Press.Liverant, G. I., Kamholz, B. W., Sloan, D. M., & Brown, T. A. (2011). Rumination in clinical depression: A type of emotional suppression?Cogn Ther Res, 35, 253-265. doi: 10.1007/s10608-010-304-4Lau, M.A., Bishop, S.R., Sagai, Z.V., Buis, T., Anderson, N.D., Carlson, L., Shaprio, S., & Carmody, J. (2006). The Toronto MindfulnessScale: Development and validation. Journal of Clinical Psychology, 62, 1445-1267. doi: 10.002/jclp.20326Luoma, J. B., & Villatte, J. L. (2012). Mindfulness in the Treatment of Suicidal Individuals. Cognitive and Behavioral Practice, 19(2), 265-276.Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17, 433–442.

Retrieved from http://www.unh.edu/emotional_intelligence/EI%20Assets /Reprints...EI %20Proper/EI1993%20Editorial%20on%20EI%20in%20Intelligence.pdfMayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development andemotional intelligence (pp.

3–31). New York: Basic Books.Mennin, D. S., Heimberg, R. G., Turk, C. L., & Fresco, D. M. (2002). Applying an emotion regulation framework to integrative approachesto generalized anxiety disorder. Clinical Psychology, 9(1).

Retrieved from http://www.personal.kent.edu/~dfresco/mindfulness/CPSP_mennin_et%20al_ 2002.pdfOng, J., & Sholtes, D. (2010). A mindfulness-based approach to the treatment of insomnia. Journal of Clinical Psychology, 66(11), 1175-1184. doi:10.1002/jclp.20736Rimes, K. A., & Wingrove, J. (2013). Mindfulness-based cognitive therapy for people with chronic fatigue syndrome still experiencingexcessive fatigue after cognitive behaviour therapy: a pilot randomized study. Clinical Psychology & Psychotherapy, 20(2), 107-117.doi:10.1002/cpp.793Salovey, P., Hsee, C. K., & Mayer, J. D. (1993). Emotional intelligence and the self-regulation of affect. In D. M. Wegner & J. W.Pennebaker (Eds.), Handbook of Mental Control (pp. 258–277). Englewood Cliffs, NJ: Prentice Hall.Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotionalintelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125–154). Washington, DC:American Psychological Association.Shapiro, S. L., Oman, D., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Cultivating mindfulness: effects on well-being. Journal ofClinical Psychology, 64(7), 840-862. doi:10.1002/jclp.20491Simons, J. S., & Gaher, R. M. (2005). Distress Tolerance Scale. Psyctests, doi:10.1037/t13498-000

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POW093 - Belief in Just World and Future Orientation in Women with the Experience of Husband’s Infidelity:Spiritual/Religious Coping as a Mediator F.Jafari(1)(1)Islamshahr Branch, Islamic Azad University, Iran IntroductionOne of the most unpredictable and stress- causing events which might happen to any woman and of course any man too is maritalinfidelity whose destructive and permanent effects can target the mental health of all family members.The evidence shows that destructive effects as a result of any infidelity are so strong that it has symptoms similar to post-traumatic stressdisorder (Glass & Wright, 1997).Since in the traditional culture of Iran women are expected to give high priority to the welfare of their husbands and children, a good wifeis often times referred to as the one who prioritizes the needs and desires of the members of her family over her own. Some examples ofthese needs are social relations, financial independence and individual growth. Therefore, infidelity committed by the husband is relativelymore painful than those women who have individual freedom and live in a society having a different culture.Infidelity can affect a woman’s ideas and beliefs towards herself, others and the existence in general. Taking into account the high rate ofstatistics when it 2 comes to depression and anger after experiencing infidelity by the spouse (Aramnia, 2001; quoted by Bazaz, 2015) it ispredictable that her future orientation will be affected.Future orientation is a multidimensional cognitive-motivational construct that provides the foundation for setting one’s goals and plansfor the future (Stoddard, Zimmerman, & Bauermeister, 2011) and for developing expectations and personal meaning for future events(McCabe & Barnett, 2000; Nurmi, 1991quoted

by So, Gaylord-Harden, Voisin & Scott, 2015 ).One of the variables that can be expected to have been influenced by experiencing the spouse’s infidelity for future orientation is thebelief in a just world. Based on the results from research of Bazzaz (2015), for a woman believing in just world for themselves and othersis significantly lower than a normal woman.The just world hypothesis states that people need to believe in a just world in which everyone gets what they deserve and deserves whatthey get. This belief enables them to deal with their social environment as though it were stable and orderly and thus serves importantadaptive functions. As a result, people are motivated to defend their belief in a just world when it is threatened by injustices, eitherexperienced or observed .Individuals with a strong belief in a just world show more trust in their future and in others’ behavior towardthem(Dalbert, ,2009).According to Lerner’s (1980) just-world theory, people who believe that the world treats them fairly may plan confidently for their future,expecting their lives to be orderly, meaningful, and controllable. Indeed research links it to many indices of subjective well-being (SWB),including positive affect (Dalbert, 1998), optimism (Littrell & Beck, 1999), effective coping with stress (Tomaka & Blascovitch, 1994).(quoted

by Sutton, & Douglas, 2005).“Belie Keywords • Belief in Just World , Future Orientation, Spiritual/Religious Coping, Women with the Experience of Husband’sInfidelity References: Refrences:- Dalbert, C. (2009). Belief in a just world. In M. R. Leary & R. H. Hoyle (Eds.), Handbook of Individual Differences in SocialBehavior (pp. 288-297). New York: Guilford Publications.- Dalbert, C., & Stoeber, J. (2006).

The personal belief in a just world and domain-specific beliefs about justice at school and inthe family: A longitudinal study with adolescents. International Journal of Behavioral Development, 30, 200-207.- Glass, S., & Wright, T. (1985). Sex differences in type of extramarital involvement and marital dissatisfaction. Sex Roles, 12, 1101-1120.- Golparvar, M., & Javadi, S. (2006). Relational model between just world beliefs for self and others with mental healthIndicators: structural equations model. The Quarterly Journal of Fundamentals of Mental Health, 8; 31& 32: 109-122.- Hirsch, J. K., Molnar, D., Chang, E.C., & Sirois, F. M. (2014) "Future orientation and health quality of life in primary care: vitalityas a mediator”. Qual Life Res: 23, 10-19. DOI 10.1007/s11136-014-0901-7- Holland JC, Passik S, Kash KM, et al. (1999).The role of religious and spiritual beliefs in coping with malignant melanoma.Psychosoc Oncol; 8: 14–26.- Kevin L. Rand, K. L. (2009). Hope and Optimism: Latent Structures and Influences on Grade Expectancy and AcademicPerformance. Journal of Personality 77:1-30.DOI: 10.1111/j.14676494.2008.00544.x- Pargament, K.I. (1997). The psychology of religion and coping: Theory, research, practice.

New York: Guilford Press.- Sajadian, I., & Golparvar, M. (2011). Simple and multiple relations between just and unjust world beliefs with psychologicalstate. Contemporary Psychology, 3, 1: 33-42.- So, S., Gaylord-Harden, N. K., Voisin, D. R., & Scott.D. (2015). Future Orientation as a Protective Factor for African AmericanAdolescents Exposed to Community Violence. Youth & Society, 5, 41:1–24. doi: 10.1177/0044118X15605108- Sutton, R. M., & Douglas, K. M. (2005). Justice for all, or just for me? More evidence of the importance of the self-otherdistinction in just-world beliefs. Personality and Individual Differences, 39, 637-645.- Atkins, D. C., Baucom, D. H., & Jacobson, N.S. (2001).Understanding infidelity: correlates in a national random sample. JFamPsychol; 15(4): 73549.- Thuné-Boyle. I.C.1. Stygall. J., Keshtgar .M.R., Davidson .T.I., &Newman. S.P. (2013). Religious/spiritual coping resources andtheir relationship with adjustment in patients newly diagnosed with breast cancer in the UK.

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Psychooncology; 22(3):646-58. doi:10.1002/pon.3048.- Bazaz, A. (2015). Comparision belief in just world and optimism between women with and without experience of husband’sinfidelity(MA dissertation, Science and Research Branch, Islamic Azad University, Tehran)

POW094 - Benefits of positive interventions for health care workers.

R. Shankland (1), J. Jacquet (1)(1) LIP/PC2S, Université Grenoble Alpes, Grenoble Previous studies have shown that positive psychology interventions may improve well-being and in healthy individuals and also inclinical samples (Sin & Luybomirsky, 2009). Such practices, which aim at developing positive emotions, positive relationships, meaning inlife and commitment, could be very helpful for health care workers (e.g. Collins & Long, 2003; Siu et al., 2014). Here, we investigated theeffects of an 8-week positive psychology program on perceived stress and well-being of hospital professionals. Fifteen health-careprofessionals working for the rehabilitation of persons with traffic injuries, volunteered to participate. Measures included subjective andpsychological well-being, stress, burn-out, and self-efficacy scales. They were completed before and after the 8-week intervention. Resultsshowed that participants reported less perceived stress after the intervention, compared to pre-intervention (p < .01). We also observedthat work satisfaction tended to increase at postintervention as compared to pre-intervention (p = .058). Results did not revealsignificant effects on others variables. The conclusions of this study are limited due to the lack of control group and the small sample size,yet findings suggest that a positive psychology intervention might decrease perceived stress in health care workers, which has practicalimplications for both professional and patient well-being.

Keywords • Positive Psychology Intervention, Stress, Health care workers References: Collins, S. & Long, A. (2003).Working with the psychological effects of trauma: consequences for mental healthcare workers: a literature review. Journal ofpsychiatric and mental health nursing, 10 (4), 417-424.Sin, N. L. & Luybomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: apractice-friendly meta-analysis. Journal of clinical psychology, 65 (5), 467-487.Siu, O. L., Cooper, C. L., et Phillips, D. R.(2014). Intervention studies on enhancing work well-being, reducing burn-out, and improvingrecovery experiences among Hong Kong health care workers and teachers. International journal of stress management, 21 (1), 69-84.

Mindfullness MINDFULLNESS • INVITED SYMPOSIUM IS09A - Mindfulness, loving kindness meditation and positive psychology R. ShanklandUniversity Grenoble Alpes, Grenoble, France Positive psychology and mindfulness research fields have developed concomitantly. To date, few links have been established in theliterature between these investigations because of differences in their fundamental postures.

However, the practices inspired by theseorientations similarly contribute to individual global well-being and to the quality of relationships. The present symposium aims atcreating links between mindfulness, loving kindness meditation and positive psychology research fields, while underlining the divergencesof the postures on which these practices are based, the similarities of the consequences observed on well-being, the specific mechanismsunderlying these effects, and the conditions and richness of the complementarity between these two fields.

IS09B - Learning to Love: Cumulative Variability in OXTR and CD38 Moderates the Positive Emotion Yield ofLoving-kindness Training B. L. FredricksonSuzannah F. IsgettSara B. AlgoeUniversity of North Carolina at Chapel Hill, USA

IS09C - Lessons from the ReSource project: Behavioral and brain changes in affective processing after a 9-month longitudinal mental training program 267

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Pauline Favre (1)Tania Singer (1)(1) Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany

IS09D - Differentiating underlying mechanisms in mindfulness and positive psychology interventions for socialworkers R. ShanklandUniversity Grenoble Alpes, Grenoble, France

MINDFULLNESS • PRE WORKSHOP PW04 - Mindfulness Programs in Positive Psychology I. IvtzanUniversity of East London, UK Mindfulness meditation is one of the most popular interventions in psychology, the interest in which grows year after year. Positivepsychology (PP) is the fastest developing branch of psychology, whose expanding journey of investigating human flourishing hasattracted great interest. What happens when these two are brought together?This workshop will inform you about the fascinating points of convergence between mindfulness and PP. We will explore variousmindfulness programs focused on increasing positive variables, such as meaning, compassion, positive emotions, strengths, and gratitude.These programs are flourishing-focused, thereby embodying the spirit of PP. We will also examine how certain popular mindfulnessprograms are deficit-focused (aimed at decreasing mental illness), and consequently less relevant to the goals of PP interventions.The workshop covers three aspects: Theory, Research, and Practice. We will discuss some theoretical background to the convergencebetween PP and mindfulness, including the role of savouring and meaning in the creation of what I call the “positive mindfulness cycle”.Research will be addressed as well, and studies that bring to life the impact of mindfulness on the experience of flourishing, growth, andpositive transformation will be highlighted. Finally, we will practise a number of different mindfulness exercises designed to increase selfcompassion,meaning, and savouring. This experiential aspect of the workshop is important, in that it allows you to engage in the actualexperience of the meeting point between mindfulness and PP.This workshop is intended to provide an adventurous, creative, and open space, where we learn about mindfulness and PP, while beingmindful and playful.As part of this workshop, you will:1. Experience a broad range of mindfulness exercises and PP-related techniques.2. Learn how the areas of PP and mindfulness can enhance each other.3. Understand the theoretical foundation that combines mindfulness and PP together.4. Review research that links mindfulness with PP and flourishing.

Organization and/or Leadership

ORGANIZATION AND/OR LEADERSHIP • SYMPOSIUM AS02A - The Role of Character Strengths Use At Work - I C. HarzerUniversity of Kassel, Germany Character strengths are positive traits that are hypothesized to contribute to human thriving. However, the study of the effects oftheir active use on work-related functioning is only in its beginning. The proposed symposium attempts to further fill this gap, and toprovide theories and evidence for positive outcomes of work-related strengths use, mechanisms underlying these relations, andorganizational antecedents of strengths use at work.

There are two symposia on “The Role of Character Strengths Use At Work”. “The Roleof Character Strengths Use At Work – I” is composed of three presentations by researchers from Universities in Germany and theNetherlands.

“The Role of Character Strengths Use At Work – II” is composed of three presentations by researchers from Universities inGermany, Israel, and the Netherlands. There will be presentations of cross-sectional, cross-cultural, and intervention studies examiningvarious samples (i.e., trainees and professionals from the health sector, teachers, blue-collar workers, mixed samples of working adults) toinvestigate the role of strengths use and perceived organizational support for strengths use for outcomes like well-being, burnout, positiveexperiences at work, and job performance. Theoretical and practical implications of the results as well as open questions for futureresearch will be discussed.

Keywords • character strengths, strengths use, cross-sectional, cross-cultural, intervention, work-related outcomes

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AS02B - Theoretical background, operationalization, and results from cross-sectional and intervention studieson role of strengths use at work for job-related outcomes C. HarzerUniversity of Kassel, Department of Psychology, Section on Psychological Assessment, Hollaendische Str. 36-38, 34127Kassel, Germany The Values in Action classification introduces 24 trait-like character strengths. They can be ranked for each individual with respect tohow central they are; the most central ones are called signature strengths. The use of signature strengths is expected to foster positiveoutcomes. This was tested empirically in the work-context.

Person-job fit was operationalized as the number of signature strengths thatcan be applied at work (i.e., situational circumstances allow for it). Five samples of employees (N1 = 1’111; N2 = 111; N3 = 318; N4 = 108; N5= 101) completed measures for character strengths as traits, their applicability at work, and various outcomes at work. In sample 2, alsocolleagues judged applicability of character strengths. In sample 4, also supervisors rated employees’ job performance. Sample 5participated in a 4-week, random-assignment, placebo-controlled intervention targeting the increase of strengths-related person-job fit.Employees applying four and more signature strengths reported the highest scores in satisfaction, pleasure, engagement, and meaning atwork as well as calling (sample 1 & 2). The number of signature strengths applied at work was related to self- and supervisory rated taskperformance, job dedication, interpersonal facilitation, and organizational support (sample 3 & 4). Data analyses of sample 5 showed asignificant increase in calling in the intervention group but not in the control group; this higher level remained six months later.Participants were highly educated; future studies might specifically recruit samples with low or medium education. For interventions alonger training period and periodic meetings seem to be useful to improve effects. Results can be interpreted as empirical evidence for thetheoretical assumptions of the impact of the use of signature strengths. Furthermore, fostering the application of signature strengths inemployees might be a useful tool for HR development.

Keywords • character strengths, application of character strengths, signature strengths, application of signature strengths, jobperformance, calling

AS02C - Strengths use at work and well-being: A cross-cultural comparison Byron G. Adams (1)Carmen Buzea (2)Ana-Maria Cazan (2)Mihaela Gotea (2)Lusanda Sekaja (3)Delia Stefenel (4)(1) Tilburg University, the Netherlands & University of Johannesburg, South Africa(2) Transilvania University of Brasov, Romania(3) University of Johannesburg, South Africa(4) Lucian Blaga University of Sibiu, Romania Individual strengths manifest themselves in activities that an individual performs with pleasure and proficiency.

Prior research hasshown that using individual strengths either in one’s personal life or at work is related to a range of positive outcomes associated withindividual well-being, including increased self-esteem, vitality, positive experiences, and positive affect (e.g., Harzer & Ruch, 2013; Wood etal., 2011). Given the positive relationship between strengths usage and indicators of well-being, organizational decision makers arebecoming more interested in implementing strategies to support employees in the use of their strengths. In other words, they aim toincrease perceived organizational support for strengths use (POSSU) to foster greater employee well-being.

Offering organizationalsupport for strengths use may be argued to be a viable organizational strategy to increase well-being. However, one might reason thatemploying one’s strengths and realizing one’s potential plays in particular to values that are prevalent in individualistic (e.g., concern forone’s own interests) and/or masculine (e.g., achievement orientation) cultures (cf. Hofstede, 1984). In the context of this study, we aim toexamine whether the effects of POSSU on diverse indicators of well-being would be similar across cultural contexts.To explore the potential effect of culture on the relationship between POSSU and employee well-being, data has been collected among N =1,170 employees in four different cultural contexts: (1) the Netherlands, characterized by high individualism and low masculinity; (2)Romania, characterized by low individualism and low masculinity; (3) the UK, characterized by both high individualism and highmasculinity; and (4) South Africa, characterized by changing cultural values, that is, historically rather moderate yet increasingindividualism and historically moderate, yet decreasing masculinity (cf. Taras et al., 2012). Respondents were asked to rate their perceivedorganizational support for strengths use, as well as various measures of general and work-related well-being including satisfaction withlife, work engagement, and burnout.Detailed analyses still have to be conducted, but will include testing measurement invariance of the POSSU scale, and a cross-countrycomparison of the relationship between POSSU and employee well-being using Multi-group Structural Equation Modeling. We will discussimplications of

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POSSU for well-being and will provide recommendations for organizational practitioners operating across different culturalcontexts.

Keywords â&#x20AC;˘ Culture, Employees, Perceived Organizational Support for Strengths Use, Strengths, Well-being References: Harzer, C., & Ruch, W. (2013). The application of signature character strengths and positive experiences at work.

Journal of HappinessStudies, 14(3), 965-983. doi: 10.1007/s10902-012-9364-0Hofstede, G. (1984). Cultural dimensions in management and planning. Asia Pacific Journal of Management, 1(2), 81-99. doi:10.1007/bf01733682Taras, V., Steel, P., & Kirkman, B. L. (2012). Improving national cultural indices using a longitudinal meta-analysis of Hofstede'sdimensions. Journal of World Business, 47(3), 329-341. doi: http://dx.doi.org/10.1016/j.jwb.2011.05.001Wood, A. M., Linley, P. A., Maltby, J., Kashdan, T. B., & Hurling, R. (2011). Using personal and psychological strengths leads to increasesin well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and IndividualDifferences, 50(1), 15-19.

AS02D - Character strengths use in nursing trainees and professionals C. Harzer (1)K. Hoffmann (1)(1) Psychological Assessment, Department of Psychology, University of Kassel, Holländische Strasse 36-38, Kassel 34127,Germany Research showed significant relations between the number of applied signature strengths and positive workrelated outcomes (e.g.,Harzer & Ruch, 2013, 2014, in press). In these studies primarily mixed samples of employees were studied. To get an overview on jobspecificeffects, the study at hand examines strengths use in nursing trainees and professionals. In this job group emotional workdemands and time pressure are high (e.g., Landsbergis, 1988), which may foster stress and turnover. Therefore, in the present studynegative work-related outcomes were of interest as well. The study was aimed at examining three research questions: (1) Is the number ofapplied signature strengths higher in professionals than in nursing trainees? (2) Is the number of applied signature strengths at workrelated to outcomes in nurses? (3) Does need satisfaction mediate the relations between the number of applied signature strengths andoutcomes?Participants are trainees and professionals in nursing from German hospitals. They filled in an online survey including reliable and validmeasures assessing character strengths as traits, applicability of character strengths at work, fulfillment of the basic needs at work,positive job outcomes (i.e., job satisfaction and perceived meaning of work), and negative job outcomes (i.e., stress and intention to quit).Participants received automatically generated individual feedback on their results immediately after completing the survey, if interest wasexpressed.Data collection is still ongoing. However, results will show whether there are significant differences between trainees and professionals inthe number of applied signature strengths. We assume that the novelty of work environment could be a hindrance for strengths usewithin the trainee group, whereas tenured employees are achieving a better fit between their strengths and their job environment,because job tenure facilitates experiences regarding the use of signature strengths to achieve working goals. Furthermore, we expect thatoutcomes significantly relate to the number of applied signature strengths in the total sample. In line with person-environment fit theory(e.g., Kristof 1996) positive outcomes like job satisfaction and meaning should be higher when the number of applied strengths is high;whereas intention to quit and perceived work stress should be lower when the number of applied strengths is high. Finally, data analysiswill show whether need satisfaction mediates the relation between the number of applied signature strengths and outcomes, as it wasexpected in line with the self-determination theory (Deci & Ryan, 1985).Results can be interpreted as empirical evidence for the theoretical assumptions of the impact of the use of signature strengths. Practicalimplications concern strengths use early in apprenticeship and at the job.

Limitations regarding research design and open questions willalso be discussed.

Keywords â&#x20AC;˘ character strengths, signature strengths, applicability of strengths, nursing trainees, health care, job satisfaction,meaning at work, intention to quit, job stress, need satisfaction References: Deci, E. L., & Ryan, R. M. (1985). Intrinsicmotivation and self-determination in human behavior. New York: Plenum Press.Harzer, C., & Ruch, W. (2013). The application of signature character strengths and positive experiences at work. Journal of HappinessStudies, 14, 965-983. doi:10.1007/s10902-012-9364-0Harzer, C., & Ruch, W. (2014).

The role of character strengths for task performance, job dedication, interpersonal facilitation, andorganizational support. Human Performance, 27, 183-205. doi:10.1080/08959285.2014.913592Harzer, C., & Ruch, W. (in press).

Your strengths are calling: Preliminary results of a strengths-based online-intervention to increasecalling. Journal of Happiness Studies. doi:10.1007/s10902-015-9692-yKristof, A. L. (1996). Person-organization fit: An investigative review of its conceptualizations, measurement, and implication. PersonnelPsychology, 49, 1-49.

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doi:10.1111/j.1744-6570.1996.tb01790.xLandsbergis, P. A. (1988). Occupational stress among health care workers: A test of the job demands-control model. Journal ofOrganizational Behavior. 9, 217-239. doi:10.1002/job.4030090303

AS07A - The Role of Character Strengths Use At Work– II C. HarzerUniversity of Kassel, Department of Psychology, Section on Psychological Assessment, Hollaendische Str. 36-38, 34127Kassel, Germany Character strengths are positive traits that are hypothesized to contribute to human thriving. However, the study of the effects oftheir active use on work-related functioning is only in its beginning. The proposed symposium attempts to further fill this gap, and toprovide theories and evidence for positive outcomes of work-related strengths use, mechanisms underlying these relations, andorganizational antecedents of strengths use at work.

There are two symposia on “The Role of Character Strengths Use At Work”. “The Roleof Character Strengths Use At Work – I” is composed of three presentations by researchers from Universities in Germany and theNetherlands.

“The Role of Character Strengths Use At Work – II” is composed of three presentations by researchers from Universities inGermany, Israel, and the Netherlands. There will be presentations of cross-sectional, cross-cultural, and intervention studies examiningvarious samples (i.e., trainees and professionals from the health sector, teachers, blue-collar workers, mixed samples of working adults) toinvestigate the role of strengths use and perceived organizational support for strengths use for outcomes like well-being, burnout, positiveexperiences at work, and job performance. Theoretical and practical implications of the results as well as open questions for futureresearch will be discussed.

Keywords • character strengths, strengths use, cross-sectional, cross-cultural, intervention, work-related outcomes

AS07B - Enhancing employees’ self-efficacy, performance and personal growth with a strengths intervention M. van Woerkom (1)C. Meyers (2)(1) Department of Human Resource StudiesTilburg University, the Netherlands(2) Tilburg University, the Netherlands A strengths intervention is a process designed to identify the strengths in an individual, and to encourage the individual to developand use their strengths, whatever they may be. Prior research has shown that strengths interventions consistently enhance the well-beingof children, adolescents, and adults (Quinlan et al., 2012).

However, only few studies have investigated strengths interventions in the workcontext. In this study, we reasoned that strengths interventions should enhance employees’ self-efficacy and performance becauseapplying strengths leads to mastery experiences, which in turn have been linked to higher levels of self-efficacy and increasedperformance. Moreover, we expected that a strengths intervention would enhance personal growth initiative, a set of skills for selfimprovement(Robitschek, 2012), because developing strengths leads to steep learning curves, energy, vigor, and vitality which can serveas a driving force for intentional growth and development (Govindji & Linley, 2007; Wood, Linley, Maltby, Kashdan, & Hurling, 2011). Inorder to test our hypotheses, we conducted a field experiment with a sample of 187 participants working in an employment agency or inprimary education. Participants were assigned to either the experimental group or the waitlist-control group.

Data were collected with theuse of questionnaires prior to the intervention and one month after the intervention.

The intervention included two three-hour workshops(3-4 weeks in between) in groups of 13-24 participants led by two professional trainers. The first workshop consisted of activities aimed atdiscovering strengths (e.g. by means of a success interview and a strengths tests) and the design of an experiment in the workplace to useand develop one’s strengths. The second workshop included a reflection on this experiment, feedback from colleagues, and the design of anew experiment. The results show that the intervention had a positive effect on perceived performance and self-efficacy. The effect onpersonal growth initiative appeared to be moderated by strengths awareness and by tenure, in such a way that especially participantswith relatively low levels of strengths awareness and relatively long tenure (and high age) benefitted from the intervention in terms oftheir personal growth initiative. Probably, longer tenured (and older) workers have a higher need to adjust their job to their strengths,based on their changing motives, and their higher need for prioritize short-term emotionally meaningful goals such as feeling authenticand intrinsically motivated when applying their strengths. Moreover, the self-knowledge that older employees have gained over the years,and the often higher, more autonomous positions they have taken (Wright & Hamilton, 1978; Ng & Feldman, 2010) may empower olderworkers to capitalize on their strengths once they have been instructed on how to do so by the intervention.

Keywords • strengths intervention, self-efficacy, performance, personal growth initiative, older workers

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AS07C - When theory and research collide: Examining correlates of signature strengths use at work H. Littman-Ovadia (1)S. Lavy (2)M. Boiman-Meshita (1)(1) Department of Behavioral Sciences and Psychology, Ariel University, 40700 Ariel, Israel(2) Department of Leadership and Policy in Education, University of Haifa, 199 Aba Khoushy Av., Mount Carmel, Haifa, 3498838, Israel Signature strengths are individuals’ highest-ranked strengths, those that they own, celebrate, and frequently exercise. Their use hasbeen theorized to elicit positive affect, and contribute significantly to individuals' functioning and well-being. The present study examinedtwo elements of these ideas in the work arena: (a) Associations of strengths use at work with work outcomes, focusing on differences inthe associations of signaturestrengths use, lowest-strengths use, and happiness strengths-use at work; (b) The role of positive affect inmediating these associations. The study included an international sample of 1031 working adults, who completed self-report measures ofthe strengths they possess, the strengths they use at work, and several measures related to attitudes and functioning at work (i.e., workmeaningfulness, engagement, job satisfaction, performance, organizational citizenship behavior, and counterproductive work behaviors).The results generally indicated that the use of all kinds of strengths had positive correlates. As expected, using signature strengths hadthe highest, robust unique contribution to behavioral outcomes (performance, organizational citizenship behavior, and lowercounterproductive work behavior). However, unexpectedly, using happiness strengths (and not signature strengths) had the highest,robust unique contribution to psycho-emotional work-related outcomes (work meaningfulness, engagement, and job satisfaction).Positive affect mediated the association between strengths use and all work-related outcomes for the three kinds of strengths, when eachwas examined separately. However, when uses of the three kinds of strengths were examined together in an integrative SEM model,positive affect mediated the effects of lowest strengths use and those of happiness strengths use, but not the effects of signaturestrengths use. These findings highlight the differential benefits of using different kinds of strengths, and suggest that additional (anddifferent) mechanisms may underlie these effects. These results call for further exploration of the effects of using different kinds ofstrengths at work.

Keywords • character strengths, strengths use, work-related outcomes, signature strengths, lowest strengths, happiness strengths

AS07D - Strengths use and work-related outcomes in occupations with low and high skill levels C. HarzerUniversity of Kassel, Department of Psychology, Section on Psychological Assessment, Hollaendische Str. 36-38, 34127Kassel, Germany The use of signature strengths is expected to foster positive outcomes (Peterson & Seligman, 2004), which is in line with personenvironment(PE) fit theory (e.g., Kristof, 1996). The underlying assumption of the PE fit theory is that the closer the match between theperson and the environment, the better the outcomes and that people are more likely to thrive. Strengths-related person-job fit wasoperationalized as the number of signature strengths that can be applied at work (i.e., situational circumstances allow for it). Studiesshowed that employees applying four and more signature strengths reported the highest scores in positive work-related outcomes likesatisfaction and meaning at work (e.g., Harzer & Ruch, 2012, 2013). However, samples of theses studies were very highly educated andparticipants primarily worked in complex occupations on Skill level 4 (e.g., teachers, managers; International Labor Office, 2012). Theconclusion regarding an “ideal number” of applied signature strengths might be different in less complex occupations on Skill level 1 or 2(e.g., blue-collar workers, facility managers; International Labor Office, 2012). It was hypothesized that the number of applied signaturestrengths needs to be higher in more complex jobs than in less complex ones, because a close match might be achieved faster in lesscomplex jobs as tasks show less variety. The present study aimed at examining the relation between the number of applied signaturestrengths at work and positive work-related outcomes in a sample of teachers (N = 359) and a sample of blue-collar workers (data iscurrently being collected). Participants filled in reliable and valid measures assessing character strengths as traits, applicability ofcharacter strengths at work, and positive workrelated outcomes (i.e., job satisfaction, enjoyment, flow, perceived meaning of work) in anonline survey. A character strength among the seven highest was defined as being applied by an individual, if (a) a strengths was rated asat least “often” applicable at work and if (b) the score of the character strengths as trait was equal to possessing a character strength atleast slightly. Furthermore, a composite score for positive experiences at work was computed by conducting a principal axis analysisutilizing job satisfaction, enjoyment, flow, and perceived

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meaning of work as variables; factor scores were computed by means ofregression. Participants, who applied 0-2 signature strengths at work, were below the average level of positive experiences at work.Participants who applied 3 or 4 signature strengths were around average level, and those who applied 5-7 signature strengths reportedthe highest levels of positive experiences at work. Latest results from the sample of blue-collar workers will be presented as well. The talkwill conclude with limitations regarding research design and open questions. Finally, theoretical and practical implications will bediscussed.

Keywords • character strengths, application of character strengths, signature strengths, application of signature strengths, jobsatisfaction, enjoyment, flow, perceived meaning of work References: Harzer, C., & Ruch, W. (2012). When the job is acalling: The role of applying one’s signature strengths at work. The Journal of Positive Psychology, 7, 362-371.doi:10.1080/17439760.2012.702784Harzer, C., & Ruch, W. (in press).

Your strengths are calling: Preliminary results of a strengths-based online-intervention to increasecalling. Journal of Happiness Studies. doi:10.1007/s10902-015-9692-yInternational Labor Office. (2012). International Standard Classification of Occupations (ISCO-08). Geneva, Switzerland: InternationalLabor Organization.Kristof, A. L. (1996). Person-organization fit: An investigative review of its conceptualizations, measurement, and implication.

PersonnelPsychology, 49, 1-49. doi:10.1111/j.1744-6570.1996.tb01790.xPeterson, C., & Seligman, M. E. P. (2004).

Character strengths and virtues: A handbook and classification. Washington, DC: AmericanPsychological Association.

AS17 - Positive Psychology in Business: Making a positive impact on leaders and their organizations 1) Jan Walburg2) Juan Humberto Young3) Alberto Ribera1) University of Twente, Trimbos-instituut, Erasmus Universiteit Rotterdam, Jellinek, Amsterdam, The Netherlands.2) Academic Director of Executive Master in Positive Leadership and Strategy at IE University, School of Social, Behavioral & DataSciences.3) Academic Director of IESE coaching unit and Professor at IESE, Spain. Created joint program on Positive Leadership with MichiganRoss Business School.

Business school professors are at the forefront of innovative research and rethinking how to teach leaders. This symposium featuresthree distinguished professors who are pioneering positive psychology’s application within their schools and with organizations. Theseprofessors are uniquely capable of assimilating endless research studies, while also refining teaching principles that students will apply toreal-world situations. Perhaps most valuable, these professors have created feedback loops with partner organizations to bring practicallearning and research from organizations back into the classroom.This symposium uses a moderated discussion format to advance the insights and experience of this panel of professors. Emphasis will beplaced on exploring pedagogies, curriculum, research, and student and organizational results.Discussion questions will include:• How have these professors made the business case for including positive psychology-based courses?• How has this influenced their school’s learning agenda and culture?• How are schools partnering with organizations to apply positive psychology, and what has been the impact on organizationalhealth, profits, and other meaningful metrics?• Where can business schools go deeper or wider with positive psychology?As President of IPPA’s Work & Organization Division, the chair has the possibility of bringing additional questions from division membersto enrich this session’s conversation.

Keywords • leadership, organizations, applied positive psychology, business school education

ORGANIZATION AND/OR LEADERSHIP • INVITED SYMPOSIUM IS04A - Economy and Positive Psychology C. SenikParis School of Economics, France Economy and Positive Psychology

IS04B - Teaching methods, non-cognitive skills and happiness. Evidence from matched teacherpupil Britishdata S. FlecheLondon School of Economics, UK

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There is consistent evidence that schooling plays a major role in determining children’s wellbeing and life chances.

This paperestimates the importance of good quality teaching. I use unusually rich matched pupil-teacher survey data from UK primary schools. Myresults suggest that teachers are important inputs in pupil cognitive skills (measured by math test scores) as well as non-cognitive skills(measured by emotional health and socialbehaviours). In addition, teacher ability to improve math test scores is weakly correlated withteacher ability to improve non-test score outcomes. I then decompose these measures of teacher effectiveness into different teachercharacteristics. I find that teacher job satisfaction and teaching methods are the key drivers to improve pupils' wellbeing.

IS04C - Unemployment benefits and job satisfaction: evidence from Germany A. GeorgieffParis School of Economics, France This paper exploits a major reform of the German unemployment benefit system to investigate the relationship betweenunemployment benefit generosity and workers’ job satisfaction. In 2005, the Hartz IV reform reduced the duration of short-termunemployment insurance and decreased the amount of long-term unemployment assistance. It resulted in a well-documented increase inthe job finding rate, due to a higher search effort and increased incentives to accept less good jobs. Using 11 years of SOEP data onworkers from 23 industries, I evaluate how those changes affected workers’ job satisfaction. I present evidence that the industry-levelnatural hiring rate determined by product demand or technologies – provides exogenous variation in the extent to which Hartz IVaffected jobseekers’ behaviour. Based on a difference-in-difference approach, the results highlight detrimental consequences in terms ofjob satisfaction.

IS04D - Work-time duration and subjective wellbeing: evidence from a French reform A. LepinteurParis School of Economics, France Policies designed to decrease the actual number of working hours can be implemented to reduce unemployment and are usuallyassumed to improve the life quality of workers. Nevertheless, if several contributions already discussed the efficiency of the work-sharingdimension of those policies, little efforts had been devoted to identify how satisfaction of workers really responds to mandatoryreductions in working time. Using data from the European Household Community Panel, this paper evaluates the impact of an exogenousreduction in weekly working hours induced by a reform implemented in France. Based on difference-in-difference approaches, resultssuggest that reducing working hours generated significant and robust increases in job satisfaction and leisure satisfaction. However, theaverage positive impact on subjective well-being does not seem to be homogeneous and the reduction of working hours benefitsdifferently to workers.

ORGANIZATION AND/OR LEADERSHIP • WORKSHOP W10A - Building a Strengths-Based Culture in Organizations S. LangleyEmotional Intelligence Worldwide, Australia Strengths are an integral part of positive approaches to promote thriving in individuals and organizations, and are associated withsignificant benefits such as increased wellbeing, goal attainment, performance and engagement.

Realizing strengths and the energy thatfuels them is a natural route to enhancing valued business outcomes such as job satisfaction, employee engagement, employeecontribution and collaboration while at the same time enabling people to fulfill their potential and become the best they can be.Coaches, consultants and human capital leaders can help organizations shift focus from fixing problems and weaknesses to buildingstrengths and identifying opportunities to leverage them through strengths-based organizational development approaches such asAppreciative Inquiry. A strengths approach can be used throughout the employee life-cycle: from talent selection and recruitment toleadership and team development, and outplacement. Perhaps most importantly, it can reach beyond traditional approaches to accesshidden value and talent that can re-engage and invigorate individuals and the whole organization.While strengths is a flourishing field, fuelled by a plethora of scholarly and popular books, research and assessment methodologies, it isstill a young and developing area, with intervention studies producing mixed results. Practice has outpaced research and practitionersoften lack nuanced understandings of how to successfully apply recommended approaches in the workplace and achieve the outcomesindicated by research.Sue Langley will explore emerging research, approaches and tools and how to apply them with individuals and teams to build a strengthsbasedculture that brings out the best in people and the

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organization. Drawing on her expertise training coaching practitioners,consultants, human capital managers and leaders as a Master Trainer in R2 Strengths Profiler and her experience building strength-basedcultures in global organizations, she will translate research into practical applications and share success strategies to introduce andembed a strengths approach.Participants will gain an overview of the most widely used strengths tools, and the research behind them, and explore how to use them tobring strengths to life in the workplace. They will learn how to discover and engage people’s strengths through fun activities such asStrengths Spotting and Strengths Cards, going beyond simple “identify and use” approaches to open up rich opportunities for learningand development for themselves and their clients. These techniques can be applied with individuals and groups and adopted throughoutthe workplace for a multiplier effect. The session will also discuss strengths-based approaches to talent and performance managementand how to ensure strengths initiatives are supported and embedded by leaders and HR teams at all levels of an organization.

Keywords • Strengths, organizations, workplace, culture References: Biswas-Diener, R., Kashdan, T.B., & Minhas, G. (2011).A dynamic approach to psychological strength development and intervention. The Journal of Positive Psychology, 6(2): 106–118.Biswas-Diener, R. (2010). Using your best to make you better. In Practicing Positive Psychology Coaching: Assessment and Strategies forSuccess. Hoboken, NJ: Wiley, pp. 19–38.Garcea, N., Harrison, R., & Linley, P.A. (2014). Living the future: A strengths-based example of restructure and culture at BoehringerIngelheim. Strategic HR Review, 13(3): 111.Garcea, N., Isherwood, S., & Linley, P.A. (2011). Do strengths measure up? Strategic HR Review, 10(2), 5–11.Linley, P.A., & Minhas, G. (2011). The strengths of the strengthspotter: Individual characteristics associated with the identification ofstrengths in others. International Coaching Psychology Review, 6(1): 6–16.Linley, P.A., Woolston, L., & Biswas-Diener, R. (2009). Strengths coaching with leaders. International Coaching Psychology Review, 4(1):20–31.Linley, P.A. (2008). Average to A+: Realising Strengths in Yourself and Others. Coventry, UK: CAPP Press.Smedley, T. (2007).

The powers that BAE. People Management, 13(22): 40–43.Van Woerkom, M., & Meyers, M. C. (2015). My strengths count! Effects of a strength based psychological climate on positive affect andjob performance. Human Resource Management, 54(1), 81–103.

W11A - How to teach and embed wellbeing at work– summary content of a successful 3 day series P. RobinsonSydney Business School,University of Wollongong,1 Macquarie PlaceSYDNEY NSW 2000 A report by OECD (2015) suggests that mental illness is responsible for a significant loss of labour supply, high rates ofunemployment, a high incidence of illness, absence and decreased productivity at work. Hence, an urgent need exists for organisations toinvest in an integrated and proactive approach to mental illness prevention and wellbeing promotion and engagement (Bloom et al., 2011).Research into wellbeing at work is encouraging, for example, return on investment (ROI) analysis by Price Waterhouse Coopers (2014)suggests that every dollar spent on effective workplace mental health actions can generate $2.30 in benefits to an organisation.Consequently, wellbeing is becoming increasingly important to leaders and organisations not only for corporate governance and socialresponsibility strategies but as part of cost reduction, risk mitigation and positive outcomes in ROI (e.g., Cameron, 2013). However,instead of wellbeing being viewed as a form of ‘competitive edge’, the perception of wellbeing at work has often been associated with ‘softskills’ or with the stigma of mental illness. As a consequence, wellbeing strategies and practices in organisations are often reactive,sporadic and tokenistic..Whilst this growing body of research on wellbeing at work will have a significant impact on corporate behaviour in the future, there is apaucity of education initiatives detailing how the evidence-based topics associated to wellbeing can be integrated and embedded in apractical and sustainable way within an organisation (Robinson & Oades, in press).

Sydney Business School has identified wellbeing as aninnovative area of research and practice for leaders and educators and recently commissioned a series of lectures on the practicalapplication of the wellbeing research as part of the Executive Masters in Business Administration (EMBA).This workshop gives participants a detailed summary of the 3 day series and how to teach and apply the research into their own or theirclient's work context.

Formal feedback from EMBA leaders was excellent and suggested that the mental fitness analogy utilised as aframework for the series was extremely helpful in achieving buy-in from the leaders by communicating wellbeing in a language that waseasy to understand and free of the stigma associated to mental health (Robinson, Oades & Caputi, 2014).Specific topics presented in the workshop will include:- self-awareness leads to self management at work- mental health and wellbeing research associated to organisational outcomes- organisational virtuousness & resiliency during times of change and challenge- how to leverage strengths at work- a job crafting exercise- a

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meaning at work exercise- how to improve positive relationships, positive networks and high quality connections at work- simple ways to design and maintain positive & regular communication strategies and practices at workEach participant will receive a copy of the slides and support handouts so they can immediately implement the learning back in theirteaching environment or specific workplace.

Keywords • positive organisations, positive psychology, leadership, practical application References: Bloom, D.E.,Cafiero, E.T., Jané-Llopis, E., Abrahams-Gessel, S., Bloom, L.R., Fathima, S., Feigl, A.B., Gaziano, T., Mowafi, M., Pandya, A., Prettner, K.,Rosenberg, L., Seligman, B., Stein, A.Z., & Weinstein, C. (2011). The Global Economic Burden of Noncommunicable Diseases. Geneva:World Economic Forum.Cameron, K. (2013). Practicing Positive Leadership: Tools and Techniques That Create Extraordinary Results. San Francisco: Berrett-Kohler.OECD (2015), Fit Mind, Fit Job: From Evidence to Practice in Mental Health and Work, Mental Health and Work, OECD Publishing, Paris.Price Waterhouse Coopers. Creating a mentally healthy workplace – return on investment analysis. The Mentally Healthy WorkplaceAlliance, beyondblue, Final report, March 2014, p.4.Ross School of Business, University of Michigan http://positiveorgs.bus.umich.eduRobinson, P., & Oades, L.G. Mental Fitness at Work. In Oades, L.G., Steger, M., Delle-Fave, A., & Passmore, J. (Eds.) (in press) The Wiley-Blackwell Handbook of the Psychology of Positivity and Strengths-Based Approaches at Work. London: Wiley-Blackwell.Robinson, P. L., Oades, L. G., & Caputi, P. (2014). Conceptualising and measuring mental fitness: A Delphi study.International Journal of Wellbeing, 5(1), 53-73.Robinson, P.L., Oades, L.G., & Caputi, P. (2014). Conceptualising and measuring mental fitness. Ph.D thesis. University of Wollongong,Australia.Sydney Business School, University of Wollongong. https://sydneybusinessschool.edu.au

W11B - Humor in Management B. EddaUniversity of Bifrost, Iceland Using humor in the right way can be motivating, energizing and persuasive, especially in the working environment.

That is why it isvery efficient to share the skills of humor. In this workshop we focus on both the proven techniques and the pitfalls of using humor ineither a social or business setting. Participents will learn that it is not about just being funny, it is both an art and science.Participants will also develop an understanding of the elements of humor and how to practice techniques for its comfortable use in avariety of settings.The use of humor in the workplace has invigorated employees in many fields of work and as a result one might conclude that theappropriate useage and practice of humor is positive, constructive and a unifying force.Humor can also cause division and disharmony for instance when applied in the form of mockery and cynicism. Consequently a refinedselectivity is of great importance in the choice of words or actions in order create delight or comicality. The biggest part in this regard is ofcourse played by the leaders and the management. A great number of people within their ranks have claimed that with the appropriatepractice of humor, operations of businesses have for the most part become more effective and much easier to handle.By systematically furnishing their employees with a clear design in order tocreate a favorable work atmosphere, prosperity and job satisfaction has increased considerably and in consequence these businesseshave achieved outstanding results. People typically approach pleasure and avoid pain. Finally, humor smoothes potentially awkwardsocial and cultural interactions.Think about how much easier an uncomfortable situation can be when humor is available. Notsurprisingly, humorous people receive positive attention and admiration.

Keywords • Humor. Management. Leadership. Workplace References: Acid-tongued Bernard Levin, master of mockeri, diesat 75. (2004, 11. ágúst). TheSidney Morning Herald. Sótt 10. júní 2013 afhttp://www.smh.com.au/articles/2004/08/10/1092102456031.htmlÁsta Dís Óladóttir og Ragnhei ur Jóhannesdóttir (2008). Íslenskir stjórnendur ínorrænum samanbur i. Bifrost Journal of Social Science, 2, (.4767.Aufrecht, S.E (2001) Why should a manager cross the road? The appropriate use ofhumour in public organizations. Proceedings, Critical Management Studies,Manchester School of Management, UMIST, Manchester. Sótt 20. mars 2013 afhttp://merlin.mngt.waikato.ac.nz/ejrot/cmsconference/2001/Papers/Humour%20and%20Irony/Aufrecht.pdfA volio, B. J. , Howell, J. M. og Sosik, J. J (1999). A funny thing happened on the way tothe bottom line: Humor as a moderator of leadership style effect. Academy ofManagement Journal,42 (2), 219-227.Barsoux, J. L (1996) Why Organisations need Humor.Europian Management Journal, 14,500-508.Bartol, K. M. og Butterfield, D. A (1976).

Sex effects in evaluating leaders. Journal ofApplied Psychology, 61(4), 446-454.Bass, B. M., og Avolio, B. J (1994).

Improving organizational effectiveness throughtransformational leadership. Beverly Hills: Sage.Bass, B. M., og

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Avolio, B. J (1997). Full range of leader- ship: Manual for the MultifactorLeadership Quesionnaire.t Redwood City: Mind Garden.Bennett H (2003) Humor in medicine. South Med Journal, 96, 1257–61.Bennett, Marie P., og Lengache, Cecile A (2006) Humor and Laughter may InfluenceHealth I. Evidence-Based Complementary and Alternative Medicine, 3(2), 187-190Bennett, Mary P., Zeller, Janice M., Rosenberg, L., og McCann, J. (2003). The effect ofMirthful Laughter on Stress and Natural Killer Cell Activity. AlternativeTherapies in Health and Medicine, 9(2), 38 - 45Boffay, D. (2012, 20. maí). Why women's jokes fall flat in the boardroom. The Observer.Sótt 20.júní 2013 af http://www.more.com/boardroom-humor-womenBogdan, R. C. og Biklen, S. K. (2007). Qualitative Research for Education – AnIntroduction to Theories and Methods. Boston: Pearsons og Allyn & Bacon.Bonaiuto, M., Castellana, E. og Pierro, A (2003) Arguing and laughing: The use of humorto negotiate in group discussion.

International Journal of Humor Research, 16(2),183–223.Bremmer, J. og Roodenburg, H (1997) A Cultural History of Humour. Oxford: BlackwellPublishers Ltd.Clouse, R. W., og Spurgeon, K. L (1995). Corporate analysis of humor.

Psychology—AQuarterly Journal of Human Behavior, (32), 1-24.Crawford, C. B (1994). Theory and Implications Regarding the Utilization of StrategicHumor by Leaders. Journal of leadership and organizational studies,október, 53-68.Drennan, D (1992). Transforming Company Culture. London, McGraw-Hill.Drucker, P. F (2005) The Essential Drucker. New York: Harper Collins Publishers Inc..Drucker, P.F (2007). The Effective Executive. NY, NY,USA: Harper Business.Dundes, A (1987). Cracking jokes: Studies of sick humor cycles & stereotypes. Berkeley:Ten Speed Press. ).Farrell, L (1998). You´ve got to be kidding: Humor as a fundamental management tool.Records Management Quarterly, júlí, vol. 32, p.3.Freud, S (1978) The Joke and Its Relation to The Unconscious. New York: Pelican Books.Fry jr, W.F. (1992). The physiologic effects of humor, mirth, and laughter. Journal of theAmerica Medical Association, 267(Apríl), 1857 - 1858.Fry, W. F. og Savin, W.M (2009). Mirthful laughter and blood pressure. Humor -International Journal of Humor Research, 1(1), 49-62.Gardner, H. og Laskin, E (1996). Leading Minds: An Anatomy of Leadership. New York:Basic Books.Goleman, D (1997) Emotional Intelligence: Why It Can Matter More Than IQ. New York:Bantam Books.Grugulis, I (2002); Nothing serious? Candidate’s use of humour in managementtraining: Expressing and containing resistance. Human Relations, 55(4), 387-406.Gruner, C. R (1997).

The game of humor: A comprehen- sive theory of why we laugh.New Brunswick: TransactionGu mundur G. Gu mundsson (2009). Humor as a competence element for projectmanagers. PM World Today, 11(12), bla sí utal.Gylfi Dalmann A alsteinsson, órhallur Örn Gu laugsson og Ester Rós Gústafsdóttir(2010). Íslensk vinnusta amenning. Sk r og markviss stefna en skortur ásamhæfingu og sam ættingu [rafræn útgáfa]. Íslensk stjórns sla, 6(2), 229251.Holmes, J. og Marra, M (2006). Humor and leadership style. International Journal o fORGANIZATION AND/OR LEADERSHIP • PAPER SESSION

P10C - Creating a tailored approach to working: The design and empirical evaluation of a job craftingintervention R.Baker (1)M. Kern (2)G. Slemp (2)(1) University of Melbourne, Level 3, Raymond Priestly Building, Melbourne, Australia, Vic 3010(2) University of Melbourne, Centre of Positive Psychology, School of Education, Melbourne, Australia, Vic 3010 Organisations are increasingly considering approaches to improve levels of employee well-being, with the hope of enabling a healthierand more productive workforce. Job crafting offers an approach for employees to actively take control of their own well-being. Byenabling employees to proactively shape elements of their role to reflect aspects of their individual talents and interests, their workexperience may become more personalised and meaningful, in turn enhancing employee well-being, health, productivity, and commitmentto the organisation.Although correlational studies support a positive association between job crafting and favourable employee outcomes few job craftinginterventions exist. Using a quasi-experimental design with a wait-list control group, we introduce and test a new job craftingintervention. The training workshop included three components: 1) an introduction to the concept of job crafting, 2) small groupdiscussions of previous experiences of job crafting, and 3) the establishment of job crafting goals. At its core, the workshop aligns withWrzesniewski and Dutton’s (2001) model of job crafting, which includes subcomponents of task, relational, and cognitive crafting.To test the intervention, participants were recruited from a range of occupational areas in a large Australian University. The workshopswere designed in alignment with other training workshops offered by the University. Sessions were delivered in a single 90-minute period,in groups of up to 20 participants to support active discussion. Participants received a job crafting guidance and toolkit. Participantscompleted measures of Job Crafting, Affective Wellbeing, Job Satisfaction, Work Engagement, and Work Performance at baseline, oneweekand one-month post intervention for both groups.

Further measurements will be taken again after 6 and 12 months to consider longtermimpact. Qualitative data about the perceived utility of the program were also collected.Participants found the program useful, applicable

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and personally beneficial. The results suggest that a brief job crafting workshop canbenefit employees.

Implications for employees and leaders will be discussed.

Keywords • Job crafting, Job re-design, Employee Well-being, Engagement, Performance References: Wrzesniewski, A., &Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work.

Academy of Management Review, 26, 179–201.

P10D - Development and Validation of the Collective Psychological Ownership Scale among Social ServiceWorkers S. Su(1)S. Ng(2)(1) Room 7.12 Jockey Club Tower, Centennial Campus, The University of Hong Kong, Pokfulam Road, HK(2)Room 508 Jockey Club Tower, Centennial Campus, The University of Hong Kong, Pokfulam Road, HK Development and Validation of the Collective Psychological Ownership Scale among Social Service WorkersSabrina Xue-Bing Su, Siu-man NgAbstractBackgroundCollective psychological ownership (CPO) refers to the sense shared by group-mates that they jointly owned their organization. CPO is animportant emerging concept but its operationalization still at early stage.ObjectiveThe study aimed to develop and evaluate the Collective Psychological Ownership Scale among social service workers.MethodsExpert panel approach was adopted for scrutinizing the construct, identifying essential domains, and items generation. The panelcomprised experts in mental health social work, I-O psychology and management. The item pool, together with a battery of validationscales formed the basis for an internet-based survey. Through convenience and snowball sampling strategies, social service workers inHong Kong and Guangdong were invited to take part, resulting in 400 completed questionnaires.ResultsExploratory factor analysis revealed a 4-factor 24-item structure. Internal consistency, assessed by Cronbach’s alpha, was satisfactory forwhole and sub-scales. Convergent and divergent validity was supported by correlation with validation scales in expected directions. Thefour factors were named Shared Possessiveness, Shared Identity, Shared Impact, and Shared Future.ConclusionPreliminary psychometric properties of the Scale appear good. It is worthwhile further validating the scale, for examples in differentpopulations and in predicting work burnout and engagement.

Keywords • Keywords: Collective Psychological Ownership; Scale validation; Chinese; Workplace well-being

P10E - Using Emotions Intelligently to Enhance Creativity and Innovation S. LangleyEmotional Intelligence Worldwide, Australia Introduction: Using emotions intelligently—both positive and negative—involves generating and integrating them to enhance thinking,reasoning, problem solving and creativity.Creativity is particularly pertinent for three reasons: 1) creativity has been identified as the next frontier in positive psychology, 2)creativity is increasingly seen as vital to generate innovation that will lead to competitive advantage, and 3) creativity is a complexphenomena associated with both positive and negative emotions, and requires examination of both states to fully understand how tofacilitate and deliver on its potential. The final point is especially timely as positive psychology researchers and practitioners are called tointegrate insights from the negative as well as the positive to develop a more nuanced and balanced approach.Positive moods help with creative tasks, generating more receptive, big picture thinking and a greater number of options. They improveour ability to absorb information, make richer interpretations, manage complexity and solve problems collaboratively and productivity.Positive emotions also broaden and build thought-action repertoires, enhancing intellectual, physical, psychological and social resourcesover time. Neutral or slightly negative moods result in a more careful, systematic, bottoms up processing and better quality arguments,which are important in evaluating creative output. Creativity has also been linked to posttaumatic growth and may help people channelnegative experiences into inspiration and motivation at work.This session briefly presents the results of a study investigating the impact of positive and negative emotions on creative output, andtranslates extant research and findings into applications for practitioners and organizations.Method: The online experiment aimed to induce either positive or negative mood before participants undertook a creative task to identifywhether positive moods lead to higher creative output than negative moods. Video clips induced mood, which was measured by the State-Trait-Cheerfulness Inventory. Creative task output was measured for quantity (number of ideas) and quality (subjective assessment).Results: The study showed evidence of induced mood, and found positive moods were significantly associated with higher quantity ofcreative output than negative moods. Groups did not differ significantly on quality of creative output, although this was evident in

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both.Discussion: This study concludes that positive moods seem beneficial for creative output, both quantity and quality. Limitations includedaccess to validated mood-induction videos, which may have reduced results. Findings add to the data on the impact of emotions oncreativity, contributing further insights about the difference in output between those experiencing positive and negative moods.Implications include the importance of applying emotional intelligence to differentiate between and facilitate emotional states.

Keywords • positive emotions, negative emotions, creativity, innovation, emotional intelligence References: Amabile, T.M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, vol. 50, pp. 367-403.Foregard, M. (2013). Perceiving benefits after adversity: The relationship between self-reported posttraumatic growth and creativity.Psychology of Aesthetics, Creativity, and the Arts, 7(3): 245-264.Forgas, J.P. Vargas, P. & Laham, S. (2005). Mood effects on eyewitness memory: Affective influences on susceptibility to misinformation.Journal of Experimental Social Psychology, 41: 574-588.Forgas, J.P., & Wyland, C.L. (2006). Affective intelligence: Understanding the role of affect in everyday social behaviour, in J. Carriochi, J.P. Forgas, & J. D. Mayer (Eds.) Emotional intelligence in everyday life. Psychology Press, New York.Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist, 56(3): 218-226.Isen, A.M. (1987). Positive affect, cognitive processes, and social behavior. Advances in Experimental Social Psychology, 20: 203-253.Jung-Beeman, M., Bowden, E.M., Haberman, J., Frymiare, J.L., Arambel-Liu, S., Greenblatt, R., Reber, P.J. & Kounios, J. (2004). Neuralactivity when people solve verbal problems with insight. Public Library of Science - Biology, 2(4): 500-510.Salovey, P., & Mayer, J. (1990).

Emotional intelligence. Imagination, Cognition and Personality 9: 185–211.Subramaniam, K., Kounios, J., Parrish, T.B., & Jung-Beeman, M. (2009). A brain mechanism for facilitation of insight by positive affect.Journal of Cognitive Neuroscience, 21: 415-432

P20A - Basic psychological need satisfaction and its impact on turnover intention across industries withinWindhoek, Namibia.

W. R. Pieters (1)(1) University of Namibia Considering the constant changes faced by organisations coupled with high levels of unemployment, skills shortages and the pressureto compete both locally and internationally, organisations need to remain vigilant and be prepared for these challenges. Turnoverintention is something that will remain part of the organisation, bringing catastrophic consequences that lasts long after the employeehas left the organisation. Zhao, Sun, Cao, Li, Duan, Fan and Liu (2012) highlighted the costs associated with turnover to include not onlyfinancial costs but also other costs such as negative job attitudes and poor morale within the organisation. Ryan and Deci (2000) definedbasic psychological need satisfaction as the key nutriment that’s essential for employees to grow, their integrity and health. Basicpsychological need satisfaction consists of the need for autonomy, relatedness and competence (Kovjanic, Schuh, & Jonas, 2013). Whenemployees are given/allowed the necessary autonomy to execute their jobs with the necessary support when required, their levels of selfefficacyand competence will improve (Muller, Alliata, & Benninghoff, 2009; Onyishi & Ogbodo, 2012; Rothmann, Diedericks, & Swart,2013).

When employees experience satisfaction in terms of autonomy and relatedness, they are less likely to experience higher levels ofturnover intention (Rothmann, Diedericks, & Swart, 2013). Relatedness was also found to be one of the key determinants of turnoverintention of employees. The participants were from three different industries namely the insurance, telecommunication and teachingindustry. Questionnaires were distributed in the Khomas region, targeting an insurance firm (n=85), a telecommunication provider (n=37)and different Governmental Secondary schools (n=104) in Windhoek. Making use of Mann-Whitney U and Kruskal-Wallis test, none of thebiographical variables showed significant differences between the groups and how they experienced turnover intention. Making use ofSpearman’s rank order correlation, factor 1 (Overall basic psychological need) recorded a negative statistically significant relation withturnover intention (-.229*). Turnover intention and factor 2 of basic psychological satisfaction (Intimate work relations need) alsorecorded a negative relation although not statistically significant (-.007). Factor 1 (Overall basic psychological need) and 2 (Intimate workrelations need) of basic psychological need satisfaction recorded a positive statistically significant relation of .234* (statisticallysignificant). Managers and employers need to understand the key role they play in enhancing employees level of basic psychological needsatisfaction. When employers and managers know how to ensure fruitful interactions and how they manage and interact with employees,it will already be a positive way to improve basic psychological need satisfaction and reduce turnover intention, coupled with otherpositive work related attitudes.

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Keywords • Turnover intention, basic psychological need satisfaction.

References: Ajala, E. M. (2013). Quality of work lifeand workers wellbeing: the industrial social workers approach. Ife Psychology IA, 21, 2, 46-56.Batt, R. & Valcour, P. M. (2003). Human resources practices as predictors of workfamily outcomes and employee turnover. IndustrialRelations, 42, 2, 189-220.Boonzaier, B., Ficker, B. & Rust, B. (2001). A review of research on the job characteristics model and the attendant job diagnostic survey.South African Journal of Business Management, 32, 1, 11-34.Brimeyer, T. M., Perrucci, R., & Wadsworth, S. M. (2010).

Age, tenure, resources for control, and organisational commitment. SocialScience Quarterly, 91, 2, 511530.Chovwen, C. O., Balogun, S. K., & Olowokere, B. O. (2014). Determinants of job hopping experience among private and public sectoremployees’ turnover intention. Ife PsychologIA, 22, 2, 114-124.Coetzee, M., Schreuder, D., & Tladinyane, R. (2007). Organisational commitment and its relation to career anchors. Southern AfricanBusiness Review, 11, 1, 65-86.De Jagger, J. & Gbadamosi, G. (2010). Specific remedy for specific problem: Measuring service quality in South African higher education.Higher Education, 60, 251-267.Dee, J. R. (2002, November). Turnover intent in an urban community college: Strategies for faculty retention. Paper presented at theannual meeting of Association for the Study of Higher Education (ASHE), Sacramento, CA.Du Plooy, J. & Roodt, G. (2010). Work engagement, burnout and related constructs as predictors of turnover intentions. South AfricanJournal of Industrial Psychology, 36, 1, 1-13.Du Plooy, J. & Roodt, G. (2013). Biographical and demographical variables as moderators in the prediction of turnover intention. SouthAfrican Journal of Industrial Psychology, 39, 1, 112.Geldenhuys, M., Laba, K., & Venter, C. M. (2014). Meaningful work, work engagement and organisational commitment. South AfricanJournal of Industrial Psychology, 40, 2, 1-10.Greenberg, J. (2011). Behavior in Organisations, 10th Edition. South Africa, Cape Town. Pearson.Grobler, P. A., Warnich, S., Carrell, M. R., Elbert, N. F., & Hatfield, R. D. (2011). Human Resource management in South Africa, 4th edition.Cengage Learning EMEA, China.Janik, M. (2012). Well-being of educators in selected secondary schools in Namibia. Unpublished Doctoral dissertation, University ofNamibia, Windhoek.Kovjanic, S., Schuh, S. C., & Jonas, K. (2013). Transformational leadership and performance: An experimental investigation of themediating effects of basic needs satisfaction and work engagement. Journal of Occupational and Organisational Psychology, 86, 543-555.Kumar, A. Abbas, Q., Ghumro, I. A. & Zeeshan, A. (2012). Job characteristics as predictors of job satisfaction and motivation.

AsianJournal of Business and Management Sciences, 1, 4, 206-216.Ladebo, O. L. (2008). Perceived supervisory support and organisational citizenship behaviors: Is job satisfaction a mediator? SouthAfrican Journal of Industrial Psychology, 38, 3, 479-488.Ladebo, O. J. (2009). Emotional exhaustion and strain reactions: perceived organisational support as a mediator. South African Journalof Psychology, 39, 1, 4-58.Lavoie-Tremlay, M., Paquet, M., Duchesne, M., Santo, A., Gavrancic, A., Courcy, F., & Gagnon, S. (2010). Retaining nurses and otherhospital workers: an integrational perspective of the work climate. Journal of Nursing Scholarship, 42, 4, 414-422.Lewin, J. E. & Sager, J. K. (2010). The influence of personal characteristics and coping strategies on salespersons’ turnover intentions.Journal of Personal Selling and Sales Management, 30, 4, 355-370.Luthans, F. (2005). Organisational behavior, 10th Edition. New York, NY: McGraw and Hill.Mahembe, B. & Chipunza, C. (2014). Job satisfaction and work ethics: a comparison between South African and a Zimbabwean group.Interim: Interdisciplinary Journal, 13, 2, 34-46.Marais, E., De Klerk, M., Nel, J. A., & De Beer, L. (2014). The antecedents and outcomes of work-family enrichment amongst femaleworkers. South African Journal of Industrial Psychology, 40, 1, 1-14.Martin, A. (2007).

Employee perception of organisational commitment, job satisfaction and tenure intentions in a postmergerinstitution. Unpublished Masters Dissertation, University of Johannesburg, Johannesburg.Marques, L. A. (2013). Antecedents and outcomes of work-related psychological well-being of staff members of the University ofNamibia. Unpublished Doctoral Dissertation, University of Namibia, Windhoek.Mensele, C., & Coetzee, M. (2014). Job embeddedness, organisational commitment and voluntary turnover of academic staff at a highereducation institution in South Africa. South African Journal of Labour Relations, 38, 1, 9-30.Mitchell, T. R., Holtom, B. C., Lee, T. W., Sablynski, C .J., & Erez, M. (2001). Why people stay: Using job embeddedness to predictvoluntary turnover. Academy of Management Journal, 44, 6, 1102-1121.Mor Barak, M. E., Nissly, J. A., & Levin, A. (2001). Antecedents to retention and turnover among child welfare, social worker, and otherhuman service employees: What can we learn from past research? A review and metanalysis. Social Service Review, 75, 4, 625-661.Mostert, K. (2009). The balance between work and home: the relationship between work and home demands and ill health of employedfemales. South African Journal of Industrial Psychology, 35, 1, 1-8.Muller, K., Alliata, R. & Benninghoff, F. (2009). Attracting and retaining teachers. Educational Management Administration andLeadership, 37, 5, 574-599.Nwadiani, M., & Akpotu, N. E. (2002). Academic staff turnover in Nigerian Universities (1990-1997). Education, 123, 2, 305-317.O’Connell, M., & Kung, M. (2007). The cost of employee turnover. Industrial Management, 49, 1, 14-19.Okediji, A. A., Etuk, A. S., & Anthony, O. U. (2011). Influence of perceived co-worker involvement and supervisory support on jobsatisfaction. Ife PsychologyIA, 19, 1, 543-

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557.Onyishi, I. E. & Ogbodo, E. (2012). The contributions of self-efficacy and perceived organisational support when taking charge at work.South African Journal of Industrial Psychology, 38, 1, 1-11.Popoola, S. O. (2005).

Organisational commitment, job satisfaction and turnover intentions among records management personnel inOndo state civil services, Nigeria. Ife PsycholgIA, 13, 1, 24-38.Price, J. (2001). Reflections on the determinants of voluntary turnover. International Journal of Manpower, 22, 600-624.Rafiee, N., Bahrami, M. A., & Entezarian, S. (2015). Demographic determinants of organisational commitment of health managers in Yazdprovince.

International journal of Management, Accounting and Economics, 2, 1, 91-100.Robbins, S. P., Judge, T. A., Odendall, A. & Roodt, G. (2009). Organizational Behavior, Global and Southern African Perspectives, 2ndEdition.

United States of America, New Jersey. Pearson Education.Rosser, V. J., & Townsend, K. (2006). Determining public 2-year college faculty’s intent to leave: An empirical model. Journal of HigherEducation, 77, 1, 124-147.Rothmann, S., Diedericks, E., & Swart, J. P. (2013). Manager relations, psychological need satisfaction and intention to leave in theagricultural sector. South African Journal of Industrial Psychology, 39, 2, 1-14.Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary EducationalPsychology, 25, 54-67.Silman, F. (2014). Work-related basic need satisfaction as a predictor of work engagement among academic staff in Turkey. SouthAfrican Journal of Education, 34, 3, 1-5.Soltis, S. M., Agneessens, F., Sasovova, Z., & Labianca, G. (2013). A social network perspective on turnover intentions: The role ofdistributive justice and social support. Human Resource Management, 52, 4, 561-584.Sousa-Poza, A., & Henneberger, F. (2004). Analyzing job mobility with job turnover intentions: An international comparative study.Journal of Economic Issues, 38, 1, 113-137.SPSS (2014). SPSS 23.0 for Windows. Chicago, IL: SPSS Incorporated.Stander, M. W., & Rothmann, S. (2010). Psychological empowerment, job insecurity and employee engagement. South African Journal ofIndustrial Psychology, 36, 1, 1-8.Sun, Y., Luo, Z., & Fang, P. (2013). Factors influencing the turnover intention of Chinese community health service workers based on theinvestigation results of five provinces. Journal of Community Health, 38, 1058- 1066.

P20B - The role of personal psychological resources, well-being and happiness in the workplace: A test of theWorkplace Happiness Model.

A. Kun (1) , Y. W. Goh (2)(1) Budapest University of Technology and Economics, Budapest, Hungary(2) University of Southern Queensland, Springfield Central, Australia In recent years, workplace well-being and happiness research has become a key focus within the field of applied positive psychology.Many researchers have demonstrated that happy employees are more productive, more creative, better at solving problems, and exhibitstronger commitment to their work. Recent empirical evidence has also shown that meaningful work or positive workplace relationshipssignificantly contribute to employee’s positive feelings. To date, there are numerous theoretical models and conceptualizations thatpurport to explain the innermechanics of employee well-being and happiness such as flow and engagement by Csikszentmihalyi, 1975;PERMA model by M. Seligman, 2011; and Psychological Capital by Luthans, 2004. This pilot study aims to explore one of the keydeterminants of employee well-being and happiness; that is Personal Psychological Resources. Through the Workplace Happiness Model(WHM), it shows the etiological process of how Personal Psychological Resources (hope, resilience and self-efficacy) interacts with WorkrelatedWell-Being determinants (based on the PERMA model) to bring about Workplace Happiness. Personal Psychological Resourceswere measured by scales that correspond to Luthan’s Psychological Capital concept. Work-related well-being was assessed with a 25-itemselfdeveloped questionnaire based on Seligman’s PERMA model, and Workplace Happiness was tested with a single item related to theexperience of overall happiness at work. The respondents were working adults from Hungary.

They were 201 women and 93 men withmean age of 41.4 years.Path analysis via EQS and Mediation analysis (Baron and Kenny, 1986) were utilized to test the WHM pathways.Results presented a set of significant relationships between key variables of Work-related well-being (i.e. positive emotion,accomplishment and positive relationship) as well as Positive Emotion’s interaction with Personal Psychological Resources and WorkplaceHappiness. Specifically the relationship between Personal Psychological Resources (PR) and Workplace Happiness (H) was primarilymediated by Positive Emotions (PE). Moreover, PR exerted a direct effect on another Work-Related Well-being determinants;Accomplishment at work (A). This relationship was again mediated by PE. Hence, PE could be viewed as an important ingredient in therelationships between PR and H, as well as PR and A. If employee’s PE was compromised, this could potentially influence PR’s impact onemployees’ overall happiness and sense of accomplishment in the workplace. Finally, the results also indicated that PE posed a directimpact on a fellow Work-related Well-being determinant; Positive Relationship. This suggested that the process of establishing a positiverelationship with colleagues required positive emotion on the part of the initiator. Our study

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has produced empirical findings that showpersonal psychological resources as a fundamental precursor to happiness via Work-related Well-being.

Keywords • psychological resources, PERMA, work-related well-being, workplace happiness, model References: 1. M.Csikszentmihalyi (1975). Beyond boredom and anxiety. Jossey-Bass Publishers.2. M.E.P. Seligman (2011).

Flourish. Free Press.3. F. Luthans; K.W. Luthans and B.C. Luthans (2004). Positive Psychological Capital: Beyond human and social capital. BusinessHorizons, 47/1. January-February, p. 45-50.

P20C - The effect of contemplative practices in work settings: A systematic review and metaanalysis G. R. Slemp (1), M. L. Kern (1), H. K. Jach (1), K. Ong (1), and L. E. Waters (1)(1) University of Melbourne, Centre for PositivePsychology, Melbourne Graduate School of Education, Australia Meditation, mindfulness, and other contemplative interventions have received growing interest and support for different populations.To examine the potential application and benefits of such interventions for employees, we systematically reviewed and meta-analysedtheir effect on various psychological and performance-based variables in working adults. Ninety-nine studies (N = 5,949) with non-clinicalworking samples were included in the metaanalysis. Of the 99 studies, 37 identified as mindfulness-based studies, 17 as meditation-basedstudies, and 45 used a variety of activities. Fifty studies utilized a randomized-controlled design, 13 were quasi-experimental, and 36 werea single-sample pre-post design. Fifty studies included follow-up assessments, with the mean length of follow up being 6.75 months. Sixglobal employee outcome variables were considered: 1) well-being, 2) distress, 3) cognition, 4) physical health, 5) work-basedrelationships, and 6) performance. In addition, program location, duration, number of sessions, and type of facilitator were examined aspotential moderators. Across the different outcomes, studies provided support for contemplative interventions, although effect sizesvaried based on both the moderators assessed and the quality and size of study. The methodological rigor of much of the availableevidence is limited. We provide details of overall effects and moderators, along with recommendations for future studies to improve theevidence-base of the efficacy of contemplative practices in work settings.

Keywords • Contemplative practices, mindfulness, meditation, well-being, distress, performance, meta-analysis.

References: N/A

P20D - Determinants and psychological benefits of work engagement G. Zager Kocjan (1)A. Avsec (1)G. So an (1)(1) University of Ljubljana, Faculty of Arts, Department of Psychology, Slovenia Previous studies have indicated that work engagement depends on both person-related factors as well as work environmentconditions. In addition, previous research revealed that work engagement is strongly related to various aspects of employee mental healthand well-being. The present study aimed at testing a comprehensive model connecting work engagement with its determinants and wellbeingrelated outcomes. Three basic personality dimensions (extraversion, neuroticism, and conscientiousness) and three job resources(autonomy, supervisor support, and co-worker support) were hypothesized to predict work engagement that was further proposed topredict employee general well-being, work satisfaction, and the intensity of a situation specific flow experience at work. The total samplecomprised 515 respondents (65.6 % female) from 33 companies from Slovenia, varying in their size and economic activity. Respondentswere ranging in age between 19 and 67 years (M = 39.8, SD = 10.2).

They filled out Big Five inventory (BFI-K), Job demands and resourcesquestionnaire (JDRQ), Utrecht work engagement scale – Short form (UWES-9), Mental health continuum – Short form (MHC-SF),Satisfaction with life scale (SWLS) modified to measure work satisfaction, and State flow scale. After the inclusion of few errorcovariances that were all considered substantially meaningful, the results showed good fit of the proposed structural model. Amongpersonality traits, conscientiousness significantly predicted work engagement, whereas among job resources autonomy was a significantwork engagement antecedent. Autonomy contributed to the explained variance in work engagement to a considerably larger extent ascompared to conscientiousness. As hypothesized, work engagement further predicted employee general well-being, work satisfaction, andthe intensity of a situation specific flow experience, with the largest effect on work satisfaction. Employee general well-being was alsodirectly predicted by all three personality traits included in the model (with neuroticism exerting the

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largest effect), whereas worksatisfaction was also predicted by supervisor support and co-worker support.

Altogether, our findings suggest that organizations whostrive for highly engaged employees should employ conscientious individuals and support autonomy in their work environment. Suchemployees would also experience higher general well-being and work satisfaction as well as more intense work-related flow.

ORGANIZATION AND/OR LEADERSHIP • POSTER POF077 - Who is happy at work? Assessing the employee profile in the public sector A. Salas-Vallina (1)J. Alegre (2)R. Fernández (2)(1) Catholic University of Valencia, Spain(2) University of Valencia, Spain The aim of this paper is to respond to the literature claim of incorporating demographic variables into work engagement research(Bailey et al., 2015). Our research is framed in the public sector, which promotes general social welfare, the protection of society and hasdeeper impact objectives than private firms. For these reasons, public employees might have more potential to feel happier than privateemployees. However, there are contradictory findings of public job satisfaction. While some studies tend to show public satisfiedemployees (Gabris and Simo, 1995), other studies evidence the contrary (Solomon, 1986). Particularly, the context of our research is theSpanish public health services, where low job satisfaction is particularly notable (Chivato Pérez et al., 2011).The concept of work engagement is understood as a positive physical, cognitive and emotional state at work (Kahn, 1990). Researchshows that engagemetn is one of the most important concepts in the management area (Crawford et al., 2014), with importantimplications for employees and organizations (Schaufeli et al., 2008).

Engagement is frequenty examined to raise organizationalprofitability and competitiveness (Bailey et al., 2015).

Our research argues that there is a lack of research in determining the demographicvariables that affect engagement (Bailey et al., 2015). Variables such as gender are supposed to be neutral because both men and womencan equally be engaged (Wilson, 1998). However, women are exposed to lower pay and a significantly higher risk of unemployment. Wealso found little research (James et al., 2010) and contradictory results of the effect of age in engagement at work. Following the jobdemands-resources theory (Mauno et al., 2007), it may be assumed that higher management level could lead to higher engagement.However, literature shows contradictory results. For example, we found that public employees are more dissatisfied at work (Steel andWarner, 1990). Our research also analyses the effect of job security on engagement. Job security is incresingly valued in OECD countries,and we found empirical evidence of its effect on engagement at work.Firsty we review the concept of engagement and its relationships with demographic variables of gender, age, management level and jobsecurity.

Then we develope the methodology. Finally we show the results and discussion.

Keywords • Engagement, job attitudes, positive management References: Ashford, S.J., Lee, C. Bobko, P. 1989. “Content,causes and consequences of job insecurity: a theory-based measure and substantive test”. Academy of Management Journal 32(4), 803-829.Bailey, C, Madden, A., Alfes, K., Fletcher, L. 2015. “The meaning, antecedents and outcomes of employee engagement: a narrativesynthesis”.

International Journal of Management Reviews, DOI: 10.1111/ijmr.12077.Bakker, A.B. 2009. “Building engagement in the workplace”, in Burke, R.J. and Cooper, C.L. (Eds), The Peak Performing Organization,Routledge, Oxon, pp. 5072.Bakker, A.B., Albrecht, S.L. Leiter, M.P. 2011. “Key questions regarding work engagement”. European Journal of Work and OrganizationalPsychology 20, 4-28.Baldwin, I. N. 1984. "Are We Really Lazy?" Review of Public Personnel Administration 4(2), 80-89.Baldwin, I. N. 1987. "Public versus Private: Not That Different, Not That Consequential". Personnel Management, 16(2), 181-193.Blank, R. M. 1985. "An Analysis of Workers' Choice between Employment in the Public and Private Sectors". Industrial and LaborRelations Review 38(2), 21124.Cheng, G.H.-L., Chang, D.K.-S. 2008. Who suffers more from job insecurity? A meta-analytic review. Applied Psychology: An InternationalReview 57(2), 272– 303. doi:10.1111/j.1464-0597.2007.00312.xCrawford, E.A., Rich, B.L., Buckman, B. Bergeron, J. 2014. The antecedents and rivers of employee engagement. In Truss, C. et al. (eds),Employee Engagement in Theory and Practice. London: Routledge, pp. 57–81.D’Amato, A., Herzfeldt, R. 2008.

Learning orientation, organizational commitment and talent retention across generations. A study ofEuropean managers. Journal of Managerial Psychology 23, 929–953. DOI: 10.1108/02683940810904402.David, B., Wesson, T. 2001. A comparative analysis among public versus private sector professionals, The Innovation Journal (The Publicsector innovation journals). Ontario, Canada.Gabris, G.T. Simo, G. 1995. "Public Sector Motivation as an Independent Variable Affecting Career Decisions". Public PersonnelManagement 24(1), 33-51.Harter, J.K., Schmidt, F.L. Hayes, T.L. 2002. “Business-unit-level relationship between employee satisfaction, employee engagement,

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andbusiness outcomes: a meta-analysis”. Journal of Applied Psychology 87, 268-279.Hobfoll, S. E. 1989.

“Conservation of resources: A new attempt at conceptualizing stress”. American Psychologist 44(3), 513524.Hobfoll, S. E., Johnson, R. J., Ennis, N., Jackson, A. P. 2003. “Resource loss, resource gain, and emotional outcomes among inner citywomen”. Journal of Personality and Social Psychology 84(3), 632-643.James, J.B., McKechnie, S., Swanberg, J. 2010. “Predicting employee engagement in an age-diverse retail workforce”, Journal ofOrganizational Behavior 32(2), 173-196.Kahn, W.A. 1990. “Psychological conditions of personal engagement and disengagement at work”. Academy of Management Journal 33(4), 692–724.Kite, M. E., Stockdale, G. D., Whitley, B. E., Johnson, B. T. 2005. Attitudes toward younger and older adults: An updated meta-analyticreview. Journal of Social Issues, 61, 241–266. DOI: 10.1111/j.1540-4560.2005.00404.xMartin, J. 2000. “Hidden gendered assumptions in mainstream organizational theory and research”. Journal of Management Inquiry 9,207216.Maslach, C., Leiter, M. P. 1997. The truth about burnout, Jossey Bass, San Francisco.Macey, W.H., Schneider, B. 2008. “The meaning of employee engagement”. Industrial and Organizational Psychology 1(1), 3–30.Malhotra, N.K., Dávila, J.F.J., Treviño, M.E. 2004. Investigación de Mercados: un enfoque práctico, Prentice Hall, México.Mauno, S., Kinnunen, U., Mäkikangas, A., & Nätti, J. 2005. Psychological consequences of Wxed-term employment and perceived jobinsecurity among health care staV. European Journal of Work and Organizational Psychology 14, 209–237.Mauno, S., Kinnunen, U., Ruokolainen, M. 2007. Job demands and resources as antecedents of work engagement: A longitudinal study.Journal of Vocational Behavior, 70(1), 149–171. doi:10.1016/j.jvb.2006.09.002.Morris, T., Lydka, H., O’Creevy, M.F. 1993. “Can commitment be managed? A longitudinal analysis of employee commitment and humanresource policies”. Human Resource Management Journal 3(3), 21-42.Nicholson, N., De Waal-Andrews, W. 2005. Playing to win: Biological imperatives, selfregulation and trade-offs in the game of careersuccess. Journal of Organizational Behavior, 26, 137-154. DOI: 10.1002/job.295Ng, T.W.H., Feldman, D. C. 2011. “Affective organizational commitment and citizenship behavior: Linear and non-linear moderatingeffects of organizational tenure”. Journal of Vocational Behavior 79(2), 528537.Rainey, H.G. 1983. Private agencies and private firms: Incentive structures, goals and individual roles.

Administration and Society 15(2),207–42.Rainey, H.G., Pandey, S., Bozeman, B. 1995. "Research Note: Public and Private Managers' Perceptions of Red Tape". PublicAdministration Review 55(6), 567-574.Robinson, D., Perryman, S., Hayday, S. 2004. The drivers of employee engagement. Report No. 408. Institute Employment Studies.Retrieved from http://www.employment-studies.co.uk/summary/summary.php?id=408Saks, A. M. 2006.

“Antecedents and consequences of employee engagement”. Journal of Managerial Psychology 21(7), 600 619.Schaufeli, W.B., Salanova, M., González-Romá, V., Bakker, A.B. 2002. “The measurement of engagement and burnout: A two sampleconfirmatory factor analytic approach”, Journal of Happiness Studies, 3(1), 71-92.Schaufeli, W.B., Enzmann, D. 1998. The Burnout Campanion to Study and Practice: A Critical Analysis. London: Taylor and Francis.Schaufeli, W.B., Bakker, A.B. 2004. Job demands, job resources, and their relationship with burnout and engagement. Journal ofOrganizational Behavior 25, 293-315.Schaufeli, W. B., Bakker, A. B., Salanova, M. 2006.

“The measurement of work engagement with a short questionnaire a cross-nationalstudy”, Educational and Psychological Measurement 66(4), 701-716.Schaufeli, W., Salanova, M. 2011. “Work engagement: on how to better catch a slippery concept”. European Journal of Work andOrganizational Psychology 20, 39-46.Shantz, A., Alfes, K., Soane, E., Truss, C. 2010. “Too much of a good thing? Working mothers, engagement, and burnout”, paper presentedat Gender Work and Organization Conference, Keele University, Keele, June.Schuck, B. 2011. “Four emerging perspectives of emloyee engagement: an integrative literature review”. Human Resource DevelopmentReview 10, 304-328.Soane, E., Alfes, K., Truss, C., Rees, C., Gatenby, M. 2010. “Managing a positive environment: engagement, wellbeing and the role ofmeaningfulness”, paper presented at Academy of Management Conference. Chicago, IL.Solomon, E.E. 1986. "Private and Public Sector Managers: An Empirical Investigation of Job Characteristics and Organizational Climate".Journal of Applied Psychology 71(2), 247259.Steel, B. S., Warner, R. L. 1990. Job satisfaction among early labor force participants: Unexpected outcomes in public and private sectorcomparisons. Review of Public Personnel Administration 10(3), 4-22.Sverke, M., Hellgren, J. 2002. The nature of job insecurity: Understanding employment uncertainty on the brink of a new millennium.Applied Psychology: An International Review, 51(1), 23–42. doi:10.1111/1464-0597.0077zUnited Nations. 2015. The World’s Women 2015 Trends and Statistics, United Nations, New York, NY.Wilson, E.M. 1998.

“Gendered career paths”. Personnel Review 27, 396-411.Young, B.S., Worchel, S., Woehr, W.D.J. 1998.

Organizational commitment among public service employees. Personnel Journal 27(3), 339-348.Zigarmi, D., Nimon, K., Houson, D., Witt, D., Diehl, J. 2009. “Beyond engagement: Toward a framework and operational definition foremployee work passion”. Human Resource Development Review 8(3), 300-326.

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POF078 - The employee’s-organization’s values fit as a predictor of the employee's well-being A. CzerwUniversity of Social Sciences and Humanities, Faculty in Pozna , Poland Employee's well-being may depend on two types of fitting: person-work fit and person-organization fit (KristofBrown, Zimmerman &Johnson, 2005; Edwards, Cable, Williamson, Lambert, & Shipp, 2006; Greguras & Diefendorff, 2009; Park, Monnot, Jacob & Wagner,2011; Czerw, Czarnota-Bojarska, in press). This research concerns the problem of the impact of person-organization fit on perceived wellbeingat work. The measurement is based on the analysis of fitting values (Shaw, Gupta, 2004) that are important for employees andorganizations.

Study was carried out in two organizations in Poland (N = 320 people). Quantitative and qualitative methods were used inthe research.Values important for the employees and the values important for given organizations measured by several methods were included in thestudy. These were: questionnaires (Czerw & G siorowska, 2011) used in the overall assessment of the values that are important for theemployees and for the organization (made by employees), assessment of the values visible in the behavior of superiors (made bysubordinates), qualitative indicators of values extracted from the official organizational communications addressed to their employees -the content of e-mails, documents distributed directly to employees (made by an external expert). The dependent variables were JobSatisfaction Scale (Bajcar, Borkowska, Czerw& Gasiorowska, 2011) and Eudemonic Well-being in Workplace Questionnaire (Czerw, inreview).Analysis of the results showed that the higher is the adjustment of the employee and the organization, the higher is the level of perceivedwell-being. However, not all values play the same role. The most important is fitting within the values related to “self-realization at work”and “safety and justice at work”. In addition, the relationship of values fit with eudemonic well-being is stronger than with the hedonisticwell-being.

Keywords • person-organization fit, values, employee’s well-being References: Bajcar, B., Borkowska, A, Czerw, A., &Gasiorowska, A. (2011). Satysfakcja z pracy w zawodach z misj spo eczn .

Psychologiczne uwarunkowania [Job satisfaction inprofessions with a social mission. Psychological causes]. Gda sk: Gda sk Psychological PublisherCzerw, A. & G siorowska, A. (2011). Motywacyjna rola warto ci zwi zanychz przekraczaniem swoich granic w sytuacji pracy [Motivatingrole of values associated with transgressing own borders in the work situation]. In: B. Bartosz A. Keplinger, M. Stra -Romanowska (ed.),Transgressions - innovation - creativity (pp. 233-249). Wroclaw: University of Wroclaw PublisherCzerw, A. (2014). Well-Being at Work – the Essence, Causes and Consequences of the Phenomenon. International Journal ofContemporary Management, 13(2), 97-110Czerw, A. (in review). Eudaimonic Job Well-being – a preliminary version of the questionnaire.Czerw, A., Czarnota-Bojarska, J. (in press). Subiektywne poznawcze stany motywacyjne pracowników: dopasowanie do pracy,dopasowanie do organizacji i znaczenie pracy [Employee’s motivational subjective cognitive states: personwork fit, person-organizationfit and the value of work. Social PsychologyEdwards, J., Cable, D., Williamson, I., Lambert, L., Shipp, A. (2006). The phenomenology of fit: Linking the person and environment to thesubjective experience of person-environment fit. Journal of Applied Psychology, 91(4), 802-827.Greguras, G., Diefendorff, J. (2009). Different Fits Satisfy Different Needs: Linking Person-Environment Fit to Employee Commitment andPerformance Using Self-Determination Theory. Journal of Applied Psychology, 94(2), 465-477Kristof-Brown, A.L., Zimmerman, R.D., Johnson, E.C. (2005) Consequences of Individual’s Fit at Work: A Meta-Analysis of PersonJob,Person-Organization, Person-Group, and Person-Supervisor Fit. Personnel Psychology, 58(2), 281-342Park, H., Monnot, M. J., Jacob, A. C., Wagner, S. H. (2011). Moderators of the relationship between person-job fit and subjective wellbeingamong asian employees. International Journal Of Stress Management, 18(1), 67-87. doi:10.1037/a0021854Shaw, J.D., Gupta, N. (2004) Job complexity, performance, and well-being: When does supplies-values fit matter? Personnel Psychology,57(4), 847-879

POF079 - Study of an organization: The Strength of Character and the levels of Satisfaction and Happiness.

C. Torrelles (1); A. Alsinet(1); B. Sabrià (2); A. Blasco (1); N. Jordana (1).(1) Universitat de Lleida, Spain (2) Universitat d'Andorra Character strengths have been extensively studied since Peterson and Seligman (2004) introduced the Values in Action (VIA), aclassification of twenty-four character strengths to describe good character as an important instance of optimal human functioning (e.g.,work and life experiences), founded on six virtues that were assumed to be shared by most cultures (wisdom, courage, humanity, justice,temperance, and transcendence). In this sense, character strengths are seen as the inner determinant of satisfied, happy and successfullife and allow people to

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achieve their potential. In other words, character strengths emphasize those qualities that are best in people(Harzer, & Ruch, 2015; Littman-Ovadia, & Davidovitch, 2010; Peterson & Seligman, 2004).Every person has a rank of signature strengths (defined as the core strengths, the most developed among the set of 24). Several studiesrelated the application of individual signature strengths and positive experiences in life as life satisfaction and well-being, (Buschor,Proyer, & Ruch, 2013; Peterson, Ruch, Beermann, Park, & Seligman, 2007; Proyer, Gander, Wyss, & Ruch, 2011; Shimai, Otake, Park,Peterson, & Seligman, 2006; Steger, Hicks, Kashdan, Krueger, & Bouchard, 2007), and meaning in life like positive experience at work asjob satisfaction and pleasure at work, (Harzer, & Ruch, 2015). However, the study of character strengths at the workplace is still in itsinitial stages. It is possible to find recent studies which research about character strength in organization as Forest et al., (2012); Harzer,& Ruch, (2012, 2013, 2014, 2015); Littman-Ovadia, & Steger, (2010); Littman-Ovadia, & Lavy, (2015); Peterson, Stephens, Park, Lee, &Seligman, (2010).The purpose of the present study is to examine two aspects.

First, seek to describe and identify the signature strengths in an organizationof the third sector, and explore if these cluster of signature strengths becomes beneficial for the organization. Second, is to explore therelationship between character strengths, satisfaction and happiness, and do a comparison in terms of gender and age.A sample of 140 workers of the different departments and ranks participated in this study. For the measures they completed the 240-itemself-report questionnaire Values in Action Inventory of Strengths (VIA-IS; Peterson & Seligman, 2004, Spanish version of Azañedo,Fernández-Abascal & Barraca, 2014) with a 5-point Likert scale, the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), and theSatisfaction With Life Scale (SWLS; Diener et al.

1985, Spanish version of Atienza, Pons, Balaguer, & García-Merita, 2000). This singlecasestudy describes the signature strengths within a third-sector organization to test whether its potential is highlighted through theenactment of these character strengths. Further studies will be developing an intervention to improve these signature strengths.

Keywords • Character Strengths, Satisfaction, Happiness, Organization References: Atienza, F. L., Pons, D., Balaguer, I., &García-Merita, M. (2000). Propiedades psicométricas de la Escala de Satisfacción con la Vida en adolescentes. Psicothema, 12(2), 314-319.Azañedo, C. M., Fernández-Abascal, E. G., & Barraca, J. (2014). Character strengths in Spain: validation of the values in action inventoryof strengths (VIA-IS) in a Spanish sample. Clínica y Salud, 25(2), 123-130. doi:10.1016/j.clysa.2014.06.002Buschor, C., Proyer, R. T., & Ruch, W. (2013). Self-and peer-rated character strengths: How do they relate to satisfaction with life andorientations to happiness?. The Journal of Positive Psychology, 8(2), 116-127. doi: 10.1080/17439760.2012.758305Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.doi:10.1207/s15327752jpa4901_13Forest, J., Mageau, G. A., Crevier-Braud, L., Bergeron, E., Dubreuil, P., & Lavigne, G. L. (2012). Harmonious passion as an explanation ofthe relation between signature strengths’ use and well-being at work: Test of an intervention program. Human Relations, 65, 1233–1252.doi:10.1177/0018726711433134Harzer, C., & Ruch, W. (2012). When the job is a calling: The role of applying one’s signature strengths at work. Journal of PositivePsychology, 7, 362–371. doi:10.1080/17439760.2012.702784Harzer, C., & Ruch, W. (2013). The application of signature character strengths and positive experiences at work. Journal of HappinessStudies, 14, 965-983. doi:10.1007/s10902-012-93640Harzer, C., & Ruch, W. (2014). The role of character strengths for task performance, job dedication, interpersonal facilitation, andorganizational support. Human Performance, 27, 183-205. doi:10.1080/08959285.2014.913592Harzer, C., & Ruch, W. (2015) Your Strengths are Calling: Preliminary Results of a Web-Based Strengths Intervention to Increase Calling.Journal of Happiness Studies, 1-20. doi: 10.1007/s10902-015-9692-yLittman-Ovadia, H., & Steger, M. F. (2010). Character strengths and well-being among volunteers and employees: Toward an integrativemodel. The Journal of Positive Psychology, 5, 419-430. doi:10.1080/17439760.2010.516765Littman-Ovadia, H., & Davidovitch, N. (2010). Effects of congruence and character-strength deployment on work adjustment and wellbeing.International Journal of Business and Social Science, 1(3), 138-146.Littman-Ovadia, H., & Lavy, S. (2015). Going the Extra Mile Perseverance as a Key Character Strength at Work. Journal of CareerAssessment, doi:1069072715580322.Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Socialindicators research,46(2), 137-155. doi: 10.1023/A:1006824100041Peterson, C., Ruch, W., Beermann, U., Park, N., & Seligman, M. E. P. (2007). Strengths of character, orientation to happiness, and lifesatisfaction. The Journal of Positive Psychology, 2, 149-156. doi:10.1080/17439760701228938Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: AmericanPsychological Association.Peterson, C., Stephens, J. P., Park, N., Lee, F., & Seligman, M. (2010). Strengths of character and work. In P. A. Linley, S. Harrington, & N.Garcea (Eds.), Oxford handbook of positive psychology and work (pp. 221–231). New York, NY: Oxford University Press.Proyer, R. T., Gander, F., Wyss, T., & Ruch, W. (2011). The Relation of Character Strengths

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to Past, Present, and Future Life Satisfactionamong German Speaking Women. Applied Psychology: Health and Well Being, 3(3), 370-384. doi: 10.1111/j.1758-0854.2011.01060.xShimai, S., Otake, K., Park, N., Peterson, C., & Seligman, M. E. (2006). Convergence of character strengths in American and Japaneseyoung adults.Journal of Happiness Studies, 7(3), 311-322. doi: 10.1007/s10902-005-3647-7Steger, M. F., Hicks, B. M., Kashdan, T. B., Krueger, R. F., & Bouchard, T. J. Jr. (2007). Genetic and environmental influences on thepositive traits of the Values in Action classification, and biomètric covariance with normal personality. Journal of Research in Personality,41, 524–539. doi:10.1016/j.jrp.2006.06.002

POF080 - What type of feelings drive engagement at work? Investigating the impact of local and organisationallevel emotional cognitions on employee engagement.

N. Da Camara (1)V. Dulewicz (2)M. Higgs (1)(1) University of Southampton, UK(2) Henley Business School, University of Reading, UK Although theorists have described the critical role of emotional cognitions of (or feelings about) the workplace environment asantecedents to employee engagement (Alderfer, 1987; Hackman & Oldham, 1980; Kahn, 1990), there is still very limited amounts ofresearch on the impact of emotional cognitions on employee engagement (Da Camara, 2013; Da Camara, Dulewicz & Higgs, 2015). Instead,researchers have typically provided evidence of the link between emotional cognitions of the workplace environment and employeeattitudes such as job satisfaction and organisational commitment (James & James, 1989; Parker et al., 2003), rather than employeeengagement.

Moreover, there has been limited research linking local level emotional cognitions (i.e. psychological climate) and widermeasures of organizational behaviour, such as organizational emotional intelligence (OEI), to employee engagement (Hackman & Oldham,1980; Alderfer, 1987; Kahn, 1990). This study therefore aims to empirically investigate the impact of emotional cognitions of both job andorganisational level factors– as represented by measures of psychological climate and organizational emotional intelligence (OEI) - onemployee engagement.The research is based on a quantitative cross-sectional survey of employees in a UK charity organization (n=174). The researchinstruments applied include the psychological climate scale (Brown & Leigh, 1996), the organisational emotional intelligence questionnaire(OEIQ) (Da Camara, Dulewicz & Higgs, 2015) and the Utrecht Work Engagement Scale (UWES) (Schaufeli, Bakker & Salanova, 2006). Thedata were analysed using hierarchical regression and partial least squares (PLS) analytical techniques (Ringle et al., 2005).The results of the study show that both psychological climate and OEI, which represent emotional cognitions of job and organizationallevel factors in the workplace are significant drivers of employee engagement. In particular, the study found that a sense of contributionand challenge at work, which are job level factors that contribute to local level psychological climate are the strongest drivers of vigour,dedication and absorption and highlights the importance of emotionally relevant approaches in furthering our understanding ofworkplace engagement. The implications of these results for employee engagement in the workplace are discussed.

Keywords • employee engagement, organisational emotional intelligence, psychological climate, emotional cognition References: Alderfer, C. P. 1987. An intergroup perspective on group dynamics. In J. Lorsch (Ed.), Handbook of organizationalbehaviour: 190–222. Englewood Cliffs, NJ: Prentice-Hall.Brown, S. P., & Leigh, T. W. (1996). A new look at psychological climate and its relationship to job involvement, effort, and performance.Journal of Applied Psychology, 81(4), 358-368.Da Camara, N., Dulewicz, V. & Higgs, M. (2015). Exploring the Relationship between Perceptions of Organisational Emotional Intelligenceand Turnover Intentions amongst Employees: The Mediating Role of Organisational Commitment and Job Satisfaction. In Charmine E JHärtel, Neal M Ashkanasy and W J Zerbe (Ed.), Research on Emotion in Organizations: New Ways of Studying Emotion in Organizations,Vol. 11, Bingley UK: Emerald Publishing, in print.Hackman, J. R., & Oldham, G. R. 1980. Work redesign. Reading, MA: Addison-Wesley.James, L. A., & James, L. R. (1989). Integrating work environment perceptions: Explorations into the measurement of meaning. Journal ofApplied Psychology, 74, 739-751.Kahn, William A. (1990). Psychological Conditions of Personal Engagement and Disengagement at Work. The Academy of ManagementJournal, Vol. 33, No. 4 (Dec., 1990), pp. 692–724.Parker, C. P., Baltes, B. B., Young, S. A., Huff, J. W., Altmann, R. A., LaCost, H. A. and Roberts, J. E. (2003), Relationships betweenpsychological climate perceptions and work outcomes: a metaanalytic review. Journal of Organizational Behaviour, 24: 389–416.Schaufeli, W.B., Bakker, A.B. & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-nationalstudy. Educational

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and Psychological Measurement, 66, 701-716.Ringle, C. M., Wende, S. & Will, S. (2005). SmartPLS 2.0 (M3), Beta, Hamburg, http://www.smartpls.de.

POF081 - What type of feelings drive engagement at work? Investigating the impact of local and organisationallevel emotional cognitions on employee engagement.

N. Da Camara (1)V. Dulewicz (2)M. Higgs (1)(1) University of Southampton, UK(2) Henley Business School, University of Reading, UK Although theorists have described the critical role of emotional cognitions of (or feelings about) the workplace environment asantecedents to employee engagement (Alderfer, 1987; Hackman & Oldham, 1980; Kahn, 1990), there is a still very limited amount ofempirical research on the impact of emotional cognitions on employee engagement (Da Camara, 2013; Da Camara, Dulewicz & Higgs,2015). Instead, researchers have typically provided evidence of the link between emotional cognitions of the workplace environment andemployee attitudes such as job satisfaction and organisational commitment (James & James, 1989; Parker et al., 2003), rather thanemployee engagement. Moreover, there has been limited empirical research linking local level emotional cognitions (i.e. psychologicalclimate) and wider measures of organisational behaviour, such as organisational emotional intelligence (OEI), to employee engagement(Hackman & Oldham, 1980; Alderfer, 1987; Kahn, 1990). This study therefore aims to empirically investigate the impact of emotionalcognitions of both job and organisational level factors– as represented by measures of psychological climate and organisational emotionalintelligence (OEI) - on employee engagement.The research is based on a quantitative cross-sectional survey of employees in a UK charity organization (n=174). The researchinstruments applied include the psychological climate scale (Brown & Leigh, 1996), the organisational emotional intelligence questionnaire(OEIQ) (Da Camara, Dulewicz & Higgs, 2015) and the Utrecht Work Engagement Scale (UWES) (Schaufeli, Bakker & Salanova, 2006). Thedata were analysed using hierarchical regression and partial least squares (PLS) analytical techniques (Ringle et al., 2005).The results of the study show that both psychological climate and OEI, which represent emotional cognitions of job and organisationallevel factors in the workplace are significant drivers of employee engagement. In particular, the study found that a sense of contributionand challenge at work, which are job level factors that contribute to local level psychological climate are the strongest drivers of employeeengagement (including vigour, dedication and absorption) and highlights the importance of emotionally relevant approaches in furtheringour understanding of workplace engagement. The implications of these results for supporting employee engagement in the workplace arediscussed.

Keywords • employee engagement, organisational emotional intelligence, psychological climate, emotional cognition References: Alderfer, C. P. 1987. An intergroup perspective on group dynamics. In J. Lorsch (Ed.), Handbook of organizationalbehaviour: 190–222. Englewood Cliffs, NJ: Prentice-Hall.Brown, S. P., & Leigh, T. W. (1996). A new look at psychological climate and its relationship to job involvement, effort, and performance.Journal of Applied Psychology, 81(4), 358-368.Da Camara, N., Dulewicz, V. & Higgs, M. (2015). Exploring the Relationship between Perceptions of Organisational Emotional Intelligenceand Turnover Intentions amongst Employees: The Mediating Role of Organisational Commitment and Job Satisfaction. In Charmine E JHärtel, Neal M Ashkanasy and W J Zerbe (Ed.), Research on Emotion in Organizations: New Ways of Studying Emotion in Organizations,Vol. 11, Bingley UK: Emerald Publishing, in print.Hackman, J. R., & Oldham, G. R. 1980. Work redesign. Reading, MA: Addison-Wesley.James, L. A., & James, L. R. (1989). Integrating work environment perceptions: Explorations into the measurement of meaning. Journal ofApplied Psychology, 74, 739-751.Kahn, William A. (1990). Psychological Conditions of Personal Engagement and Disengagement at Work. The Academy of ManagementJournal, Vol. 33, No. 4 (Dec., 1990), pp. 692–724.Parker, C. P., Baltes, B. B., Young, S. A., Huff, J. W., Altmann, R. A., LaCost, H. A. and Roberts, J. E. (2003), Relationships betweenpsychological climate perceptions and work outcomes: a metaanalytic review. Journal of Organizational Behaviour, 24: 389–416.Schaufeli, W.B., Bakker, A.B. & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-nationalstudy. Educational and Psychological Measurement, 66, 701-716.Ringle, C. M., Wende, S. & Will, S. (2005). SmartPLS 2.0 (M3), Beta, Hamburg, http://www.smartpls.de.

POF082 - Work engagement in Lithuania: examining the psychometric properties of the Utrecht WorkEngagement Scale R.Rekasiute Balsiene (1)J.Lazauskaite-Zabielske (1)I.Urbanaviciute (1)(1) Vilnius University, Faculty of Philosophy, Department of Clinical and Organizational Psychology, Universiteto str.9/1, Vilnius, 01513, Lithuania

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Introduction. Recently work engagement has become one of the most popular and important organizational psychology conceptualand practical issue. Engaged employees have a sense of energetic and effective connection with their work, and they look upon their workas challenging (Bakker, Demerouti & Sanz-Vergel, 2014). Work engagement is defined as a “positive, fulfilling, work-related state of mindthat is characterized by vigor, dedication, and absorption” (Schaufeli,Salanova, González-Romá & Bakker, 2002, p.74). It is not an instantcharacteristic specific to a person, - engagement refers to persistent and pervasive affective cognitive state that is not focused on anyparticular object, event, individual, or behavior. Specifically, the vigor component is characterized by high levels of energy and mentalresilience while working, the willingness to invest effort, and persistence. Dedication is characterized by a sense of significance,enthusiasm, inspiration, pride, and challenge. And, finally, absorption refers to fully concentration and happily engrossing in one’s work.The most popular instrument for work engagement is the Utrecht Work Engagement Scale. Thus, the aim of this study was to validate theUtrecht Work Engagement Scale developed by Schaufeli and Bakker (2003). More precisely, it was aimed: 1) to analyze the structuralproperties of the Lithuanian version of the scale; 2) to test its reliability; 3) to test the relationship between work engagement and itshypothesized outcomes, such as self-rated work performance (Balducci, Fraccaroli, & Schaufeli, 2015), job satisfaction, and lifesatisfaction (Extremera,Sánchez García, Durán & Rey, 2012).Method. More than 350 employees were surveyed. Respondents filled out an online questionnaire, which consisted of demographicquestions, the UWES, job and life satisfaction scales, and a measure of self-rated work performance. SPSS and AMOS software were usedfor data analysis. To analyze the data, confirmatory factor analysis, scale internal consistency test, and correlation analysis wereconducted.Results. Confirmatory factor analysis has supported the original theoretical three-factor structure (vigor, dedication, and absorption).These are important findings for providing validity to translated version. Moreover, the subscales of vigor, dedication, and absorption hadgood internal consistency. Finally, consistent with our hypothesis, the correlation analysis showed work engagement to be positivelyrelated to job and life satisfaction, and self-rated work performance. Based on the Lithuanian employee sample, this study replicatesprevious findings on the dimensionality of work engagement.

This way, it contributes to international effort aimed at studying thisconstruct and/or validating its measures. Our findings provided sufficient evidence for construct validity. This allows to conclude that theUWES works well in the Lithuanian context and may, therefore, be used in further Lithuanian studies.

Keywords • work engagement, psychometric properties, job satisfaction, life satisfaction, work performance References: Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014). Burnout and Work Engagement: The JD–R Approach.

Annual Review ofOrganizational Psychology and Organizational Behavior, 1(1), 389–411. http://doi.org/10.1146/annurev-orgpsych-031413-091235Balducci, C., Fraccaroli, F., & Schaufeli, W. B. (2015).

Psychometric properties of the Italian version of the Utrecht Work EngagementScale (UWES-9).European Journal of Psychological AssessmentExtremera, N., Sánchez García, M., Durán, M. A., & Rey, L. (2012). Examining the Psychometric Properties of the Utrecht WorkEngagement Scale in Two Spanish Multi occupational Samples.

International Journal of Selection and Assessment, 20(1), 105-110.Schaufeli, W. B., & Bakker, A. B. (2003). Utrecht work engagement scale: Preliminary manual. Occupational Health Psychology Unit,Utrecht University, Utrecht.Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sampleconfirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.Shimazu, A., Schaufeli, W. B., Kosugi, S., Suzuki, A., Nashiwa, H., Kato, A., & Kitaoka Higashiguchi, K. (2008). Work engagement in Japan:validation of the Japanese version of the Utrecht Work Engagement Scale.

Applied Psychology, 57(3), 510-523.

POF083 - The interplay between optimism and metacognition in the workplace A. BunjakLjubljana, Slovenia The study investigates the interplay between optimism and metacognition in the workplace. The purpose is to reveal the winningcombination in leader-follower relationship between different mindsets such as optimismpessimism. Metacognition and mindfulness areintroduced as moderators in the relationship between leaderfollower optimism and individual performance. In order to examine therelationship of proposed model, the pilot study was conducted. Pilot experiment was conducted among international student populationat Faculty of Economics, University of Ljubljana. Moreover, understanding the social cognitive theory is important to this leader-followermodel as it refers to the questions such as: ‘How do followers interpret the actions of the leader’ and, ‘as the events are stored in thememory, how will the accumulation of these actions affect the follower’? In this study SCT represents a theoretical background ofinvestigating the relationship between leader-follower different mindsets if we take into the account the SCT conceptual model consistsof: behavior, personal factors

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and environmental factors. Optimism as a personality trait on one hand and defensive pessimism statecharacterized coping style on the other hand has been a topic of many researches by now. What we do not know is to what extend therelationship between optimistic-pessimistic leaders and followers do match or/and mismatch and how it influences on individualperformance within the organization. Since optimism can take many different forms, the focus of this study will be on optimism aspersonality trait, but also defensive pessimism presented as a coping style depending on certain situation. It is especially interesting toreveal the point where the match of leader-follower perceptions results with the best individual performance. This seems logical sinceleader does influence follower, follower influence leader and follower influence follower and by the definition optimism is contagious, so ithas to have an influence in leader-follower relationship. One assumption could be that leaders and followers with similar mindsets willhave easy going time together compare to team members with different mindsets who will be tempted while keeping harmony and goodrelationships in the work environment. But in contrary it might be even the best to have mix of different mindsets in order to get the bestperformance. The second proposition is that being able to acknowledge possible misperception, would mean at first place to be selfawareof misperceived situation. Both, metacognition and mindfulness are having in their definition self-awareness as the central component. Byintervening throughout mindfulness technique e.g. meditation, it might be possible to boost the self-awareness and to bring it at higherlevel if needed for leaders and followers who might find themselves in misleading situation. In this study Big five personality traits will beobserved as control variables.

Keywords • optimism, defensive pessimism, metacognition, mindfulness, performance References: Academy, The, andManagement Journal. 2014. “LEADER-FOLLOWER EXCHANGE QUALITY : THE ROLE OF PERSONAL AND INTERPERSONAL ATTRIBUTES.”37(4): 990–1001.Benyamini, Yael. 2005. “Can High Optimism and High Pessimism Co-Exist ? Findings from Arthritis Patients Coping with Pain.” 38: 1463–73.Boman, Peter. 2016.

“Optimism , Hostility , and Adjustment in the First Year of High School.” (OCTOBER 2001).Buehler, Roger. 2000.

“People Focus on Optimistic Scenarios and Disregard Pessimistic Scenarios When Predicting Task CompletionTimes.” (January 2016).Burns, Lawrence R, Lawrence R Burns, and Brandy A Fedewa. 2016. “Cognitive Styles : Links with Perfectionistic Thinking CognitiveStyles : Links with Perfectionistic Thinking.” (January).Canogarcía, Francisco J, Susana Sanduvete-chaves, Salvador Chacón-moscoso, and Test De Orientación. 2015. “Factor Structure of theSpanish Version of the Life Orientation Test-Revised ( LOT-R ): Testing Several Models.”Carver, Charles S, and Jennifer Connor-smith. 2010. “Personality and Coping.”Cho, Jeewon, and Fred Dansereau. 2010.

“Are Transformational Leaders Fair ? A Multi-Level Study of Transformational Leadership ,Justice Perceptions , and Organizational Citizenship Behaviors .” The Leadership Quarterly 21(3): 409–21. http://dx.doi.org/10.1016/j.leaqua.2010.03.006.Furtner, Marco R, and Pierre Sachse. 2015. “Unique SelfLeadership : A Bifactor Model Approach.”Grau, James William, and Lucy W Gibson. 2009. “Personality Characteristics of Business Majors as Defined by the Big Five and NarrowPersonality Traits.” (January 2016).Hazlett, Abigail, Daniel C Molden, and Aaron M Sackett. 2011. “Hoping for the Best or Preparing for the Worst ? Regulatory Focus andPreferences for Optimism and Pessimism in Predicting Personal Outcomes.”Lord, Robert G, Douglas J Brown, and Steven J Freiberg. 1999. “Understanding the Dynamics of Leadership : The Role of Follower Self-Concepts in the Leader / Follower Relationship.” 78(3): 167–203.Nixon, Maureen M. 2005. “The Servant Leadership :” (August).Peterson, Christopher, and Christopher Peterson. 2000. “Photograph by.”

55(I).Schu, Astrid, and Michela Schro. 2011. “Walking in Each Other ’ S Shoes : Perspective Taking Mediates Effects of Emotional Intelligenceon Relationship Quality.” 169(January): 155–69.Segerstrom, Suzanne C, Daniel R Evans, and Tory A Eisenlohr-moul. 2011. “Optimism and Pessimism Dimensions in the Life OrientationTest-Revised : Method and Meaning.” Journal of Research in Personality 45(1): 126–29. http://dx.doi.org/10.1016/j.jrp.2010.11.007.Sharpe, J Patrick, Nicholas R Martin, and Kelly A Roth. 2011.

“Optimism and the Big Five Factors of Personality : Beyond Neuroticism andExtraversion.” Personality and Individual Differences 51(8): 946–51. http://dx.doi.org/10.1016/j.paid.2011.07.033.Shepperd, James A, Judith A Ouellette, and Julie K Fernandez. 1996. “Abandoning Unrealistic Optimism : Performance Estimates and theTemporal Proximity of Self-Relevant Feedback.” 70(4): 844–55.Smollan, Roy, and Ken Parry. 2011. “Follower Perceptions of the Emotional Intelligence of Change Leaders A Qualitative Study.”Solberg, Lise et al. 2011.

“Individual Differences and Self-Regulatory Fatigue : Optimism , Conscientiousness , and SelfConsciousness.”Personality and Individual Differences 50(4): 475–80. http://dx.doi.org/10.1016/j.paid.2010.11.011.T, William L Gardner et al. 2005. “B Can You See the Real Me ? Q A Self-Based Model of Authentic Leader and Follower Development.”16: 343–72.Weber, Hannelore, Manja Vollmann, and Britta Renner. 2007. “The Spirited , the Observant , and the Disheartened : Social Concepts ofOptimism , Realism , and Pessimism.” 75: 169–97.Wood, Robert, and Albert Bandura. 1989. “Social Cognitive Theory of Organizational Management University of New South Wales.” 14(3):361–84.

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POF084 - Understanding the process of extra ordinary behavior (choosing the VITA ACTIVA) L.ParaskevopoulouE.AposporiAthens University of Economics and Business, Athens, GreeceAthens University of Economics and Business, Athens, Greece Observing the paradox of public employees who dare to implement their self-starting innovative ideas, in a nonsupportiveenvironment, as it is the Greek public sector during the financial crisis, was the cue to investigate the following research questions: Whysome employees go the extra mile and produce extra ordinary innovative outcomes and how they achieve it? Following the rules ofqualitative research, we collected 20 in depth interviews from public servants. The analysis indicated that extra ordinary behavior isdeveloped through three stages. Firstly, employees engage in job crafting behavior by adjusting their job to their own needs,characteristics and interests.

Secondly, self-starting innovative behavior (i.e. voluntary introduction and implementation of innovativeideas which are neither required not rewarded, but beneficial for the organization) grows. Thirdly, extra ordinary behavior is fullyexhibited where the employees may totally transform their job by enacting to their environment.

Unfolding the extra ordinary processconcluded to a typology of employees (players ,doers, survivors, spectators, systemics), but not all types of employees may achieve toaccomplish all the stages. Systemics (the antiinnovators) and spectators (the indifferents) go only till the first stage since they lack anyself-starting innovative behavior. Survivors (the chameleons) and doers (the innovators) reach the second stage since they are introducingor/and implementing self-starting innovative behavior. Only players (the change agents) go through the whole process and exhibit extraordinary behavior. In order to understand what distinguishes the employees who achieve to fulfill their potential, we focused on playersand came up with two main emerging themes: authenticity and courage. The examination of authenticity (to own ‘the real me inside’ andto act in accord with the true self) in combination with courage (as a pattern of constructive opposition towards the social forces for thecollective good) is related to self-actualization as perceived by philosopher Hannah Arendt. According to her perspective, to act means totake an initiative and action is the way to reveal our(authentic)selves to the human world, and all we need to achieve it is courage.Therefore, we support that all individuals are capable of action, ‘because they are initium, newcomers and beginners by virtue of birth,men take initiative, are prompted into action’ (p.177; Arendt, 1958); however not all of them achieve it. For someone to be authentic and toinsert one's self into the world and begin a story of one's own, requires courage. The importance of our results lays on the fact that weshed light on two neglected issues: the quite understudied extra ordinary behavior and innovation as positive outcome of job crafting.Both behaviors are of utmost importance for both academics and practitioners since they can benefit the individual and the environmentas well.

Keywords • extra ordinary behavior, innovative behavior, job crafting,Positive Organizational Scholarship References: West, M. A., & Farr, J. L. (1990)."Innovation at work." Innovation and creativity at work: Psychological and organizational strategies InM. A. West & J. L. Farr (Eds.), .Chichester, United Kingdom Wiley: pp. 3–13Arendt, Hannah. The human condition. University of Chicago Press, 2013Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of ManagementReview, 26(2), 179201.Bateman, T. S., & Porath, C. (2003). Transcendent behavior. Positive organizational scholarship: Foundations of a new discipline, 122-137.Worline, M. C. (2012). Courage in organizations: An integrative review of the “difficult virtue.”. The Oxford handbook of positiveorganizational scholarship, 304-315.Kernis, M. H., & Goldman, B. M. (2006). A multicomponent conceptualization of authenticity: Theory and research. Advances inexperimental social psychology, 38, 283-357.

POF085 - What does an engaged worker really feel? The affective map of state work engagement C. Miralles (1), J. Navarro (1), R. Rueff-Lopes (2)(1) University of Barcelona, Paseo Vall d´Hebron 171, 08035 Barcelona, Spain.(2) ESADE Ramon Llull University, Av. de Pedralbes, 60-62, 08034 Barcelona, Spain The present study contributes to expand the knowledge about the transient experience of engaged workers and aims to explore theaffective life of people and their work engagement levels. We carried out a diary study to capture the relationship between affectivestates and work engagement of 117 workers in the services sector work (N=1170). Data were analyzed through artificial neural networks(ANN) and multiple correspondence analysis (MCA). We found that pleasant emotions with high activation (e.g. enthusiastic) are relatedto state work engagement (SWE). But the same stands also for pleasant and low activation emotions (e.g. happy, pleased) and forunpleasant negative emotions of low activation (e.g. unhappy) with a negative relationship. Through MCA a

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new finding was made, peopleexperiencing pleasant affect of low activation could experience high and medium levels of SWE. It means that when a person feelspleasant affect the activation to attain high or medium levels of SWE does not need to be necessarily high. The theoretical and practicalimplications of these findings are discussed in this paper.

Keywords • affect; emotions in the work place; state work engagement; artificial neuronal networks; dairy study.

References: Bakker, A. B., & Oerlemans, W. G. M. (2011). Subjective Well-being in Organizations. Oxford Handbooks Online.doi:10.1093/oxfordhb/9780199734610.013.0014Bakker, A. B. (2014). Daily Fluctuations in Work Engagement. European Psychologist, 19(4), 227–236. doi:10.1027/1016-9040/a000160Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4),323–370. doi:10.1037/1089-2680.5.4.323Beal, D. J., & Ghandour, L. (2010). Stability, change, and the stability of change in daily workplace affect. Journal of OrganizationalBehavior, 32(4), 526–546. doi:10.1002/job.713Beal, D. J., Weiss, H. M., Barros, E., & MacDermid, S. M. (2005). An Episodic Process Model of Affective Influences on Performance.Journal of Applied Psychology, 90(6), 1054–1068. doi:10.1037/0021-9010.90.6.1054Bledow, R., Schmitt, A., Frese, M., & Kühnel, J. (2011). The affective shift model of work engagement. Journal of Applied Psychology, 96,1246-1257. doi: 10.1037/a0024532Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary Methods: Capturing Life as it is Lived. Annual Review of Psychology, 54(1), 579– 616.doi:10.1146/annurev.psych.54.101601.145030Carver, Ch. (2003). Pleasure as a sign you can attend to something else: Placing positive feelings within a general model of affect.Cognition and Emotion, 17 (2), 241-261. doi: 10.1080/02699930302294Diener, E., Lucas, R. E., & Scollon, Ch. N. (2006). Beyond the hedonic treadmill: Revising the adaptation theory of well-being. AmericanPsychologist, 61 (4), 305-314. doi: http://dx.doi.org/10.1037/0003-066X.61.4.305Ellsworth, P. C., & Smith, C. A. (1988). Shades of Joy: Patterns of Appraisal Differentiating Pleasant Emotions. Cognition & Emotion, 2(4),301–331. doi:10.1080/02699938808412702Fernández-Dols, J. M., & Carrera, P. (2009). La complejidad de las emociones positivas. En C. Vázquez, & G. Hervás (Eds.), La ciencia delbienestar (pp. 47-73). Madrid, Alianza EditorialFredrickson, B. L. (1998). What good are positive emotions?. Review of General Psychology, 2 (3), 300– 319. doi:10.1037/1089-2680.2.3.300Fredrickson, B. (2003). The Value of Positive Emotions. Am. Scientist, 91 (4), 330. doi:10.1511/2003.26.865Fukushima, K. (1988). A neural network for visual pattern recognition. Computer, 21(3), 65–75. doi:10.1109/2.32Gonçalves, S. P., & Neves, J. (2011). Factorial Validation of Warr’s (1990) Well-Being Measure: A Sample Study on Police Officers. PSYCH,02(07), 706–712. doi:10.4236/psych.2011.27108Greenacre, M. J. (1984). Theory and Applications of Correspondence Analysis. Londres: Academic Press.Greenacre, M. J., & Blasius, J. (1994). (Eds.) Corresponce Analysis in the Social Sciences. Londres: Academic Press.Janssen, D., Schöllhorn, W. I., Lubienetzki, J., Fölling, K., Kokenge, H., & Davids, K. (2008). Recognition of emotions in gait patterns bymeans of artificial neural nets. Journal of Nonverbal Behavior, 32, 79-92.Karanika-Murray, M., & Cox, T. (2010). The use of artificial neural networks and multiple linear regression in modelling work– healthrelationships: Translating theory into analytical practice. European Journal of Work and Organizational Psychology, 19(4), 461–486.doi:10.1080/13594320902995916Lazarus, R., Cohen-Charash, Y. (2001). Discrete emotions in organizational life. En Payne, R. L. & Cooper, C. L. (Eds.) Emotions at work:theory, research and applications for management.(pp. 45-81). West Sussex: John Wiley & Sons Ltd.Lindebaum, D., & Jordan, P. J. (2012). Positive emotions, negative emotions, or utility of discrete emotions? Journal of OrganizationalBehavior, 33(7), 1027–1030. doi:10.1002/job.1819Lorenz, E. N. (1993). The essence of chaos. Seattle: University of Washington Press.Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being.American Psychologist, 56(3), 239–249. doi:10.1037/0003066x.56.3.239Lyubomirsky, S., King, K., & Diener, E. (2005). The benefits of frequent positive affect: Does Happiness lead to success? PsychologicalBulletin, 131, 803-855. doi: 10.1037/0033-2909.131.6.803Macey, W. H., & Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology: Perspectives onScience and Practice, 1, 3-30. doi:10.1111/j.1754-9434.2007.0002.xMiralles, C., Navarro, J., & Unger, D. (2015). Daily work events and state work engagement: the mediating role of affect/ Eventos diariosy work engagement: el rol mediador del afecto. Revista de Psicología Social: International Journal of Social Psychology, 30 (2), 264-294.doi:10.1080/21711976.2015.1016755Makridakis, S., Wheelwright, S. C., & Hyndman, R. J. (1998). Forecasting: Methods and applications. John Wiley & Sons, Inc.Ohly, S., Sonnentag, S., Niessen, C., & Zapf, D. (2010). Diary Studies in Organizational Research. Journal of Personnel Psychology, 9(2),79–93. doi:10.1027/1866-5888/a000009Ouweneel, E., Le Blanc, P., Schaufeli, W. B., & Van Wijhe, C. I. (2012). Good morning, good day: A diary study on positive emotions, hopeand work engagement. Human relations, 65, 11291154. doi: 10.1177/0018726711429382Remington, N. A., Fabrigar, L. R., & Visser, P. S. (2000). Reexamining the circumplex model of affect. Journal of Personality and SocialPsychology, 79 (2), 286–300. doi:10.1037/0022-

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3514.79.2.286Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39, 1161-1178. doi: 10.1037/h0077714Russell, J. A. (2003). Core affect and the psychological construction of emotion.

Psychological Review, 110, 145-172. doi:10.1037/0033-295x.110.1.145Salanova, M., Llorens, S., & Schaufeli, W. B. (2011). Yes I can, I feel good, and I just do it! On gain cycles and spirals of efficacy beliefsaffect, and engagement.

Applied psychology: An International Review, 60, 255-285. doi: 10.1111/j.1464-0597.2010.00435.xSalanova, M., & Schaufeli, W. B. (2009). El engagement en el trabajo: Cuando el trabajo se convierte en pasión. Madrid: AlianzaEditorial.Schaufeli, W. B., Salanova, M. González-Romà, V. & Bakker, A. B. (2002). The measurement of engagement and burnout: A confirmativeanalytic approach. Journal of Happiness Studies, 3, 71-92. doi: 10.1023/A:1020605119329Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multi-samplestudy. Journal of Organizational Behavior, 25, 293-315. doi:10.1002/job.248Bakker, A. B., & Schaufeli, W. B. (2003). UWES Utrecht Work Engagement Scale. Occupational Health Psychology Unit. UtrechtUniversity. Consultado en julio 2015 en http://www.wilmarschaufeli.nl/publications/Schaufeli/Test%20Manuals/Test_manual_UWES_Espanol.pdfScha ufeli, W. B., & Rhenen, W. V. (n.d.). The moderating role of personality in the Job Demands-Resources Model.

PsycEXTRA Dataset.doi:10.1037/e524352011-128Seppäla, P., & Schaufeli, W. B. (2009). The construct validity of the Utrecht Work Engagement Scale: Multi-sample and longitudinalevidence. Journal of Happiness Studies, 10, 459-481. doi: 10.1007/s10902-008-9100-yShirom, A. (2003). Feeling energetic at work: On vigor`s antecedens. En Bakker, A. B., & Leiter, M. P. (Eds.), Work engagement: Ahandbook of essential theory and research (pp.25-38).

New York: Psychology Press.Sonnentag, S. (2003). Recovery, work engagement, and proactive behaviour: A new look at the interface between nonwork and work.Journal of Applied Psychology, 88, 518-528. doi:10.1037/00219010.88.3.518Sonnentag, S., Dormann, C., & Demerouti, E. (2010). Not all days are created equal: The concept of state work engagement. En Bakker, A.B., & Leiter, M. P. (Eds.), Work engagement: A handbook of essential theory and research (pp.25-38). New York: Psychology Press.Sweetman, D., & Luthans, F. (2010). The power of positive psychology: Psychological capital and Work Engagement. En Bakker, A. B., &Leiter, M. P. (Eds.), Work engagement: A handbook of essential theory and research (pp.64-68). New York: Psychology PressTaris, T. W., Schaufeli, W. B., & Shimazu, A. (2010). The push and pull of work: The differences between workaholism and workengagement. En Bakker, A. B. & Leiter, M. P. (Eds.), Work engagement: a handbook of essential theory and research (pp. 39-53). NewYork: Psychology PressWarr, P. B. (1990). The measurement of well-being and other aspects of mental health. Journal of Occupational Psychology, 63, 193-210.doi: 10.1111/j.20448325.1990.tb00521.xWarr, P. B. (2007). Work, Happiness, and Unhappiness. New York: Routledge.Warr, P. B., & Clapperton, G. (2010). The joy of work?: jobs, happiness and you. New York: Psychology Press.Warr, P. B., & Parker, S. (2010). IWP multi-affect Indicator. Sheffield: Insitute of Work Psychology. University of Sheffield. Paper nopublished.Warr, P., Bindl, U. K., Parker, S. K., & Inceoglu, I. (2014). Four-quadrant investigation of job-related affects and behaviours. EuropeanJournal of Work and Organizational Psychology, 23 (3), 342–363. doi:10.1080/1359432x.2012.744449Watson, D., Clark, L. A., & Carey, G. (1988). Positive and negative affectivity and their relation to anxiety and depressive disorders.Journal of Abnormal Psychology, 97 (3), 346–353. doi:10.1037/0021-843x.97.3.346Watson, D., & Clark, L. A. (1999). The PANAS-X: Manual for the positive and negative affect schedule-expanded form. Iowa ResearchOnline. Department of Psychology Publications.Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes and consequences of

POF086 - Personal agency for autonomy: its role in general and work-related well-being T. Martos (1)V. Sallay (1)B. Matuszka (2)(1) University of Szeged, Institute of Psychology, Szeged, Hungary(2) Pazmany Peter Catholic University, Institute of Psychology, Budapest, Hungary Background:There is a rich research tradition on basic psychological needs in relation to human flourishing.

Specifically, Self-determination Theoryasserts that the satisfaction of basic needs (autonomy, competence and relatedness) by the social environment supports psychologicalgrowth, well-being and positive functioning (e.g., Ryan & Deci, 2000). However, little research focused on the people’s own activity that isaimed at the creation and maintaining of their own autonomy.AimsIn the present study we propose that strength of personal agency for autonomy is in positive relationship with general experiences ofpositive functioning. Moreover, in a sample of Hungarian employees, we would like to test the hypothesis that personal agency forautonomy is linked to positive outcomes in work context as well.Methods and results:In a sample of 1416 Hungarian employees (749 males, 34,2 +/- 11,7 years and 667 females, 37,2 +/- 11,8 years) we assessed the newlydeveloped Personal Agency for Autonomy Scale (PAAS, 6 items, sample item: “I do pretty much effort into being authentically myself.”),along with a series of general and work related well-being measures (e.g. SWLS, MLQ, Satisfaction with Work Scale, Brief Calling Scale,Work and Meaning Inventory). PAAS correlated positively and significantly with all of the well-being indices,

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moreover, it had a positiveassociation with the level of perceived autonomy support in work. Results showed no significant variability between employees ofdifferent branches.Conclusions:Our results indicate that personal agency toward autonomy may be an important part of the positive functioning of a person. An agenticpursuit for personal autonomy may be in bidirectional transaction with perceived autonomy support. From one side, autonomy supportmay empower people to be active in creating and maintaining their own autonomy. From the other side, committed pursuit of autonomymay evoke greater support from the social environment. These results are interpreted with regard to the role of control and autonomyprocesses in the work related well-being and meaningful work.

Keywords • autonomy, Self-determination Theory, striving for autonomy, meaningful work, employees, Hungary References: Ryan RM, Deci EL. (2000) Self-Determination Theory and the facilitation of intrinsic motivation, social development, andwell-being. American Psychologist, 55, 68-78.

POF087 - Exploring the savoring beliefs and affectivity of teachers P. Gadanecz2 Magyar Tudósok körútja, Budapest, 1117 Hungary Savoring refers to the processes and strategies in elaborating, enhancing and utilizing our positive experiences and emotions. Savoringbeliefs refer to presumptions about our ability to elaborate and savor positive past, present and future events. According to Bryant(2003), savoring beliefs are positively related to affect intensity, extraversion and optimism. Based on these findings, the present studyfocused on the relationship between savoring beliefs and the frequency of positive and negative affect over a specified period of time.The study included 293 Hungarian teachers (aged 26-57), 204 (69,62%) women and 89 (30,37%) men. Savoring beliefs were measuredwith the Hungarian translation of the 24-item Savoring Beliefs Inventory (SBI; Bryant, 2003). Positive and negative affectivity weremeasured with the Hungarian version of the Positive and Negative Affectivity Scale (PANAS; Watson et al. 1988).Results showed that participants perceive their ability to savor through reminiscence to be the most effective, while their ability to savorthrough anticipation their least effective way of savoring.

Pearson correlation was used to compare the subscales of SBI and the positiveand negative affectivity subscales of PANAS. Contrary to predictions, the statistical analysis did not find significant correlation betweenneither the total scale of SBI and PANAS, nor between the three subscales of SBI (Savoring through anticipation, Savoring the moment,Savoring through reminiscence) and the two subscales of PANAS (Positive and Negative affectivity).

Although former studies found thatsavoring beliefs are correlated with affect intensity, the current research indicates that beliefs are not related to the frequency of affect.These findings assume that even though savoring beliefs predict how certain feelings affect individuals, they do not affect how oftenthese feelings are experienced under specific amount of time.

Keywords • savoring beliefs, positive affectivity, negative affectivity, teachers References: Bryant, F. B. (2003). SavoringBeliefs Inventory (SBI): A scale for measuring beliefs about savouring. Journal of Mental Health, 12(2), 175-196.Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANASScales. Journal of Personality and Social Psychology, 54, 1063-1070. http://dx.doi.org/10.1037/0022-3514.54.6.1063

POF088 - Enhancing well-being at work: The mediating role of psychological flexibility Rebecca Shankland (1,2)Lionel Strub (2)Boissicat Natacha (3)Yves La Bihan (4)Ilios Kotsou (5)Dominique Steiler (2)1. Univ. Grenoble Alpes, LIP/PC2S, France2. Chaire Mindfulness, bien-être au travail et paix économique, Grenoble Ecole de Management, France3. Univ. Nice, France4. Univ. Libre de Bruxelles, Belgium IntroductionUp to now, few studies have been carried out on Mindfulness Based Interventions (MBIs) at work compared to a control group usingquantitative methods. Following a first study carried out in this field (Molines et al., 2015), we aimed at better understanding the positiveeffects at work. The aim of the present study was to assess the mediating role of psychological flexibility on well-being, perceived stressand cognitive appraisals of difficulties at work.MethodsParticipants (31 Mindfulness group and 27 controls) were recruited from three large French companies. They completed self-reportquestionnaires pre and post-intervention. Dependent variables were: Perceived Stress Scale, Warwick-Edinburgh Mental Well-Being Scale,and cognitive appraisals of difficulties (perceived as threats or as challenges, Cognitive Appraisal scale). The mediating variable used wasPsychological

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Flexibility (Decentering scale).ResultsRelative to the control group, Mindfulness-trained participants experienced increased subjective and psychological well-being while theyreduced their tendency to perceive difficulties as threats. No significant difference appeared on perceived stress scores (reduction in bothgroups), and on perception of difficulties as a challenges. As hypothesized, increased well-being was mediated by increased psychologicalflexibility.DiscussionResults underline the benefits of MBIs in workplace contexts in terms of wellbeing, while highlighting mechanisms that potentially explainthis effect. More studies are needed in the field of psychological flexibility in order to better measure its various facets and theirinteractions in relation to well-being at work.

Keywords • Mindfulness ; psychological flexibility; well-being; cognitive appraisals; organizations References: Molines,M., Shankland, R., Strub, L., Boissicat, N., & Steiler, D. (2015). Enhancing well-being in the workplace: The mediating role of Mindfulnessfor stress reduction and satisfaction with life. Mindfulness & Compassion, San Fransisco University, 3-7 June.

POF089 - Work-related Well-being among Russian Managers in the Context of Personal Resources: the Role ofHuman Agency R.BerezovskayaSaint-Petersburg State University, Saint-Petersburg, Russia The central focus of positive occupational health psychology (OHP) is aimed at understanding optimal functioning in the workplaceand positively oriented human resource strengths that are – in one way or another – related to employee health and performanceenhancement (Bakker, Derks, 2010). A personal resource of wide interest in OHP is agency in general, and professional agency inparticular. According an agentic perspective toward human development, adaptation, and change in psychology (Silbereisen, Best, Haase,2007) people are contributors to their life circumstances: they are self-organizing, flexible, pro-active, self-regulating, and self-responsible.The agency has mostly had very positive connotations for motivation, well-being, and even happiness (Eteläpelto et al., 2013; Welzel &Inglehart, 2010). But, the relationship between multidisciplinary concept of agency and workrelated well-being (WWB) requires moreempirical evidence. This study aims at examining empirically the level of managers’ WWB and testing the hypothesis that the general levelof agency and its basic characteristics are predictive and positively associated with different indicators of WB at workplace.Methods: the cross-sectional sample of 147 managers of two Russian companies, nationally operative in retail business was examined:67% of participants were male; the average age M=34.26 SD = 6.47;. the average length of service in the company M=10.53 SD = 6.20.Measures: We used the questionnaire Work-Related Behavior and Experience Pattern (AVEM) for the evaluation of professionalcommitment, resilience to stress and emotional WB; work engagement was assessed by Russian version of UWES-17. Also we used M.Shchukina questionnaire for the evaluation of basic characteristics of human agency that defines the level of self-management in socialand work environment.Data analysis: In order to answer the research questions 4 models were tested using linear regression analyses with general workengagement and 3 work-related patterns as the dependent variables.Results: As predicted, basic characteristics of agency positively predicted WWB indicators. Activity and autonomy have statisticallyreliable influence on work engagement and professional commitment among managers (R2=0,43; R2=0,52); selfmanagement skills andflexible coping – on resilience to stress (R2=0,37); autonomy, self-management skills and flexible coping – on emotional WB (R2=0,57). Theinfluence of the independent variables were analyzed with stepwise linear regression models with cut-off scores of P<.05 for inclusion andP>.10 for exclusion. In addition, we received some gender differences.Conclusions: these results provide compelling evidence that high level of agency is indeed an important personal resource that can helpmanagers to improve their WWB on an intra-individual basis. The study was supported by the Russian Foundation for Humanities, project15-06-10638.

Keywords • positive occupational health psychology, work-related well-being, work engagement, personal resources, humanagency, managerial work References: Bakker, A.B., Derks, D. (2010) Positive Occupational Health Psychology. In: S. Leka, J.Houdmont (Eds.), Occupational health psychology: A key text. Oxford: Wiley-Blackwell. pp. 194-224.Eteläpelto A., Vähäsantanen K., Hökkä P., Paloniemi S. (2013) What is agency? Conceptualizing professional agency at work. EducationalResearch Review, 10, 45–65.Silbereisen, R. K., Best, H., & Haase, C. M. (2007). Agency and human development in times of social change. International Journal ofPsychology, 42(2), 73–115.Welzel, C., & Inglehart, R. (2010). Agency, values, and well-being: A human development model. Social Indicators Research, 97(1), 43–63.

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POF090 - The perception of the manufacturing industry worker regarding his well-being and sense ofcoherence José G. Salazar Estrada (1,2)Norma S. Figueroa Villaseñor (2)Norma A. Ruvalcaba Romero (1,2)(1) Department of Health Sciences (2) University of Guadalajara, Jalisco México Objective: Evaluate the existing relationship between the sense of well-being and coherence (SC), as psychosocial factors related tolabor perception characteristics.Methods and materials: A cross-section and descriptive study of a random sample of 369 workers of the manufacturing industry of theMetropolitan Area of Guadalajara (Mexico).

The study was carried out in 24 industries of three industrial parks associated only by theirsize. Results: The highest global score of SC are obtained by men with 124.44 points. The perception of “bad metal health” is presented by17.61% of the men and 29.45% of women, being in men where there are significant statistically differences regarding to the highestaverage age of the worker and the time working there. The SC scores were higher in individuals with a better sense of well-being, in bothgenres, and it correlates inversely with the General Health Questionnaire scores in all the subjects studied. Conclusions: There is anegative individual perception regarding well-being, performance, and the not much motivating activity related to organizational factors,where they observe a lack of incentives, job insecurity, feeling of not being appreciated in their jobs, low salaries, and insufficient ongoingtraining on behalf of the company which lead them to a low Sense of Coherence.

Keywords • sense of coherence, well-being, perception, work life quality References: Schneider G, Driesch G, Kruse A,Wachter M, Nehen H, Heuft G. What influences self- perception of health in the elderly? The role of objective health condition, subjectivewell-being and sense of coherence. Archives of Gerontology and Geriatrics 2004; 39: 227- 237.Langius A, Bjorvell H. Coping ability and functional status in a Swedish popula- tion sample. Scandinavian Journal of Caring Sciences1993; 7: 3-10. DOI: 10.1111/j.14716712.1993.tb00154.xWiden H, Cuesta J, Holm, Kostulas V. In- tervention design for rehabilitation at home after stroke. A pilot feasibility study. ScandinavianJournal of Rehabilitation Medicine 1995; 27: 43-50.Read S, Aunola K, Feldt T, Leinonen R, Ruoppila I. The relationship between ge- neralized resistance resources, sense of co- herence, andhealth among finnish people aged 65-69. European Psychologist 2005; 10: 244-253. DOI: 10.1027/10169040.10.3.244

POT093 - Institutional Gratitude: Understanding Grateful Responses to Salary Raises Philip C. Watkins (1)Alex Wood (2)Vickie Shields (1)(1) Eastern Washington University(2) University of Sterling Research has shown that benefit appraisals are important for determining gratitude responses. Grateful responses are largelydependent on how valuable the person deems a benefit to be (value), how much the benefit was motivated by genuine concern for thebeneficiary (altruism), and how costly the beneficiary thinks the benefit was to the benefactor (cost; Wood et al., 2008; Watkins, 2014).Most past research has been conducted through projected responses to benefit scenarios however, and very little research has evaluatedappraisals in the context of an actual benefit. Moreover, studies have yet to investigate whether these results translate to institutions asbenefactors. The purpose of this study was to investigate the importance of these appraisals to gratitude for an actual benefit of asignificant salary raise. Faculty at an American university (n=98) were surveyed following a significant salary raise. Raises were as high as69%, but they differed by individual and discipline (mean raise 21%).

On a 7-point scale, respondents answered questions related to howcostly the raise was to the university, how altruistic the raise was on the part of the university, and how valuable the raise was to therespondent.

Participants also rated how grateful and how satisfied they were for their raise. Participants were moderately grateful fortheir raise (M=5.74 where 4=“somewhat grateful” and 7=“very grateful”). Correlations showed that appraisals of raise value (r=.70) andaltruism (r=.38) predicted gratitude for the raise. Cost to the university however, was only marginally related to raise gratitude (r=.20,p=.056). Indeed, when we conducted a simultaneous multiple regression with these three appraisal dimensions, only value and altruismshowed independent contributions to gratitude for the raise. This finding raises questions about the importance of cost appraisals togratitude responses. It is possible that cost is important to gratitude only when the benefactor is an individual, not an institution.Interestingly, the extent to which respondents felt that the raise exceeded their expectations showed a strong correlation to gratitude forthe salary raise (r=.54). We also conducted mediation analyses on salary raise satisfaction using bootstrapping. First, gratitude completelymediated the effect of altruism and value benefit appraisals on raise satisfaction. Second, gratitude completely mediated the impact ofsalary raise on raise satisfaction. Furthermore, multiple regression analyses that included salary raise showed that psychological

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valueprimarily drove gratitude responses. We conclude that: 1) gratitude for income is crucial to satisfaction with income, 2) the appraisals ofthe psychological value of a raise and the altruism of the institution motivating the raise are of primary importance for producinggratitude for salary increases, and 3) the appraisal of the psychological value of the raise mainly drives raise gratitude and satisfaction.

Keywords • gratitudepositive institutionsoccupational satisfactionincome References: Watkins, P. C. (2014). Gratitude and the Good Life: Toward a Psychology of Appreciation. Dordrecht,Netherlands: Springer.Wood, A. M., Maltby, J., Stewart, N., Linley, P. A., & Joseph, S. (2008). A social-cognitive model of trait and state levels of gratitude.Emotion, 8, 281-290.

POT094 - Exploring the role of meaning and emotions for proactive behavior J. K. Eickhölter (1), D. von der Oelsnitz (1)(1) Technical University of Braunschweig, Institute of Management, Germany Drawing on logotherapeutic theory (Frankl, 2006), self-determination theory (Ryan & Deci, 2002), and broadenand-build theory(Fredrickson, 1998) we suggest experiences of meaning as critical for augmenting proactivity in individuals (Tornau & Frese, 2013).Proactivity promotes continuous improvement and innovation in organizations (Campbell, 2000) through action and change orientationand future focus (Tornau & Frese, 2013). Hence, it constitutes a key to organizational success. Positive and negative emotions areexpected to occur as mediators in this relation.In two consecutive mixed-methods studies, we observed indicators of experienced meaning, positive and negative emotions, andproactive behaviors on a daily basis over eight weeks in two independent student samples (Nstudy1=27, Nobs=1341; Nstudy2=26,Nobs=1326). Data were analyzed in two steps. First, week-wise ANOVA comparisons were used to determine changes in the variables overtime. In the first study, meaning increased over the eight-week period with a small effect of 2=.016 (F(7,1333) = 3.069, p = .003). In thesecond study, both meaning and proactivity increased, each with a small effect (meaning: F(7,1318) = 2.719, p = .008, 2=.014; proactivity:F(7,1319) = 2.20, p = .032, 2=.012). We explain these positive developments by daily reflection on meaningful events and acts ofproactivity as part of diary entries as well as an accompanying personal interview prior to the diary period. In the second step, partialleast-squares (PLS) analysis was employed to uncover causal relations. PLS was used due to a lack of multivariate normality ofdistribution and an explorative research design, implying PLS as a favorable analysis technique (e.g. Henseler, 2005; Panten & Bo ow-Thies, 2007). As single-item measures were employed for all variables, the measurement model does not have to be tested. We found themodel to explain about 30% of variance (R -values) in proactivity in both studies, which is to be interpreted as a small amount (Hair, Hult,Ringle, & Sarstedt, 2013). Further, small amounts of variance of positive emotions (R T1=.306; R T2=.223) and negative emotions(R T1=.120, R T2=.174) were explained. Stone-Geisser’s (Stone, 1974; Geisser, 1974) Q -values were all above zero, confirming predictiverelevance of endogenous variables (see Chin, 1998). Path effect sizes indicate strong effects (f2-values above .35; Cohen, 1977) of meaningon positive emotions in study 1 and meaning on proactivity in study 2 (medium effects in respective other study). There was no significanteffect of positive or negative emotions on proactivity.We conclude that experiencing meaning is an important predictor of proactivity and emotions and should, thus, be of interest toorganizations. However, emotions do not function as a mediator in the relation between meaning and proactivity. Future research shouldfurther investigate on the relation by including additional variables such as psychological capital.

Keywords • Meaning, Proactivity, Emotions, Partial-Least-Squares, Logotherapy References: Chin, W. W. (1998). ThePartial Least Squares Approach to Structural Equation Modeling. In G. A. Marcoulides (Hrsg.), Modern Methods for Business Research.Mahwah, NJ; London: Lawrence Erlbaum Associates.Cohen, J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.) (Bd. xv). Hillsdale, NJ, England: Lawrence ErlbaumAssociates, Inc.Frankl, V. E. (2006). Man’s search for meaning. Boston: Beacon Press.Fredrickson, B. L. (1998). What Good Are Positive Emotions? Review of general psychology : journal of Division 1, of the AmericanPsychological Association, 2(3), 300–319. http://doi.org/10.1037/1089-2680.2.3.300Geisser, S. (1974). A predictive approach to the random effect model. Biometrika, 61(1), 101–107. http://doi.org/10.1093/biomet/61.1.101Hair, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2013). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM).SAGE Publications.Henseler, J. (2005). Einführung in die PLS-Pfadmodellierung. Wirtschaftswissenschaftliches Studium, 34, 70–75.Panten, G., & Bo ow-Thies, S. (2007). Analyse kausaler Wirkungszusammenhänge mit Hilfe von Partial Least Squares (PLS). In Methodikder empirischen Forschung (S. 311–326). Springer. Abgerufen von http://link.springer.com/content/pdf/10.1007/978-

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3-8349-9121-8_21.pdfRingle, C. M., Wende, S., & Becker, J.-M. (2015). SmartPLS 3 (Version 3). Bönningstedt: SmartPLS. Abgerufen von http://www.smartpls.comRyan, R. M., & Deci, E. L. (2002). Overview of SelfDetermination Theory: An Organismic Dialectical Perspective. In E. L. Deci & R. M. Ryan(Hrsg.), Handbook of selfdetermination research. Rochester, NY: University of Rochester Press.Stone, M. (1974). Cross-Validatory Choice and Assessment of Statistical Predictions. Journal of the Royal Statistical Society. Series B(Methodological), 36(2), 111–147.Tornau, K., & Frese, M. (2013). Construct Clean-Up in Proactivity Research: A Meta-Analysis on the Nomological Net of Work-RelatedProactivity Concepts and their Incremental Validities. Applied Psychology, 62(1), 44–96. http://doi.org/10.1111/j.1464-0597.2012.00514.x

POT095 - When will servant leaders be most beneficial? The effect of autonomy and group affect on therelationship of servant leadership with employee performance and lateness.

R. Oren (1), D. YagilUniversity of Haifa, Israel (1,2) IntroductionServant leadership is considered to be a positive leadership style that primarily focuses on followers' needs (Greenleaf, 1970; VanDierendonck, 2011). Research suggests that servant leadership is related to a variety of positive outcomes such as enhanced followerperformance (Vondey, 2010) and low prevalence of withdrawal behaviors among followers (Jones, 2012). To identify the contexts in whichthe unique characteristics of servant leadership are most beneficial, we explored the moderating effect of job autonomy and groupaffective tone in the relationships of servant leadership with job performance and lateness.We hypothesized that both autonomy and positive affective tone moderate the relationships of servant leadership with performance andlateness, such that each of these relationships is stronger under lower levels of autonomy or positive affective tone.MethodsThe sample comprised 165 employees and 50 supervisors in a large Israeli bank. The following data were collected from three sources atseveral points in time: a) employees evaluated the extent to which their managers engaged in servant leadership and then, after twoweeks, reported their autonomy levels at work and group affective tone; b) managers evaluated employee performance; and c) latenessdata were provided by human resource departments.Results and DiscussionTo test the hypotheses, Hierarchical Linear Modeling was performed in SAS using the PROC MIXED procedure. The results, presented inFigures 1–3, support our hypothesis regarding the moderating effects of autonomy: the positive relationship between servant leadershipand job performance is significant only for a low level of autonomy ( =52, SE=.12, P<.001. The results also show that the negativerelationship between servant leadership and lateness is significant only for a low level of autonomy ( =.3.59, SE=.59, P<.001). Thehypothesis regarding the moderating role of positive affective tone is supported with regard to lateness: the negative relationshipbetween servant leadership and lateness is significant only for a low level of positive affective tone ( =-1.95, SE=.69, P<.01).The results contribute to research on employee-oriented leadership by suggesting that such leadership might compensate for challengingwork conditions.Figure 1: Interactive effect of servant leadership and autonomy on job performanceFigure 2: Interactive effect of servant leadership and autonomy on latenessFigure 3: Interactive effect of servant leadership and positive affective tone on lateness Keywords • Servant leadership, autonomy, positive affective tone, performance and lateness References: Greenleaf, R.K. (1970). The servant as leader. Newton Centre, MA: Robert K. Greenleaf Center.Jones, D. (2012).

Servant leadership’s impact on profit, employee satisfaction, and empowerment within the framework of a participativeculture in business. Business Studies Journal, 4, 35-49.Parris, D. L., & Peachey, J. W. (2013). A systematic literature review of servant leadership theory in organizational contexts. Journal ofBusiness Ethics, 113, 377–393.Van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Journal of Management, 37, 1228-1261.Vondey, M. (2010). The relationships among servant leadership, organizational citizenship behavior, person-organization fit, andorganizational identification. International Journal of Leadership Studies, 6, 3-27.

POT096 - RELATIONSHIP BETWEEN PSYCHOLOGICAL CAPITAL AND MOTIVATION: A STUDY ON RS HEALTHORGANIZATIONS A.C.F. FIDELIS (1,2), J. RECH (1)1 Rua professor Antônio José Remião, 320Porto Alegre/RS - BrasilUCS Universidade de Caxias do Sul2- Rua Francisco Getúlio Vargas 1130Caxias do Sul/RS - BrasilUCS - Universidade de Caxias do Sul Psychological Capital and Motivation for the work are related areas to human behavior research in organizations.

Both approachespropose measurement instruments to verify the influence of subjective factors in human

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performance in companies. Based on these twotheoretical approaches, an impirical investigations of quantitative and qualitative nature was done, on the purpose of verifying if there isany relation among Desmotivation, Extrinsic Motivation and Intrinsic Motivation upon the dimension of Psychological Capital (selfefficacy,hope, optimism and resilience). The research sample was composed by 235 workers that act in the health segment in Rio Grandedo Sul/ BR. The instruments used were PCQ - 24 - and the MWMS. The methodological procedures were Factorial Analysis, ANOVA andCorrelation Matrix for quantitative approach and content analysis for qualitative approach.

Among the finding results it stands out anegative relation between the Psycap and Desmotivation, as well as a positive relation between the dimension of Capital Psychologicaland Intrinsic Motivation. It was also observed that the righer the level of Psycap is, the more approximate the results are to the IntrinsicMotivational type. The statistical results suggest that the professionals working in assistance have righer levels of Motivation to work andfor Psychological Capital than the ones that work in the administrative area. Similarly, people with full graduation show high level ofMotivation and Psycap if compared to those with incomplete graduation. In the qualitative research it was found that some respondentsafter answering the data collection instruments started a reflexive process about his/her work and his/her action in the company.This reflexive action unleashed concerns on four main ideas; the self-reflexion about the work, lack of focus on human, the split betweenthe task and people and motivation to develop the labor activities. These "main ideas" were discussed through the theoretical approachesthat supported this research.

Keywords • Psychological Capital. Motivation, Theory of Self-Determination. Health organizations.

References: ANTUNES, A. C.; CAETANO, A.; CUNHA, M. P. O papel do capital psicológico na criação de valor para as organizações. RevistaPortuguesa e Brasileira de Gestão, Lisboa, v. 12, n. 3, set. 2013.ANTUNES, A. C.; CUNHA M. P. Capital Humano e Capital Psicológico. In GONÇALVES, S. (org) Psicossociologia do Trabalho e dasOrganizações: Princípios e Práticas. Pactor: Lisboa, 2014APPEL-SILVA, M.; WELTER WENDT, G.; ARGIMON, I. A teoria da autodeterminação e as influências socioculturais sobre a identidade.Psicologia em Revista, v. 16, n. 2, p. 351-369, 2010.AVEY J. B. et al.. Meta-Analysis of the Impact of Positive Psychological Capital on Employee Attitudes, Behaviors, and Performance.Human Resource Development Quarterly, v.22, n. 2, 2011.AVEY, J. B. et al..

Impact of positive psychological capital on employee well-being over time. Journal of occupational health psychology, v.15, n. 1, p. 17, 2010.AVEY, J. B. The left side of psychological capital new evidence on the antecedents of psycap. Journal of Leadership & OrganizationalStudies, v. 21, n. 2, p. 141-149, 2014.AVEY, J. B.; LUTHANS, F.; JENSEN, S. M. Psychological capital: A positive resource for combating employee stress and turnover. HumanResource Management, v. 48, n. 5, p. 677-693, 2009.AYRES, M. et al. Aplicações estatísticas nas áreas das ciências bio-médicas. Instituto Mamirauá, Belém, 2007.AZANZA, G. et al.. Capital psicológico positivo: validación del cuestionario PCQ en España. Anales de psicología, v. 30, n. 1, p. 294-301,2014.BALDISSERA, R. Organizações como Complexus de Diálogos, Subjetividade e Significação (in KUNSCH, M. M. K.). (0RG.) A comunicaçãocomo Fator de Humanizações das Organizações. São Caetano do Sul, SP: Difusão Editora – série Pensamento e prática; v. 3, 2010.BANDURA, A. Self-efficacy: Toward a unifiying theory of behavioral change.

Psychological Review, v.84, p.191-215, 1977.BARDIN, L. (2004). Análise de conteúdo. 3. ed. Lisboa, Portugal: Edições 70.BARNEY, J. Firm resources and sustained competitive advantage. Journal of management, v. 17, n. 1, p.

99-120, 1991.BUENO, M. As teorias de motivação humana e sua contribuição para a empresa humanizada: um tributo a Abraham Maslow. Revista doCentro de Ensino Superior de Catalão–CESUC, ano IV, n. 06, 2002.CAMPOS, C. V. A., MALIK, A. M. Gestão de Pessoas em Hospitais. in: NETO G. V., MALIK, A. M. Gestão em Saúde. Rio de Janeiro:Guanabara Koogan, 2011.CAPRA, F. Conexões Ocultas: ciência para uma vida sustentável.

Editora Cultrix, 2002.CAPRA, F., LUISI, P. L. A Visão Sistêmica da Vida: Uma Concepção Unificada e suas Implicações Filosóficas, Políticas, Sociais eEconômicas. São Paulo: Cultrix, 2014.CARVER, C.S.; SCHEIE, M. F.; SEGERSTROM, S. C. Optimism. Clinical Psychology Review, v. 30, p. 879–889, 2010.CASADO, T. A motivação e o trabalho. As pessoas na organização. São Paulo: Gente, p. 247-258, 2002.CHANLAT, J. L. Ciências sociais e management: reconciliando o econômico e o social. Atlas, 1999.CHANLAT, J. L. Entrevista: Jean-François Chanlat.

GVExecutivo, v. 07, n 1, p 65 -69, 2008.CHIZZOTTI, A. Pesquisa qualitativa em ciências humanas e sociais. 5º ed.

Petrópolis, RJ: Vozes, 2013.COUTU, Diane L. How resilience works. Harvard business review, v. 80, n. 5, p. 46-56, 2002.CRAWFORD, E. R.; LEPINE, J. A.; RICH, B. L. Linking job demands and resources to employee engagement and burnout: a theoreticalextension and meta-analytic test. Journal of Applied Psychology, v. 95, n. 5, p. 834, 2010CSIKSZENTMIHALYI, Mihaly. Gestão qualificada: a conexão entre felicidade negócio. Porto Alegre: Bookman, 2004.CUNHA, Miguel Pina; REGO, Arménio; LOPES, Miguel Pereira. Comportamento organizacional positivo.

Análise Psicológica, v. 31, n. 4, p.313-328, 2013.DAWKINS, S. et al.. Building on the positives: A psychometric review and critical analysis of the construct of psychological capital.Journal of Occupational and Organizational Psychology, v. 86, n. 3, p. 348-370, 2013.DE GEUS, A. The living Company: Strategies for Growth. Harvard business

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review. Boston, 1998.DE OLIVEIRA BORGES, L.; ALVES FILHO, A.. A mensuração da motivação e do significado do trabalho. Estudos de psicologia, v. 6, n. 2, p.177-194, 2001.FÁVERO, L.P.; BELFIORE, P.; SILVA, F.L.; CHAN, B.L. Análise de Dados: Modelagem Multivariada para Tomada de Decisões. Rio deJaneiro: Elsevier, 2009.FERNET, C. et al. How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy,competence, and relatedness. European Journal of Work and Organizational Psychology, v. 22, n. 2, p.

123-137, 2013.FISHER, Cynthia D. Happiness at work. International journal of management reviews, v. 12, n. 4, p.

384-412, 2010FORGEARD, M. J. C. SELIGMAN M. E. P. Seeing the glass half full: A review of the causes and consequences of optimism. PratiquesPsychologiques, v. 18, p. 107–120, 2012.FREIRE, A. C.; DE FREITAS, L. S.. A aplicação da teoria da expectância de vroom na perspectiva de jovens universitários em seusprimeiros empregos.

In: Conocimiento, innovación y emprendedores: camino al futuro. Universidad de La Rioja, 2007.GAGNÉ, M. et al..

The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries.

EuropeanJournal of Work and Organizational Psychology, n. ahead-of-print, p. 1-19, 2014.GAGNÉ, M.; DECI, E.L..

Self determination theory and work motivation. Journal of Organizational behavior, v. 26, n. 4, p. 331-362, 2005.GAULEJAC, V. de. Gestão como doença social: ideologia, poder gerencialista e fragmentação social.

Aparecida: Idéias & Letras, 2007.GEMELLI, S. F.. Investimentos em educação do capital humano na empresa Fras-le, indústria metal mecânica, sob a ótica dosfuncionários e dos gestores. Dissertação (Mestrado) Universidade de Caxias do Sul, Programa de Pós-Graduação em Administração,2009, 135 f.GIL, A. C. Métodos e técnicas de pesquisa social. 5ª ed. São Paulo. Atlas, 1999.GILLET, N. et al.(a) Procedural justice, supervisor autonomy support, work satisfaction, organizational identification and jobperformance: the mediating role of need satisfaction and perceived organizational support. Journal of advanced nursing, v. 69, n. 11, p.2560-2571, 2013.GILLET, N. et al.(b) Perceived organizational support, motivation, and engagement among police officers.

Professional Psychology:Research and Practice, v. 44, n. 1, p. 46, 2013.GÜNTERT, S. T.. The impact of work design, autonomy support, and strategy on employee outcomes: A differentiated perspective on selfdeterminationat work. Motivation and Emotion, p. 1-14, 2014.HAIR JR, J. F. et al. Fundamentos de métodos de pesquisa em administração. 2005.HAIR, J. F. et al. Análise multivariada de dados. Bookman, 2009.HUTZ, C. S. (org). Avaliação em Psicologia Positiva. Artmed: São Paulo, 2014.JOHNSON, R. A.; WICHERN, D. W. Applied multivariate statistics.

1988.KLINE, R. B. Principles and Practice of Structural Equation Modeling. The Guilford Press New York: London, 2011.KOTTER, J. P.; SERRA, A. C. C.. Liderando a mudança: por que fracassam as tentativas de transformação.

MUDANÇA: Harvard BusinessReview. Trad. Afonso Celso da Cunha Serra. Rio de janeiro: Campus, 1999.LANKSHEA R, C., KNOBEL, M. Pesquisa Pedagógica: do projeto à implementação. Porto Alegre: Artemed, 2008.LEAL, E. A.; MIRANDA, G. J.; CARMO, C. R. S. Teoria da autodeterminação: uma análise da motivação dos estudantes do curso deciências contábeis. Revista Contabilidade & Finanças, v. 24, n. 62, p. 162-173, 2013.LIU, L. et al. (a)The mediating role of psychological capital on the association between occupational stress and depressive symptoms

POT097 - When is it not better to be more conscientious? When you are not conscientious to begin with J. Pickett (1), J. Debusscher (1), J. Hofmans (1)Vrije Universiteit BrusselPleinlaan 21050 BrusselsBelgium AIM: Previous research shows that conscientiousness relates positively to positive (PA) and negatively to negative affect (NA), both atthe between- and within-person level (Barrick & Mount, 1991; Smith, Ryan, & Röcke, 2013).

However, because these studies focused oneither between- or within-person differences without integrating the two, their findings may conceal the true conscientiousness-affectrelationship. Drawing on the Behavioral Concordance Model (Moskowitz & Côté, 1995) (trait-concordant behavior lead to increases in PAand decreases in NA) and research on authenticity (Ménard & Brunet, 2011) (acting in congruence with one’s traits is beneficial), wehypothesize that PA is high and NA is low when people behave according to their trait level; however, when people deviate from this traitlevel PA decreases and NA increases.METHODS: We tested our hypothesis using an experience sampling study. Data were collected from 82 full-time Belgian employees whoreported on their daily levels of conscientiousness, PA and NA for 10 consecutive working days (N = 734). Trait conscientiousness wasmeasured by computing the average of the daily conscientiousness ratings, while within-person fluctuations were obtained by personcenteringthe daily conscientiousness ratings.RESULTS & CONCLUSIONS: Multilevel polynomial regression analyses revealed that,for people high on trait conscientiousness, within-person fluctuations in conscientiousness were positively related to PA and negatively toNA. For people who are low in trait conscientiousness, however, conscientiousness related in a positive way to both PA and NA. In otherwords, behaving more conscientious only tends to create less NA when one is high in conscientiousness to begin with, whereas behavingmore conscientious leads to more PA for everyone. These results challenge the idea that more

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conscientiousness is always better. Rather,and in line with the Behavioral Concordance Model (Moskowitz & Côté, 1995) and research on authenticity (Ménard & Brunet, 2011), theysuggest that engaging in behaviors that are not congruent with one’s personality preferences brings about more NA, even if thosebehaviors are considered to be “good”, such as behaving more conscientious. From a practical point of view, our results suggest that byfostering authenticity and trait congruence in the work place, increased psychological functioning and employee well-being is alsocultivated (Ménard & Brunet, 2011).

Keywords • conscientiousness; behavioral concordance model; authenticity; workplace well-being References: Barrick,M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis.

Personnel Psychology, 44, 1-26.Ménard, J., & Brunet, L. (2011). Authenticity and well-being in the workplace: A mediation model. Journal of Managerial Psychology, 26(4), 331-346.Moskowitz, D. S., & Côté, S. (1995). Do interpersonal traits predict affect? A comparison of three models. Journal of Personality andSocial Psychology, 69, 915–924.Smith, J., Ryan, L. H., & Röcke, C. (2013). The day-to-day effects of conscientiousness on well-being.

Research in Human Development, 10(1), 9-25.

POT098 - Leaders and Subordinates’ subjective well-being: importance of emotional intelligence and socialsupport?

A. mitas (1,2,3), L. Gustainien (2,3), J. algiryt - Skurdenien (2,3)(1) Rietavo str. 3-17, Kaunas, Lithuania (2) Jonavos str. 66-331,Kaunas, Lithuania (3) Vytautas Magnus university Introduction. Subjective well-being refers to low levels of negative affectivity, levels of positive affectivity and high overall lifesatisfaction (Lambert, Passmore, Holder, 2015). Higher subjective well-being relates to better physical, mental health and survival(Pressman, Cohen, 2006). Perceived social support and emotional intelligence are related with subjective well-being (Gallagher, Vella-Brodrick, 2008), but also there‘s data showing that high levels of emotional intelligence predict subjective well-being without takingaccount of high social support (Gallagher, Vella-Brodrick, 2008) and it may be assumed that leaders and subordinates may differ byperceived of social support and emotional intelligence.Material and methods. From 230 employees (120 females and 110 males) which entered the study, there were 121 leaders (61 females and60 males) and 109 (60 females and 49 males) were subordinates. Respondents were Lithuanian employees in different professional areas.Leaders Mean age of leaders and subordinates was 35.47 ± 7.00 and 33.18 ± 7.46, respectively. Emotional intelligence and their aspectswere assessed by emotional intelligence scale (Schutte and others., 1998). Subjective well-being was assessed by Satisfaction with lifescale (Diener, Emmons, Larsen, Griffin, 1985) and Positive and Negative Affect Schedule – expanded form (Watson, Clarck, 1999).Perceived social support was assessed by the Social Support Scale (Sherbourne, Stewart, 1991).Results. Results revealed that leader’s life satisfaction was predicted only by informational social support ( = .238, p=0.026), subordinate’slife satisfaction was predicted by emotion selfcontrol ( = .413, p=0.0001) and by use of emotion ( = -.228, p=0.007). Leader’s negativeaffectivity was predicted by emotion self-control ( = -.311 p=0.006) and by use of emotion ( = .308 p=0.001), subordinate’s negativeaffectivity was predicted by perception of emotions ( = -.233, p=0.035), emotion self-control ( = -.380, p=0.002). Leader’s positiveaffectivity was predicted by control of other people‘s emotion ( = .308, p=0.009), subordinate’s positive affectivity was predicted byemotion perception ( = .243, p=0.02), control of other people‘s emotion ( = .429, P=0.001) and by education level ( = .183, p=0.039).Conclusions: Emotional intelligence and social support are important predictors of subjective well-being: leaders subjective well-beingpredictors differ from that of subordinates. Leaders’ life satisfaction is predicted by social support, but subordinates life satisfaction ispredicted by emotional intelligence. The obtained results call for more research in this area.

Keywords • leaders; subordinates; life satisfaction; positive affect; negative affect References: 1. Diener, E. D.,Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75.2. Gallagher, E. N., & Vella-Brodrick, D. A. (2008). Social support and emotional intelligence as predictors of subjective well-being.Personality and individual differences, 44(7), 15511561.3. Lambert, L., Passmore, H., & Holder, M. D. (2015). Foundational frameworks of positive psychology: Mapping well-beingorientations. Canadian Psychology/Psychologie Canadienne, 56(3), 311-321. doi:10.1037/cap00000334. Pressman, S.D., & Cohen, S. (2006). Does positive affect influence health? Brain, Behavior, and Immunity, 20, 175–181.5. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development andvalidation of a measure of emotional intelligence.

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Personality and individual differences, 25(2), 167-177.6. Sherbourne, C. D., & Stewart, A. L. (1991). The MOS social support survey. Social science & medicine, 32(6), 705-714.7. Watson, D., & Clark, L. A. (1999). The PANAS-X: Manual for the positive and negative affect schedule-expanded form.

POT099 - Resilient Leadership Training Programme for Correctional Officers in Singapore Prison Service Y.L. Leow (1), B.S. Kwek (1)(1) Psychological & Correctional Rehabilitation Division, Singapore Prison Service, Singapore This poster aims to introduce the Resilient Leadership Training Programme conducted for correctional officers working in SingaporePrison Service (SPS) and provide preliminary results on the effectiveness of this programme.

Correctional officers were exposed to a widerange of stressors that could undermine their work performance, and in turn, compromise prison security and inmate rehabilitationefforts. Hence, SPS recognised that one of the ways to preserve and promote psychological well-being and mental resilience at both theindividual and department levels was through the training of ground leaders in a set of resilient leadership behaviours. This would thenenable them to increase the resilience of their subordinates and imbue a resilient culture. The training was adopted from the ResilientLeadership Training Programme, developed by Professor George S. Everly from University of Maryland, Baltimore County (UMBC) trainingcentre in United States, and integrated into the main leadership training programme in SPS since 2012. It aimed to equip the leaders withfive primary pillars, namely Optimism, Integrity, Effective Communication, Decisiveness and Psychological Body Armour. The training wasconducted by SPS psychologists and took place over two phases (i.e., classroom and experiential training). A preliminary research studyon the pilot programme was conducted to evaluate the effectiveness of the training. A total of 28 supervisors and 69 peers/subordinatesparticipated in the study. The results collected at a 3-month point after the end of the training revealed that the peers/subordinates ofsupervisors who received the training reported lower job demands than those of supervisors who did not receive the training.

Keywords • correctional officers; mental resilience; psychological well-being; resilience training; resilient leaders; resilientorganisational culture; optimism; integrity; effective communication; decisiveness; psychological body armour; job demand References: APA (2009) Ten Ways to Build Resilience. Apahelpcenter.org. http://web.archive.org/web/20090325203101/http://www.apahelpcenter.org/featuredtopics/feature.php?id=6& ch=4Avey, J.B., Reichard, R.J., Luthans, F., & Mhatre, K.H. (2011). Meta-analysis of the impact of positive psychological capital on employeeattitudes, behaviors, and performance. Human Resource Development Quarterly, 22 (2), 127-152.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change.

Psychological Review, 84, 191 – 215.Bandura, A. (1982). The self and mechanisms of agency. In J. Suls (Ed.), Psychological perspectives on the self (pp. 3-39). Hillsdale, NJ:Erlbaum.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Churchill, G., Ford, N., Hartley, S. and Walker, O (1985). The determinants of salesperson performance: a meta-analysis. Journal ofMarketing Research, 22: 103-118Cohen, S., Kamarck, T., Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385396.Cohen, S., & Williamson, G. (1988). Perceived stress in a probability sample of the United States. In S. Spacapam & S. Oskamp (Eds.), Thesocial psychology of health: Claremont Symposium on applied social psychology. Newbury Park, CA: Sage.Connor KM, Davidson JRT.(2003) Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC) Depressionand Anxiety. 18:76–82.Donnelly, J., Ivancevich, J. (1975) Role clarity and the salesman. Journal of Marketing. 39, 71-74.Everly, G. S., Sherman, M., Smith, J.K. (1989). The Development of a scale to assess behaviorial health factors; The Everly Stress andSymptom Inventory. In Feldman, R.H., Humphrey, J. (eds) Health Education: Current Selected Research. Vol II. New York: AMS Press, 7186Everly, GS, Jr & Links, A (2010) Resiliency: A Qualitative Analysis of Law Enforcment and Elite Military Personnel. In Paton, C. andViolanti, J. (eds). Working in High Risk Environment: Developing sustained resiliency.

Springfield, IL: CC Thomas.Everly, GS, Jr & Smith, K. J. (2010). In this unpunished study, 65 scholars were invited to appraise American Presidents on 10 leadershipcharacteristics and their leadership effectiveness (overall / crisis). The four characteristics most strongly correlated to leadershipeffectiveness (overall / crisis) are Decisive Action (correlation = .99/.91), Optimistic, visionary leadership (correlation =.88/.90), OpenCommunication (correlation =.86/.89) and Integrity (correlation = .82/.82).Jon L. Pierce, Donald G. Gardner, Larry L. Cummings and Randall B. Dunham (1989) The Academy of Management Vol. 32, No. 3, pp. 622-648JournalLuthans, F., Avolio, B.J., Walumbwa, F.O., & Li, W. (2005). The psychological capital of Chinese workers: Exploring the relationship withperformance. Management and Organization Review, 1, 249-271.Siebold, G. L. (2007). The

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Essence of Military Group Cohesion. Armed Forces and Society, 33, pp.286-295.Siebold, G. L., & Kelly, D. R. (1988).

Development of the Combat Platoon Cohesion Questionnaire (Technical Report 817). Alexandria, VA:U.S. Army Research Institute for the Behavioral and Social Sciences

POT100 - Can Inclusive Leadership bring benefits to organisations?

Dr. Ceri Sims, Dept of Psychology (1)Prof. Gloria Moss, Dept of BusinessIan DoddsAlan David(1) Buckinghamshire New University,High Wycombe Campus,Queen Alexandra Road,High Wycombe,BuckinghamshireHP11 2JZ, UK There are many factors that have called into question the appropriateness of a Command and Control style of leadership to modernorganisations with employee diversity (Philips 2014) and intersectionality (Kelly & Smith, 2014), as well as societal factors such as sharedstakeholder capitalism (Porter & Kramer, 2011) and increasing volatility, uncertainty, complexity and ambiguity (VUCA) in markets (Wolf,2007) as primary drivers. The study presented here discusses both the parameters and possible benefits of an alternative style ofleadership, Inclusive Leadership (IL) and also looks at some of the contextual factors that may favour the establishment of IL. In doingthis, earlier findings from the strategy literatures (March 1991; Hakonsson, 2012) are tested through interview questions to discern theextent to which an ‘explore’ or ‘exploit’ strategy favours IL. The mapping of the concept of IL as well as its perceived benefits are donethrough an online survey administered to ten large national and international organisations in the public and private sectors as well asthrough telephone interviews with managers and non-managers in those organisations.The survey was completed by 966 respondents and interviews took place with 61 respondents from the same plus an additionalorganisation. The survey questions were rooted in fifteen Transformational and Servant Leadership competencies (Bass & Avolio, 1994;Greenleaf, 1970, 1977) and rating of these by non-managers and first-line revealed that the statements assessing those characteristicswere measuring a single construct. Interviews corroborated these findings whilst also highlighting the salience of particularcharacteristics including freedom from prejudice, active listening, leveraging differences, developing diverse talents, to openness aboutdecisions and acting as a role model.The investigation revealed the extent to which, while employees’ experiences of IL varied between organisations, there was a consistentand high correlation between perceived levels of IL and perceived outcomes (Productivity, Satisfaction and Engagement).

The interviewsoffered preliminary evidence that IL was facilitated by an ‘exploit’ strategy within a context that was relatively low on risk-aversion, afinding at odds with Hakonsson’s (2012) model which suggests that the ‘Producer’ style of leader – a style akin to IL – is favoured by an‘Exploit’ and risk averse context.There were interesting demographic differences with Gen Y and new employees experiencing increased IL and with an interaction betweenage and educational level. There were also other trends, such as differences in experience from different ethnic groups and employeeswho had outside caring responsibilities.The results are discussed in relation to formulating a clearer understanding of IL and proposing future research into measuring anddeveloping Inclusive Leaders in organisations.

Keywords • Inclusive Leadership References: Bass, B. M., & Avolio, B. J. (1994), Improving organizational effectivenessthrough transformational leadership.

Thousand Oaks, CA, SageGreenleaf, R (1970), The servant as leader, https://www.leadershiparlington.org/pdf/TheServantasLeader.pdfGreenleaf, R., K., (1977), Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness, New York, Paulist PressHakonsson, D.D., Burton, R., Obel, B and Lauridsen, J T. (2012), Strategy Implementation Requires the Right Executive Style: Evidencefrom Danish SMEs. Long Range Planning, 45. 182-208.Kelly, W. and Smith, C. (2014), What if the road to inclusion were really an intersection? Deloitte University Press, http://d27n205l7rookf.cloudfront.net/wpcontent/uploads/2014/12/DUP_1003_Intersectionality_MASTER.pdf accessed on 19 December2015Phillips, Katherine (2014), How Diversity Makes Us Smarter, Scientific American, September, accessed on 30 September at http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/Porter,M. and Kramer, M. (2011) ‘The big idea: Creating Shared Value on shared value, Harvard Business Review, January – Februaryedition.Wolf, Daniel (2007). Prepared and Resolved: The Strategic Agenda for Growth, Performance and Change. dsb Publishing

POT101 - What type of feelings drive engagement at work? Investigating the impact of local and organisationallevel emotional cognitions on employee engagement.

N. Da Camara (1)V. Dulewicz (2)M. Higgs (1)(1) University of Southampton, UK(2) Henley Business School, University of Reading, UK

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Although theorists have described the critical role of emotional cognitions of (or feelings about) the workplace environment asantecedents to employee engagement (Alderfer, 1987; Hackman & Oldham, 1980; Kahn, 1990), there is a still very limited amount ofempirical research on the impact of emotional cognitions on employee engagement (Da Camara, 2013; Da Camara, Dulewicz & Higgs,2015). Instead, researchers have typically provided evidence of the link between emotional cognitions of the workplace environment andemployee attitudes such as job satisfaction and organisational commitment (James & James, 1989; Parker et al., 2003), rather thanemployee engagement. Moreover, there has been limited empirical research linking local level emotional cognitions (i.e. psychologicalclimate) and wider measures of organisational behaviour, such as organisational emotional intelligence (OEI), to employee engagement(Hackman & Oldham, 1980; Alderfer, 1987; Kahn, 1990). This study therefore aims to empirically investigate the impact of emotionalcognitions of both job and organisational level factors– as represented by measures of psychological climate and organisational emotionalintelligence (OEI) - on employee engagement.The research is based on a quantitative cross-sectional survey of employees in a UK charity organization (n=174). The researchinstruments applied include the psychological climate scale (Brown & Leigh, 1996), the organisational emotional intelligence questionnaire(OEIQ) (Da Camara, Dulewicz & Higgs, 2015) and the Utrecht Work Engagement Scale (UWES) (Schaufeli, Bakker & Salanova, 2006). Thedata were analysed using hierarchical regression and partial least squares (PLS) analytical techniques (Ringle et al., 2005).The results of the study show that both psychological climate and OEI, which represent emotional cognitions of job and organisationallevel factors in the workplace are significant drivers of employee engagement. In particular, the study found that a sense of contributionand challenge at work, which are job level factors that contribute to local level psychological climate are the strongest drivers of employeeengagement (including vigour, dedication and absorption) and highlights the importance of emotionally relevant approaches in furtheringour understanding of workplace engagement. The implications of these results for supporting employee engagement in the workplace arediscussed.

Keywords • employee engagement, organisational emotional intelligence, psychological climate, emotional cognition References: Alderfer, C. P. 1987. An intergroup perspective on group dynamics. In J. Lorsch (Ed.), Handbook of organizationalbehaviour: 190–222. Englewood Cliffs, NJ: Prentice-Hall.Brown, S. P., & Leigh, T. W. (1996). A new look at psychological climate and its relationship to job involvement, effort, and performance.Journal of Applied Psychology, 81(4), 358-368.Da Camara, N., Dulewicz, V. & Higgs, M. (2015). Exploring the Relationship between Perceptions of Organisational Emotional Intelligenceand Turnover Intentions amongst Employees: The Mediating Role of Organisational Commitment and Job Satisfaction. In Charmine E JHärtel, Neal M Ashkanasy and W J Zerbe (Ed.), Research on Emotion in Organizations: New Ways of Studying Emotion in Organizations,Vol. 11, Bingley UK: Emerald Publishing, in print.Hackman, J. R., & Oldham, G. R. 1980. Work redesign. Reading, MA: Addison-Wesley.James, L. A., & James, L. R. (1989). Integrating work environment perceptions: Explorations into the measurement of meaning. Journal ofApplied Psychology, 74, 739-751.Kahn, William A. (1990). Psychological Conditions of Personal Engagement and Disengagement at Work. The Academy of ManagementJournal, Vol. 33, No. 4 (Dec., 1990), pp. 692–724.Parker, C. P., Baltes, B. B., Young, S. A., Huff, J. W., Altmann, R. A., LaCost, H. A. and Roberts, J. E. (2003), Relationships betweenpsychological climate perceptions and work outcomes: a metaanalytic review. Journal of Organizational Behaviour, 24: 389–416.Schaufeli, W.B., Bakker, A.B. & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-nationalstudy. Educational and Psychological Measurement, 66, 701-716.Ringle, C. M., Wende, S. & Will, S. (2005). SmartPLS 2.0 (M3), Beta, Hamburg, http://www.smartpls.de.

POT102 - Using Cross-Cultural Psychological Capital to Develop Cross-Cultural Competence M. Condren, MA (1)R. Reichard, PhD (1)(1) Claremont Graduate University, Claremont CA With increasing globalization, diversification and migration, organizations and societies need people who can work effectively acrosscultures, and successfully engage with cultural differences locally. International experience has been shown to be an effective teacher ofcross-cultural skills, but such experiences are often unfeasible due to time and cost, so organizations rely heavily on classroom training todevelop leaders’ cross-cultural competence (Ange & Inkpen, 2008). As knowledge-based trainings (e.g. culturally-specific behaviors) areoverrepresented in the literature (Kealey & Protheroe, 1996), our aim was to develop and test an experiential cross-cultural skills training.This session presents a series of empirical studies resulting in an effective training program to enhance employees’ cross-cultural positivepsychological capital (PsyCap) and prepare them to effectively navigate diverse cross-cultural trigger events (i.e., emotionally-engaging,culturally-novel experiences).To assess and develop cross-

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cultural psychological skills, two studies validated a new cross-cultural PsyCap measure, which confirmed themeasure’s construct validity in assessing cross-cultural skills (Dollwet & Reichard, 2014). Results indicate that the new measure providesadditional value in assessing cross-cultural skills beyond the already existing measures of cultural intelligence and ethnocentrism, withimportant implications for the assessment and development of employees who work internationally or within a diverse workplace.Next, to understand how international experience triggers the development of cross-cultural competence and the qualities of triggerevents that foster this development, we used a grounded theory approach to examine responses from 85 U.S. college students, whocompleted open-ended questions following their return from studying or working abroad. The findings suggest that internationalexperiences enhance an individual’s cross-cultural development through engagement in meaningful trigger events by providing a newperspective on a situation and/or one’s own identity. More specifically, the results provide a reliable definition of a trigger event withinthe context of cross-cultural development (Reichard, Serrano, Condren, Wilder, Dollwet, & Wang, 2015).Lastly, we created a training that combined psychological skills building with simulated trigger events. To effectively navigate simulatedtrigger events, leaders were trained in the four broad psychological skills of PsyCap: efficacy, hope, optimism, resilience.

Following PsyCaptraining, leaders were immersed in simulated trigger events by watching three culturally novel videos followed by written self-reflectionand group discussion. In both a U.S. and a South African sample of leaders, training was deemed to be effective based on significantpositive change from pre-to-post assessments of cultural intelligence and ethnocentrism (Reichard, Dollwet, & Louw-Potgieter, 2014).

Keywords • psychological capital, cross-cultural PsyCap, cultural intelligence, cross-cultural skills, training, trigger events References: Dollwet, M., & Reichard, R. (2014). Assessing cross-cultural skills: Validation of a new measure of crossculturalpsychological capital. The International Journal of Human Resource Management, 25(12), 16691696.doi:10.1080/09585192.2013.845239Reichard, R.J., Dollwet, M., & Louw-Potgieter, J. (2014). Development of cross-cultural psychological capital and its relationship withcultural intelligence and ethnocentrism. Journal of Leadership and Organizational Studies, 21(2), 150-164.Reichard, R.J., Serrano, S.A., Condren, M., Wilder, N., Dollwet, M., & Wang, W. (2015). Engagement in cultural trigger events in thedevelopment of cultural competence.

Academy of Management Learning & Education, 14(4), 461-481.

POT103 - relation between subjective well-being and organizational commitmen of jogjakarta civil servant(government employees) Chandra Gupyta (1)Noor S. Rahmani (2)Bulaksumur, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55281.

Universitas Gadjah Mada (UGM) Indonesia (1)Bulaksumur, Kota Yogyakarta, Daerah Istimewa Yogyakarta 55281.

Universitas Gadjah Mada (UGM) Indonesia (2) Within the times, demand for first-rate public services is increasing. First-rate servicesare needed in order to society can obtain the services which are effective, efficient, economic,and in accordance with society needs.

Especially for civil servants that have responsibility as government employees and to helpsociety. First-rate services is one of the indicator fororganizational performance, therefore the demand of these high-qualified services must bemet by the organization. Nowadays, one kind of organization like government should offer firstrate serviceas well. Therefore government must upgrade the quality of human resources (HR). Quality ofhuman resources determine the standard of good or bad the quality of services by thegovernment. Quality of human resource’s performance is affected by commitment. Organisational commitment is a subset ofemployee commitment, which is comprised ofwork commitment, career commitment and organisational commitment.

Organisational commitment, in turn, can be subdividedinto affective commitment. It is the willingness of employees to accept organisational values,and goals, and to work towards achieving these; to be fully involved, and participate, in all theactivities, both work and non-work related, of the organisation; and to dedicate time, and effort,towards the betterment of the organisation. To know subjective well-being of the employees to their organization, organizationalcommitment from theemployees itself is needed.A research was conducted to obtain a clear representation of how those mentionedabove relate to each other and to know the relation between organizational commitment and subjective well-being of JogjakartaCilvil Servant (Government Employee), thenentitled “Relation between organizational commitment and subjective well-being of Jogjakarta Cilvil Servant (Government Employee).Subject of research are 150 employee atBPN (Badan Pertanahan Nasional) Office who were selected and assigned by quota samplingtechnique. The data were collected by using two psychological

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scales, organizationalcommitment scale and SWBS scale,and then were compiled using Likert scale. The analyzation is done by product momentanalysis (Azwar, 2012).

Keywords • SUBJECTIVE WELL-BEING, organisational commitment References: Azwar, S. (2012). Reliabilitas dan Validitas.Yogyakarta: Pustaka Pelajar.

POT104 - The Impact of Psychological Capital on B-to-B Sales Y. Karsten (1), M. Roos-Salmi (2)1) Snellman Institute, Helsinki, Finland2) Haaga-Helia University of Applied Sciences, Helsinki, Finland BackgroundA broad multidisciplinary research, “Mania: B-to-B Sales Success Driven by Understanding People”, was exploring how emotions andattitudes influence sales success. The analysis of large material (240 interviews & 25 video recordings of actual sales meetings) showedthat the sales person’s attitude is of paramount importance for the outcome of the sales negotiation. To get a deeper comprehension ofdifferent attitudes, Psychological Capital (PsyCap) was chosen as a framework. Analyzing the material from this angle, the questions were:1. How does the level and makeup of the sales person's PsyCap influence the sales process?2. How does the sales organization's overall level and quality of PsyCap influence the individual sales person?Theorethical BackgroundAs developed by Fred Luthans, Psychological Capital is a compound of four attitudes; Efficacy, Hope, Resilience and Optimism. A person'sPsyCap is more constant than their emotions, at the same time being more flexible than many other personality traits. PsyCap can bemeasured and developed both in individuals and organizations. (Luthans, Youssef, & Avolio, 2007.)MethodologyQualitative data analysis from the material gathered from 5 different companies. All interviews (n=105) were transcribed. The salesperson’s descriptions of his attitudes were extracted and their PsyCap profiles were outlined.FindingsThe level and the quality of PsyCap varied between different organizations. The sales persons PsyCap profile could differ from that of theorganization, but it was frequently the case that the sales person adapted themselves to the organizations, using the attitudes that livedstrongest in the organization. The importance of a balanced PsyCap: if one or two attitudes are over-developed in relation to the overallPsyCap, it weakens the whole set-up and easily starts working against the person.Practical ImplicationsThe organization needs to look closely at procedures that enhance the overall PsyCap, since this has an immediate impact on theindividual sales person. The level of each of the four PsyCap attitudes gave rise to concrete suggestions of how sales procedures could bedeveloped within the organization.ValueThe organizations involved were for the most part positively surprised by the practical insights offered by the research results. In threecases out of five, the organizations immediately started building new procedures to balance their overall PsyCap and to be better able tosupport the sales person's individual PsyCap. Keywords • psychological capital, sales, positive organizational behavior, workplace positive psychology References: Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge.

Oxford: OxfordUniversity Press.

POT105 - The Positive Organization’s Generator: cultural matters in adapting unconventional organizationalpractices to Portuguese speaking countries Neto, L. (1)Marujo, H. Á. (2)(1) and (2) Instituto Superior de Ciências Sociais e Políticas, Rua Almerindo Lessa 1300-663 Lisboa Portugal The Positive Organization’s Generator: adaptation to Portuguese speaking countriesPositive Organizational Scholarship evolved as a set of theories, methods and strategies originated in the research done by wellknown scientists in the field, such as Kim Cameron and Robert E. Quinn.The Positive Organizations Generator introduced

by Quinn (2015) uses 100 positive strategies, all verified empirically, in order todevelop the basis for the functioning of Positive Organizations. However, the strategies and studies reported that support them referalmost entirely USA and Canada organizations.In order to adapt those strategies to Portuguese speaking enterprises a study was done involving undergraduate students fromHuman Resources Management, asking them to rate the adequacy of those strategies to the Portuguese organizational context.In 750 attributions of importance and adequacy undergone by 120 students, with diverse nationalities from Portuguese speakingcountries (Cape Verde, Angola, Mozambique, Portugal) some of the Quinn’s strategies were given attributions of clear adequacy (forinstance, ‘selection based on meaning’, ‘community service week’, ‘shared meaning in organization’) while

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others were completed rejected(namely ‘sending letters to family’, ‘sharing business plan’, ‘servant leadership’).The results are discussed within a bicultural frame of interpretation, stressing specific caveats for the use of The PositiveOrganizations Generator in Portuguese speaking contexts.

Keywords • Positive Organizational Generator; Positive Organizational Scholarship; Portuguese speaking cultures; culture;unconventional practices References: Bibliography:Cameron, K. (2008). Positive leadership strategies for extraordinary performance. S. Francisco: Berrett-Koehler .Cameron, K. (2013). Practicing positive leadership: Tools and techniques that create extraordinary results. S. Francisco: Berrett-Koehler .Quinn, R. (2015). The positive organization: Breaking free from conventional cultures, constraints and beliefs. S. Francisco: Berrett-Koehler.Lopes, M. P., & Neto, L. M. (in press).

Strategic Leadership. In Lopes, A., Lopes, M. P., and Botelho, C., Human Resources Managementfor Portuguese speaking countries. Lisboa: ISCSP

POT106 - Mindfulness for Recovery: The Public Sector and Environment under Crisis in Israel S. CinamonSupervisor : Itai BeeriSchool of Political Sciences, University of Haifa, Haifa, Israel Mindfulness is a mental exercise derived from Buddhist thought that is gaining increasing currency in the West.

Mindfulness traininghas been shown to improve practitioners’ health and well-being, for instance by reducing the symptoms of depression and anxietydisorders, lowering blood pressure, and alleviating stress and pain. The present research examines whether applying mindfulness trainingamong staff in the public sector – in particular in health and education – can improve organizational effectiveness and performance.Based on the new public service approach (NPS), turnaround management strategy (TMS) and empathy-altruism theory, this researchexamines the effect of a mindfulness intervention as a bottom-up process leading from mindful leaders and employees, through mindfulorganizations, to a mindful environment. We integrate research in public administration and neuroscience by using fMRI (functionalmagnetic resonance imaging) to examine whether and how mindfulness training may affect brain structures and functions, along withbehavior and attitudes, in public actors at times of crisis – in this case, leaders and employees in two public-sector organizations in Israel:a public hospital and a public school.At a practical level, the research will lead to recommendations for implementing the emerging field of mindfulness in public administrationand policy.

Keywords • Mindfulness, public sector

POT107 - The Effect of Job Insecurity on Job Satisfaction among Italian employees: Testing the Buffering Roleof Work Engagement F. De Paola (1), M. Charkhabi (1, 2)(1) University of Verona, Italy (2) K.U Leuven, Belgium Purpose: Job insecurity as a situational stressor causes negative individual and organizational outcomes at the workplace. The firstaim of this study is to replicate the effect of job insecurity perceptions on job satisfaction as an organizational outcome. The second aimis to test the moderator role of work engagement as a potential buffer of the job insecurity-job satisfaction relationship.Method: Quantitative data were collected from 55 employees from Italian healthcare sector via simple random sampling method andutilizing three instruments including qualitative job insecurity, work engagement, job satisfaction. We applied Pearson correlation toinvestigate the impact of qualitative job insecurity on job insecurity. Process program (Hayes & Press, 2008) was used to test themoderator role of work engagement in the relationship between job insecurity and job satisfaction.Conclusion: Pearson correlation analysis found a negative link between qualitative job insecurity and job satisfaction and a positive linkbetween work engagement and job satisfaction. Moreover, the result of the interaction effect of job insecurity and work engagementrevealed that work engagement can significantly reduce the negative impact of job insecurity on job satisfaction. It highlights thebuffering effect of work engagement in this relationship. It is recommended to future studies consider the role of demographicinformation in this interaction.Conclusion: This study enriches the job insecurity literature by testing and introducing work engagement as a personal resource whichwould be able to buffer the negative impacts of job insecurity on outcomes.

Keywords • Qualitative job insecurity, work engagement, job satisfaction, healthcare References: De Witte, H., VanderElst, T., & De Cuyper, N. (2015). Job Insecurity, Health and Well-Being. In J. Vuori, R. Blonk, & R. H. Price (Eds.), Sustainable WorkingLives: Managing Work Transitions and Health Throughout the Life Course.

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New York: Springer, pp. 109-128. doi: 10.1007/978-94-017-9798-6Schaufeli, W. B. (2016), Job Insecurity Research is Still Alive and Kicking Twenty Years Later: A Commentary. Australian Psychologist, 51:32–35. doi: 10.1111/ap.12201Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional processmodeling [White paper]. Retrieved from http://www.afhayes.com/public/process2012.pdf

POT108 - Flourishing and workplace deviance: A consideration of ethical leadership and moral identity asboundary conditions S. Moradi (1,2), N. Van Quaquebeke (3), J. A. Hunter (1)(1) Department of Psychology, University of Otago, Dunedin, New Zealand(2) Network for Empowerment and Well-being, Gothenburg, Sweden(3) Kühne Logistics University, Hamburg, Germany Introduction: Individuals’ flourishing according to the PERMA model is defined as nurturing Positive emotions, Engagement,Relationships, Meaning, and Accomplishment. Yet, while it is generally and implicitly assumed that such flourishing will deter individualsfrom engaging in workplace deviance, the PERMA model itself does not entail any moral guidance. The present study thus challenges theaforementioned blanket statement. Instead, we argue that flourishing needs a moral component in order to prevent workplace deviance.Building on our previous studies, we argue that 1) individual’s moral identity can provide such guidance, and that 2) ethical leadership mayprovide similar more guidance. This substitution effect hence describes a three-way interaction in which flourishing, trait moral identity,and ethical leadership interact on workplace deviance. Two studies were conducted to examine the hypothesis.Methods: In Study 1, using a cross sectional design, we used a sample of Amazon’s MTurk workers (N = 165) to assess the interactionbetween moral identity and flourishing in association with selfreports of workplace deviance. In Study 2, using an experimental design,we used a sample of undergraduate psychology students (N = 150) to assess the role of ethical leadership as a boundary condition in theinteraction between flourishing and moral identity in predicting self-reports of workplace deviance. Ethical leadership was primed by therandom categorization of participants into conditions when they were told to imagine working with either an ethical or an unethicalleader.Results: In Study 1, the results revealed that the interaction between flourishing and moral identity is significantly associated withworkplace deviance. Specifically, individuals’ flourishing was more strongly associated with lower workplace deviance when respectiveindividuals’ moral identity was high. Study 2 supported the three-way interaction in that individuals’ flourishing lead to lower workplacedeviance only under conditions of high trait moral identity or high ethical leadership.Discussion: Our findings confirm that the interaction between flourishing and moral identity is associated with workplace deviance.Moreover, the findings additionally reveal that ethical leadership can act as a substitute for individuals’ moral identity in that itsignificantly impedes engagement in negative workplace outcomes even for participants with lower moral centrality.

Keywords • Flourishing, Moral identity, Ethical leadership, Workplace deviance

POW095 - Enlightened Leadership and the Spiritual Angle of Motivation: A Perspective on Leadership andMotivation J. VERMAPATNA, INDIA An effort has been made to highlight the significant themes of the concept of enlightened leadership and explicate its relatednesswith the spiritual models of motivation. The ‘deficiency driven’ conceptualisation of motivation suggests that individuals are motivated toreinstate the balance which is lost due to a ‘felt deficiency’ generally, grounded in some lower order needs like survival, safety andbelongingness. On the other hand, the incentives for the spiritual model of motivation are higher order needs (i.e., needs for selfactualization, self evolvement or self purification) known as ‘growth need.’ The very process of realising the growth need is bothchallenging and gratifying experience and gives the individual a sense of accomplishment and achievement. Enlightened leadership ismotivated by ‘growth need’ and is connected to an inner or spiritual source of motivation encouraging the leader to seek gratification andcontentment in the process of goal realisation. In the conceptualisation of enlightened leadership, one witnesses a highly suitable framefor being driven by higher order needs. A combination of enlightened leadership backed by a spiritual model of motivation and social orinstitutional power motive, offers a profound paradigm for realising objectives effectively, empowering those around and becoming selfevolved in the process of doing so. The paper attempts to unravel the concept of enlightened leadership and present some spiritualmodels of motivation. A mention is made to Indian models of evolved leadership proposed by Indian experts.References:

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APFAMGS (2005). Andhra Pradesh farmers managed ground water systems : A case of empowerment through collective ownership.Chakraborty, S.K. (1987). Managerial effectiveness and quality of work life: Indian insights.

New Delhi: Tata-McGraw Hill.Chakraborty, S.K. (1993). Managerial transformation by values: A corporate pilgrimage. New Delhi: Sage.French, J.R.P., & Raven, B.H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp.150-167). Ann Arbor,Michigan: Institute for Social Research.House, R.J., Wright, N.S., & Aditya, R.N. (1997). Cross-cultural research on organizational leadership: A critical analysis and a proposedtheory. In P.C. Early & M. Eraz (Eds.), New perspectives on international industrial organizational psychology, (pp. 535-625). SanFrancisco: New Lexington Press.Kluckhohn, C. (1951). Values and value orientations in the theories of action: An exploration in definition and classification. In T. Parsons& E.A. Shils (Eds.), Towards a general theory of action. Cambridge, Mass: Harvard University Press.Kanungo, R.N. & Mendonca, M. (1996).

Ethical dimensions of leadership. Thousand Oaks, California: Sage.Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 337-396..Maslow, A. H. (1970). Motivation and human personality. New York: Harper.Mc Clleland, D.C. (1975). Power: The inner experience. New York: Free Press.Ng, S.H. (1980). The social psychology of power. New York: Academic Press.Pande, N. & Naidu, R.K. (1986). Effort and outcome orientations as moderator of stress strain relationships. Psychological Studies. (32),207-214.Roland, A. (1988). In search f self in India and Japan: Towards a cross-cultural psychology. Princeton, N.J.: Princeton University Press.Rokeach, M. (1973). Beliefs, attitudes and values. San Francisco: Jossy-Bass.SEWA (1972). Self Employed Women’s Association, Gujarat.Singh, P. & Bhandarkar, A. (1990). The corporate success and transformational leardeship. New Delhi: WileySinha, .J. B.P. (1980). The nurturant task leader. New Delhi: Concept.Sinha, .J. B.P. (1990). Work culture in the Indian context. New Delhi: Concept.Sinha, .J. B.P. (1995). The cultural context of leadership and power. New Delhi: SageSinha, .B.P. (2001) Matching leadership roles with the nature of organizations. Indian Journal of Industrial Relations, 37 (1), 80-92.Sinha, J.B.P. (2004). Multinationals in India: Managing the interface of cultures.

New Delhi: Sage.Srinivas, K.M. (2000). Pilgrimage to Indian ethos management: A look at indigenous approaches to organizational development.Management Centre for Human Values, Indian Institute of Management, Kolkatta.

POW096 - The interplay between optimism and metacognition in the workplace A. BunjakGosarjeva 9, 1000 Ljubljana, Slovenia The study investigates the interplay between optimism and metacognition in the workplace. The purpose is to reveal the winningcombination in leader-follower relationship between different mindsets such as optimismpessimism. Metacognition and mindfulness areintroduced as moderators in the relationship between leaderfollower optimism and individual performance. In order to examine therelationship of proposed model, the pilot study was conducted. Pilot experiment was conducted among international student populationat Faculty of Economics, University of Ljubljana. Moreover, understanding the social cognitive theory is important to this leader-followermodel as it refers to the questions such as: ‘How do followers interpret the actions of the leader’ and, ‘as the events are stored in thememory, how will the accumulation of these actions affect the follower’? In this study SCT represents a theoretical background ofinvestigating the relationship between leader-follower different mindsets if we take into the account the SCT conceptual model consistsof: behavior, personal factors and environmental factors. Optimism as a personality trait on one hand and defensive pessimism statecharacterized coping style on the other hand has been a topic of many researches by now. What we do not know is to what extend therelationship between optimistic-pessimistic leaders and followers do match or/and mismatch and how it influences on individualperformance within the organization. Since optimism can take many different forms, the focus of this study will be on optimism aspersonality trait, but also defensive pessimism presented as a coping style depending on certain situation. It is especially interesting toreveal the point where the match of leader-follower perceptions results with the best individual performance. This seems logical sinceleader does influence follower, follower influence leader and follower influence follower and by the definition optimism is contagious, so ithas to have an influence in leader-follower relationship. One assumption could be that leaders and followers with similar mindsets willhave easy going time together compare to team members with different mindsets who will be tempted while keeping harmony and goodrelationships in the work environment. But in contrary it might be even the best to have mix of different mindsets in order to get the bestperformance. The second proposition is that being able to acknowledge possible misperception, would mean at first place to be selfawareof misperceived situation. Both, metacognition and mindfulness are having in their definition self-awareness as the central component. Byintervening throughout mindfulness technique e.g. meditation, it might be possible to boost the self-awareness and to bring it at higherlevel if needed for leaders and followers who might find themselves in misleading situation. In this study Big five personality traits will beobserved as control variables.

Keywords • Keywords: optimism, pessimism, metacognition, mindfulness, performance

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References: Academy, The, andManagement Journal. 2014. “LEADER-FOLLOWER EXCHANGE QUALITY : THE ROLE OF PERSONAL AND INTERPERSONAL ATTRIBUTES.”37(4): 990–1001.Benyamini, Yael. 2005. “Can High Optimism and High Pessimism Co-Exist ? Findings from Arthritis Patients Coping with Pain.” 38: 1463–73.Boman, Peter. 2016.

“Optimism , Hostility , and Adjustment in the First Year of High School.” (OCTOBER 2001).Buehler, Roger. 2000.

“People Focus on Optimistic Scenarios and Disregard Pessimistic Scenarios When Predicting Task CompletionTimes.” (January 2016).Burns, Lawrence R, Lawrence R Burns, and Brandy A Fedewa. 2016. “Cognitive Styles : Links with Perfectionistic Thinking CognitiveStyles : Links with Perfectionistic Thinking.” (January).Canogarcía, Francisco J, Susana Sanduvete-chaves, Salvador Chacón-moscoso, and Test De Orientación. 2015. “Factor Structure of theSpanish Version of the Life Orientation Test-Revised ( LOT-R ): Testing Several Models.”Carver, Charles S, and Jennifer Connor-smith. 2010. “Personality and Coping.”Cho, Jeewon, and Fred Dansereau. 2010.

“Are Transformational Leaders Fair ? A Multi-Level Study of Transformational Leadership ,Justice Perceptions , and Organizational Citizenship Behaviors .” The Leadership Quarterly 21(3): 409–21. http://dx.doi.org/10.1016/j.leaqua.2010.03.006.Furtner, Marco R, and Pierre Sachse. 2015. “Unique SelfLeadership : A Bifactor Model Approach.”Grau, James William, and Lucy W Gibson. 2009. “Personality Characteristics of Business Majors as Defined by the Big Five and NarrowPersonality Traits.” (January 2016).Hazlett, Abigail, Daniel C Molden, and Aaron M Sackett. 2011. “Hoping for the Best or Preparing for the Worst ? Regulatory Focus andPreferences for Optimism and Pessimism in Predicting Personal Outcomes.”Lord, Robert G, Douglas J Brown, and Steven J Freiberg. 1999. “Understanding the Dynamics of Leadership : The Role of Follower Self-Concepts in the Leader / Follower Relationship.” 78(3): 167–203.Nixon, Maureen M. 2005. “The Servant Leadership :” (August).Peterson, Christopher, and Christopher Peterson. 2000. “Photograph by.”

55(I).Schu, Astrid, and Michela Schro. 2011. “Walking in Each Other ’ S Shoes : Perspective Taking Mediates Effects of Emotional Intelligenceon Relationship Quality.” 169(January): 155–69.Segerstrom, Suzanne C, Daniel R Evans, and Tory A Eisenlohr-moul. 2011. “Optimism and Pessimism Dimensions in the Life OrientationTest-Revised : Method and Meaning.” Journal of Research in Personality 45(1): 126–29. http://dx.doi.org/10.1016/j.jrp.2010.11.007.Sharpe, J Patrick, Nicholas R Martin, and Kelly A Roth. 2011.

“Optimism and the Big Five Factors of Personality : Beyond Neuroticism andExtraversion.” Personality and Individual Differences 51(8): 946–51. http://dx.doi.org/10.1016/j.paid.2011.07.033.Shepperd, James A, Judith A Ouellette, and Julie K Fernandez. 1996. “Abandoning Unrealistic Optimism : Performance Estimates and theTemporal Proximity of Self-Relevant Feedback.” 70(4): 844–55.Smollan, Roy, and Ken Parry. 2011. “Follower Perceptions of the Emotional Intelligence of Change Leaders A Qualitative Study.”Solberg, Lise et al. 2011.

“Individual Differences and Self-Regulatory Fatigue : Optimism , Conscientiousness , and SelfConsciousness.”Personality and Individual Differences 50(4): 475–80. http://dx.doi.org/10.1016/j.paid.2010.11.011.T, William L Gardner et al. 2005. “B Can You See the Real Me ? Q A Self-Based Model of Authentic Leader and Follower Development.”16: 343–72.Weber, Hannelore, Manja Vollmann, and Britta Renner. 2007. “The Spirited , the Observant , and the Disheartened : Social Concepts ofOptimism , Realism , and Pessimism.” 75: 169–97.Wood, Robert, and Albert Bandura. 1989. “Social Cognitive Theory of Organizational Management University of New South Wales.” 14(3):361–84.

POW097 - An Examination of the Relationships Among Job Characteristics, Work Support, and AutonomousWork Motivation: The Role of Basic Need Satisfaction as a Mediator A. Yalcin (1), R. Bilgic (2)(1) Department of Psychology, Cankaya University, Turkey(2) Department of Psychology, Middle East Technical University By relying on the basic assumptions of Self-Determination Theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000), the present studyaimed to examine the basic determinants of autonomous(self-determined) motivation toward work. It was hypothesized that jobcharacterteristics as well as social support from supervisor and coworkers would affect employees’ motivation toward work. Morespecifically, it was expected that while certain job characteristics would enhance autonomous work motivation by satisfying individuals’autonomy and competence needs, social support would predict autonomus work motivation via satisfaction of relatedness need.In order to test the aforementioned hypotheses, Work Extrinsic Intrinsic Scale (WEIMS; Tremblay et al., 2009) was adapted to Turkish bythe researchers, and administered to 407 full-time employees along with the Job Diagnostic Survey (JDS; Hackman& Oldham, 1980) ,Work-related Basic Need Satisfaction Scale (W-BNS; Van den Broeck, Vansteenkiste, De Witte, Soenens, & Lens,2010), and six-item WorkSupport Scale (Xanthopoulou et al., 2007) . Participants’ jobs’ motivating potential score (MPS) was computed by using the formula;MPS= [(Skill variety + Task Identity + Task Significance)/3] x [Autonomy] x [Feedback] as proposed by Hackman and Oldham ( 1975),whereas autonomous

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work motivation was computed by the revised version of Work Self-determination Index Formula (WSDI;Vallerand, 1997): W-SDI= (+3 x Intrinsic Motivation) + (-1 x External Motivation) + (-2 x Amotivation ).As expected, regression analyses revealed that MPS significantly and positively predicted self-determined work motivation(R2change= .16, Fchange (1,405) =78.15, =.40, p<.001), and the effect of MPS on autonomous work motivation (or W-SDI) reducedsignificantly when perceived competence and autonomy need satisfaction entered into the equation (R2change= .21, Fchange (2,405)=51.79, =.21, p<.001; R2change= .39, Fchange (2,406) =126.93, =.11, p. <.001, respectively. In a similar vein, it was found that work supportsignificantly and positively predicted self-determined work motivation (R2change= .13, Fchange (1,405) =58.73, =.36, p<.001), and theeffect of work support on autonomous work motivation (or W-SDI) decreased when perceived relatedness satisfaction entered into theregression equation (R2change= .16, Fchange (2,405) =37.75, =.25, p<.001). These findings suggested that employees’ competence,autonomy and relatedness needs satisfaction partially mediated the relationships among MPS (or job characteristics), work support andautonomous work motivation.Overall, the results of the present study provided further evidence for the SDT’s main assumption that satisfaction of human basicpsychological needs for competence, autonomy and relatedness enhance individuals’ optimal functioning in diverse life domains includingwork environment.

Keywords • Self-Determination Theory, Job Characteristics, Work Support, Basic Needs, Motivation at Work References: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Platinum Press.Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the selfdetermination of behavior.Psychological Inquiry, 11, 227-268.Hackman, J. R. & Oldham, G. R. (1980). Work redesign,(Addison-Wesley, Reading, MA).Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and HumanPerformance, 16, 250–279.Tremblay, M. A., Blanchard, C. M., Taylor, S., & Pelletier, L. G. (2009). Work Extrinsic and Intrinsic Motivation Scale: Its value fororganizational psychology research. Canadian Journal of Behavioral Science, 41, 213–226.Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimentalsocial psychology (Vol. 29, pp. 271-360). San Diego: Academic Press.Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, relatedness and competenceat work: Construction and initial validation of the work-related basic need satisfaction scale. Journal of Occupational andOrganisational Psychology, 83, 981-1002.Xanthopoulou, D., Bakker, A.B., Dollard, M.F., Demerouti, E., Schaufeli, W.B., Taris, T.W., & Schreurs, P.J.G. (2007). When do jobdemands particularly predict burnout? The moderating role of job resources. Journal of Managerial Psychology, 22, 766–786

POW098 - Reflections on intertwining Buddhist Brahmaviharas for organisational flourishing E. PioAuckland University of Technology,School of Business and Law, New Zealand Reflections on intertwining Buddhist Brahmaviharas for organisational flourishingIn a quest to engage learners into the layers of meaning in concepts, and attempts to articulate an ‘epistemology of practice’ (Johnson andGolombek, 2002: 3) with the need to “balance educating the mind with educating the heart” (Tung, 2005: 242), this paper seeks to presentreflection on intertwining Buddhist Brahmaviharas for organisational flourishing.The cattaro brahmaviharas, described in the Theravada Pali literature of Early Buddhism consist of four states: metta(love/caring/amity/kindness), karuna (compassion), mudita (altruistic joy), and upekkha (equilibrium/balance/poise/stillness of the mind)(Pio, 1986, 1988, 2016). Variously translated as 'divine states’, ‘perfected states’, ‘sublime states’ ‘sublime attitudes’ ‘immeasurables’ or‘abode of the Gods', the brahmaviharas were practices designed for lay people. Each brahmavihara forms the base for the next, just aswithout raising the pillars and hoisting the cross beams and wall plates it is not possible to place aloft the peak and rafters.The first brahmavihara, metta, is developed to separate the mind from hate and it has the characteristic of bringing good.

The practice ofmetta requires discipline, concentration, patience and sensitivity to one’s own needs as well as the needs of others. The practice of mettarequires discipline, concentration, patience and sensitivity to one’s own needs as well as the needs of others. Karuna makes the heartquiver with the pain of others and is the manifestation of kindness. Mudita is altruistic joy and gladness and the absence of envying inthe prosperous state of other beings. In fact, there are three kinds of upekkha – neutral feeling or zero point between bodily pain andpleasure, balance of mind – it is neutral and the middle term between friendliness and hatred, and freedom from desire. Thebrahmaviharas enjoin individuals to work for their fellow creatures with even-mindedness and to supplement works of welfare in wordand deed, with strong intellectual control.Each of these four brahmaviharas were applied in the development of twenty individuals in each of five organisations (a total of onehundred individuals), over a three-year period, with intensive training of 100 hours. The aim was to develop leaders who

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could transformthe organisation for higher gains in monetary terms, as also in the functioning of a more harmonious organisation. Results indicated thatthese individuals became calmer, more focused and able to create organisational flourishing. These individuals prospered at work, therewas vitality and positive work engagement (Bono, Davies and Rasch, 2013). The brahmaviharas served to nourish these individuals ontheir journey towards creating organisational flourishing.

Keywords • Brahmaviharas, Flourishing, Organisations, Positive Organisational Psychology References: Johnson, K. &Golombek, P. 2002. Teacher’s Narrative Inquiry as Professional Development: Cambridge, UK: Cambridge University Press.Pio, E. 1986. The brahmavih ras of early Buddhism, India Past & Present, 3, 35-50.Pio, E. 1988. Buddhist Psychology: A Modern Perspective. New Delhi: Abhinav.Pio, E. 2016. Buddhist Brahmaviharas and Religious Diversity at work. In Alain Klarsfeld, Charmine Härtel, Faith Ngunjiri (Eds). ReligiousDiversity in the Workplace: Conflict, Harmony and Performance. UK:Cambridge University Press.

POW099 - RELATION BETWEEN PERCEIVED ORGANIZATIONAL COMMITMENT AND SUBJECTIVE WELLBEINGOF JOGJAKARTA CIVIL SERVANT (GOVERNMENT EMPLOYEES) Chandra Gupyta. Gg.Narodo, Gandok Baru, Deresan, Sleman, Yogyakarta (1)Noor S. Rahmani. Gandok Baru, Deresan, Sleman, Yogyakarta (2)Bulaksumur, Kota Yogyakarta, Daerah Istimewa Yogyakarta.Universitas Gadjah Mada (UGM) , Indonesia (1)Bulaksumur, Kota Yogyakarta, Daerah Istimewa Yogyakarta. Universitas Gadjah Mada (UGM), Indonesia (2) Within the times, demand for first-rate public services is increasing. First-rate servicesare needed in order to society can obtain the services which are effective, efficient, economic,and in accordance with society needs.

Especially for civil servants that have responsibility as government employees and to helpsociety. First-rate services is one of the indicator fororganizational performance, therefore the demand of these high-qualified services must bemet by the organization. Nowadays, one kind of organization like government should offer firstrate serviceas well. Therefore government must upgrade the quality of human resources (HR). Quality ofhuman resources determine the standard of good or bad the quality of services by thegovernment. Quality of human resource’s performance is affected by commitment. Organisational commitment is a subset ofemployee commitment, which is comprised ofwork commitment, career commitment and organisational commitment.

Organisational commitment, in turn, can be subdividedinto affective commitment. It is the willingness of employees to accept organisational values,and goals, and to work towards achieving these; to be fully involved, and participate, in all theactivities, both work and non-work related, of the organisation; and to dedicate time, and effort,towards the betterment of the organisation. To know subjective well-being of the employees to their organization, organizationalcommitment from theemployees itself is needed.A research was conducted to obtain a clear representation of how those mentionedabove relate to each other and to know the relation between organizational commitment and subjective well-being of JogjakartaCilvil Servant (Government Employee), thenentitled “Relation between organizational commitment and subjective well-being of Jogjakarta Cilvil Servant (Government Employee).Subject of research are 150 employee atBPN (Badan Pertanahan Nasional) Office who were selected and assigned by quota samplingtechnique. The data were collected by using two psychological scales, organizationalcommitment scale and SWBS scale,and then were compiled using Likert scale. The analyzation is done by product momentanalysis.

Keywords • Subjective well-being, organizational commitment

POW100 - Team Roles: Relationships to Character Strengths, Job Satisfaction, and Calling F. Gander (1), W. Ruch (1)(1) University of Zurich, Switzerland It has frequently been suggested that well-functioning teamwork contributes to increased work satisfaction and performance.However, only few studies examined the different types of roles in teams, and even fewer have examined this subject from a positivepsychology perspective. This is surprising, since teamwork has become more frequent in a wide array of settings, and the study offlourishing at the workplace has been a relevant topic within positive psychology since its beginnings. Recently, a new model of rolebehavior in teams was proposed, comprising seven such team roles: Idea creator, information gatherer, decision maker, implementer,influencer, energizer, and relationship manager. All these roles are expected to contribute to positive team functioning and are therefore agood starting point for a positive psychological investigation of this topic. In two studies (n = 570 and n = 342) we have examined theeffects of performing these roles goes along with increased job satisfaction, calling, and

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character strengths. Further, we studied theeffect of the agreement between current and ideal team roles on these outcomes. Results suggest that all team roles are robustly relatedto character strengths and job satisfaction, whereas most team roles also contribute to seeing one’s work as a calling. Further, theagreement between current and ideal team roles affected job satisfaction for most roles. We conclude that the study of these team rolesfurthers the understanding of flourishing at the workplace and suggest that current and ideal team roles could be considered whencomposing teams in order to increase individual flourishing.

Keywords • Character strengths, Job Satisfaction, Calling, Team Roles, Role Theory

POW101 - The interplay between optimism and metacognition in the workplace A. BunjakLjubljana, Slovenia The study investigates the interplay between optimism and metacognition in the workplace. The purpose is to reveal the winningcombination in leader-follower relationship between different mindsets such as optimismpessimism. Metacognition and mindfulness areintroduced as moderators in the relationship between leaderfollower optimism and individual performance. In order to examine therelationship of proposed model, the pilot study was conducted. Pilot experiment was conducted among international student populationat Faculty of Economics, University of Ljubljana. Moreover, understanding the social cognitive theory is important to this leader-followermodel as it refers to the questions such as: ‘How do followers interpret the actions of the leader’ and, ‘as the events are stored in thememory, how will the accumulation of these actions affect the follower’? In this study SCT represents a theoretical background ofinvestigating the relationship between leader-follower different mindsets if we take into the account the SCT conceptual model consistsof: behavior, personal factors and environmental factors. Optimism as a personality trait on one hand and defensive pessimism statecharacterized coping style on the other hand has been a topic of many researches by now. What we do not know is to what extend therelationship between optimistic-pessimistic leaders and followers do match or/and mismatch and how it influences on individualperformance within the organization. Since optimism can take many different forms, the focus of this study will be on optimism aspersonality trait, but also defensive pessimism presented as a coping style depending on certain situation. It is especially interesting toreveal the point where the match of leader-follower perceptions results with the best individual performance. This seems logical sinceleader does influence follower, follower influence leader and follower influence follower and by the definition optimism is contagious, so ithas to have an influence in leader-follower relationship. One assumption could be that leaders and followers with similar mindsets willhave easy going time together compare to team members with different mindsets who will be tempted while keeping harmony and goodrelationships in the work environment. But in contrary it might be even the best to have mix of different mindsets in order to get the bestperformance. The second proposition is that being able to acknowledge possible misperception, would mean at first place to be selfawareof misperceived situation. Both, metacognition and mindfulness are having in their definition self-awareness as the central component. Byintervening throughout mindfulness technique e.g. meditation, it might be possible to boost the self-awareness and to bring it at higherlevel if needed for leaders and followers who might find themselves in misleading situation. In this study Big five personality traits will beobserved as control variables.

Keywords • Keywords: optimism, pessimism, metacognition, mindfulness, individual performance References: Academy,The, and Management Journal. 2014. “LEADER-FOLLOWER EXCHANGE QUALITY : THE ROLE OF PERSONAL AND INTERPERSONALATTRIBUTES.” 37(4): 990–1001.Benyamini, Yael. 2005. “Can High Optimism and High Pessimism Co-Exist ? Findings from Arthritis Patients Coping with Pain.” 38: 1463–73.Boman, Peter. 2016.

“Optimism , Hostility , and Adjustment in the First Year of High School.” (OCTOBER 2001).Buehler, Roger. 2000.

“People Focus on Optimistic Scenarios and Disregard Pessimistic Scenarios When Predicting Task CompletionTimes.” (January 2016).Burns, Lawrence R, Lawrence R Burns, and Brandy A Fedewa. 2016. “Cognitive Styles : Links with Perfectionistic Thinking CognitiveStyles : Links with Perfectionistic Thinking.” (January).Canogarcía, Francisco J, Susana Sanduvete-chaves, Salvador Chacón-moscoso, and Test De Orientación. 2015. “Factor Structure of theSpanish Version of the Life Orientation Test-Revised ( LOT-R ): Testing Several Models.”Carver, Charles S, and Jennifer Connor-smith. 2010. “Personality and Coping.”Cho, Jeewon, and Fred Dansereau. 2010.

“Are Transformational Leaders Fair ? A Multi-Level Study of Transformational Leadership ,Justice Perceptions , and Organizational Citizenship Behaviors .” The Leadership Quarterly 21(3): 409–21. http://dx.doi.org/10.1016/j.leaqua.2010.03.006.Furtner, Marco R, and Pierre Sachse. 2015. “Unique SelfLeadership : A Bifactor Model Approach.”Grau, James William, and Lucy W Gibson. 2009. “Personality Characteristics of Business Majors as Defined by the Big Five and NarrowPersonality Traits.” (January 2016).Hazlett, Abigail, Daniel C Molden, and Aaron M Sackett. 2011. “Hoping for the Best or Preparing for the

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Worst ? Regulatory Focus andPreferences for Optimism and Pessimism in Predicting Personal Outcomes.”Lord, Robert G, Douglas J Brown, and Steven J Freiberg. 1999. “Understanding the Dynamics of Leadership : The Role of Follower Self-Concepts in the Leader / Follower Relationship.” 78(3): 167–203.Nixon, Maureen M. 2005. “The Servant Leadership :” (August).Peterson, Christopher, and Christopher Peterson. 2000. “Photograph by.”

55(I).Schu, Astrid, and Michela Schro. 2011. “Walking in Each Other ’ S Shoes : Perspective Taking Mediates Effects of Emotional Intelligenceon Relationship Quality.” 169(January): 155–69.Segerstrom, Suzanne C, Daniel R Evans, and Tory A Eisenlohr-moul. 2011. “Optimism and Pessimism Dimensions in the Life OrientationTest-Revised : Method and Meaning.” Journal of Research in Personality 45(1): 126–29. http://dx.doi.org/10.1016/j.jrp.2010.11.007.Sharpe, J Patrick, Nicholas R Martin, and Kelly A Roth. 2011.

“Optimism and the Big Five Factors of Personality : Beyond Neuroticism andExtraversion.” Personality and Individual Differences 51(8): 946–51. http://dx.doi.org/10.1016/j.paid.2011.07.033.Shepperd, James A, Judith A Ouellette, and Julie K Fernandez. 1996. “Abandoning Unrealistic Optimism : Performance Estimates and theTemporal Proximity of Self-Relevant Feedback.” 70(4): 844–55.Smollan, Roy, and Ken Parry. 2011. “Follower Perceptions of the Emotional Intelligence of Change Leaders A Qualitative Study.”Solberg, Lise et al. 2011.

“Individual Differences and Self-Regulatory Fatigue : Optimism , Conscientiousness , and SelfConsciousness.”Personality and Individual Differences 50(4): 475–80. http://dx.doi.org/10.1016/j.paid.2010.11.011.T, William L Gardner et al. 2005. “B Can You See the Real Me ? Q A Self-Based Model of Authentic Leader and Follower Development.”16: 343–72.Weber, Hannelore, Manja Vollmann, and Britta Renner. 2007. “The Spirited , the Observant , and the Disheartened : Social Concepts ofOptimism , Realism , and Pessimism.” 75: 169–97.Wood, Robert, and Albert Bandura. 1989. “Social Cognitive Theory of Organizational Management University of New South Wales.” 14(3):361–84.

POW102 - Resiliency of Organization and its Antecedents S. MittalIndian Institute of Management Raipur, Raipur An employee is detected with a terminal illness, or loses his/her family member to sudden death; a company faces terrorist attacks, orthere is a huge layoff in the organisation due to recession; there is an earthquake and there are thousands dead. The Pain arising fromsuch personal and professional tragedies spills at workplace. In circumstances like these management theories baffle us. What should themanagers do under these circumstances- should they ask employees to leave their emotions and come to work (is it even possible?) orprovide healing at the work place? Moreover, other than the shocks of professional world, personal traumas are also many a times borneby the employees.In organization studies, the concept of resilience has been studied to understand the role management plays for the development oforganization and healing of employees in times of turbulence. This concept of resilience also finds application in various areas like crisismanagement, disasters, highreliability organizations (HROs), and positive organizational scholarship literatures (Weick, 1993; Weick andSutcliffe, 2001; Weick, Sutcliffe and Obstfeld, 1999; Sutcliffe and Vogus, 2003; Tierney, 2003; Paton and Johnson, 2001) as an ability ofindividuals and organizations to withstand external shocks and disasters like natural disasters, terrorist attacks and uncertainenvironments.While external shocks make resilience as an imperative capability for organizations, the unexpected events in today’s dynamic and changecentred scenario also require similar response from organizations.(Mallak, 1998). Some of these unpredictable and uncertain events likefierce competition, demanding customers and complex and integrated business operations make organizations vulnerable to risks at alltimes. The occurrence of these kinds of events more often in today’s scenario, thus requires organizations to be resilient in the form offlexibility, adaptability and innovation.In the light of this backdrop, many scholars have thus studied and found resilience as crucial for organizations to thrive and survive inturbulent, chaotic and unpredictable environments (Doe, 1994; Warner and Pyle, 1997; Horne, 1997; Horne and Orr, 1998; Mallak, 1998;Mallak 1999). With an increased focus on resilience in organization studies, consulting practices have been emerging for harnessingresilience within the organizational context (e.g., International Consortium for Organizational Resilience, Global Resilience Network, TheResilience Group, and Center for Organizational Effectiveness). Moreover, Sutcliffe and Vogus (2003)contend that the study of resiliencein organizations has received little independent attention and is worthy of more insight from a research point of view.

Keywords • resilience, resilient organization, leadership, employee engagement and empowerment, communication, adaptability References: Griffiths, T., Fernandes, A. A., Paton, N. W., Huang, B., Worboys, M., Johnson, C., ... & Stell, J. (2001, November).Tripod: a comprehensive system for the management of spatial and aspatial historical objects.

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InProceedings of the 9th ACMinternational symposium on Advances in geographic information systems (pp. 118123). ACM.Home, J. F., & Orr, J. E. (1997). Assessing behaviors that create resilient organizations. Employment Relations Today, 24(4), 29-39.Horne III, J. F. (1997, April). The coming age of organizational resilience. In Business forum (Vol. 22, No. 2/3, p. 24). California StateUniversity, Los Angeles, School of Business and Economics.Sutcliffe, K. M., & Vogus, T. J. (2003). Organizing for resilience. Positive organizational scholarship: Foundations of a new discipline, 94,110.Warner, M. I., & Pyle, L. K. (1997). Resilience Factors: Resilient firms have less turnover, better bottom line and morale. ExecutiveExcellence, 14, 19-19.Mallak, L. (1998). Putting organizational resilience to work. Industrial Management (Norcross, Georgia), 40(6 NOV./DEC.), 8-13.Mallak, L. A. (1999). Toward a theory of organizational resilience. In Management of Engineering and Technology, 1999.

Technology andInnovation Management. PICMET'99. Portland International Conference on (Vol. 1, pp. 223-vol).

IEEE.Weick, K. E. (1993). The collapse of sensemaking in organizations: The Mann Gulch disaster. Administrative science quarterly, 628-652.Weick, K., & Sutcliffe, K. (2001). Managing the unexpected: Assuring high performance in an age of uncertainty. San Francisco:Wiley, 1(3), 5.Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005).

Organizing and the process of sensemaking. Organization science, 16(4),409-421.

POW103 - The Impact of Psychological Capital on B-to-B Sales Y. Karsten (1), M. Roos-Salmi (2)(1) Snellman Institute, Helsinki, Finland(2) Haaga-Helia University of Applied Sciences, Finland BackgroundA broad multidisciplinary research, “Mania: B-to-B Sales Success Driven by Understanding People”, was exploring how emotions andattitudes influence sales success. The analysis of large material (240 interviews & 25 video recordings of actual sales meetings) showedthat the sales person’s attitude is of paramount importance for the outcome of the sales negotiation. To get a deeper comprehension ofdifferent attitudes, Psychological Capital was chosen as a framework. Analyzing the material from this angle, the questions were: 1. Howdoes the level and makeup of the sales person's PsyCap influence the sales process?2. How does the sales organization's overall level and quality of PsyCap influence the individual sales person?Theorethical BackgroundAs developed by Fred Luthans, Psychological Capital (PsyCap) is a compound of four attitudes; Efficacy, Hope, Resilience and Optimism. Aperson's PsyCap is more constant than their emotions, at the same time being more flexible than many other personality traits. PsyCapcan be measured and developed both in individuals and organizations. (Luthans, Youssef, & Avolio, 2007.)MethodologyQualitative data analysis from the material gathered from 5 different companies. All interviews (n=105) were transcribed. The salesperson’s descriptions of his attitudes were extracted and their PsyCap profiles were outlined.FindingsThe level and the quality of PsyCap varied between different organizations. The sales persons PsyCap profile could differ from that of theorganization, but it was frequently the case that the sales person adapted themselves to the organizations, using the attitudes that livedstrongest in the organization. The importance of a balanced PsyCap: if one or two attitudes are over-developed in relation to the overallPsyCap, it weakens the whole set-up and easily starts working against the person.Practical ImplicationsThe organization needs to look closely at procedures that enhance the overall PsyCap, since this has an immediate impact on theindividual sales person. The level of each of the four PsyCap attitudes gave rise to concrete suggestions of how sales procedures could bedeveloped within the organization.ValueThe organizations involved were for the most part positively surprised by the practical insights offered by the research results. In threecases out of five, the organizations immediately started building new procedures to balance their overall PsyCap and to be better able tosupport the sales person's individual PsyCap. Keywords • Psychological Capital, B-to-B sales, Organizational Psy Cap, sales interaction References: Luthans, F.,Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge.

Oxford: Oxford University Press.

POW104 - Co-Creating Meaningful Workspaces supported by human-centered Organizational Governance(hcOrG) C. GrossCairo, Egypt The human-centered Organizational Governance (hcOrG) concept and initiative aim at co-creating human, meaningful, life-giving andflourishing workspaces and communities all over the world.It offers two entirely new source lists which contain over 2.000 concrete activities team members, HR responsibles, leaders,entrepreneurs, organization owners, consultants or other interested persons can choose from and put into practice right

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away:hcOrG – blue consists of activities for everyone who is interested in further improving a traditional organization to be a more humanfriendlyworkplace, and actively contributing to the economic integration of women.hcOrG – teal offers activities for everybody who is eager to further co-create a decentralized and cogoverned organization to bringhumanity back to the workspace.Every interested person is invited to choose the activities by answering two checklists regarding(1) the current state of these activities’ implementation, and(2) the feasibility, importance and urgency of their future implementationin your organization.hcOrG offers instant analyses and visualizations of your own prioritizations to support your further goal setting, prioritization, planningand implementation of activities.Access to both source lists and all additional materials are available online, open source and freely accessible on the screen, offered underthe Creative Commons license.This sessions is dedicated to introduce you to hcOrG, how it works and which potential benefits the two source lists offer to you andorganizations you are working with.You find the posts on the website and facebook page:www.hcOrG.comhttps://www.facebook.com/lifeatworkmovement/ Keywords • DIY organizational design tool, Future of Work, New Work, conscious organisation, collaborative management, post-bureaucratic, chaordic, post-hierarchic, networked, strengths-based, integral, teal References: Abernathy, William(1996). The Sin of Wages: Where the Conventional Pay System Has Led Us & How to Find a Way Out. Abernathy & Assoc.Block, Peter (2013). Stewardship. Choosing Service over Self-Interest. 2nd edition, Berrett-Koehler Publishers, San Francisco.Dark Horse Innovation (2014). Thank God it’s Monday. Wie wir die Arbeitswelt revolutionieren [How we revolutionize the world of work].Econ Verlag, Berlin, Germany.Graham, Pauline (Ed.) (1995). Mary Parker Follett. The Prophet of Management: A Celebration of Writings from the 1920s.

Beard Books,Washington D.C.Hamel, Gary (2007). The Future of Management. Harvard Business Review Press, Boston.Hamel, Gary (2012). What matters Now. How to win in a world of relentless change, ferocious competition, and unstoppable innovation.Jossey-Bass, San Francisco.Laloux, Frédéric (2014). Reinventing Organizations. A Guide to Creating Organizations Inspired by the Next Stage of HumanConsciousness. Nelson Parker, Brussels, Belgium.Semler, Ricardo (2004). The Seven-Day-Weekend. A Better Way to Work in the 21st Century.Random House, London.Wicks, Judy (2013). Good Morning, Beautiful Business: The Unexpected Journey of an Activist Entrepreneur and Local Economy Pioneer.Chelsea Green Pub Co.

POW105 - The Impact of Test Takers' Emotions on Performance in Online Assessment Authors: Katharina Lochner (1), Michael Eid (2), Achim Preuß (1)(1) cut-e Group, Hamburg, Germany (2) Freie Universität Berlin,Germany In personnel selection there is an ongoing trend towards the use of unsupervised online ability testing (Bateson, Wirtz, Burke, &Vaughan, 2013; cut-e Group, 2012; Lievens & Harris, 2003). The assumption is that the tests measure cognitive ability. However,performance on such tests has been found to be influenced by mood (Lyubomirski, King, & Diener, 2005). Results are contradictorybecause sometimes positive (Abele, 1995; Radenhausen & Anker, 1988) and sometimes negative mood (Melton, 1995) has been found toimprove test performance. Specific emotions like joy or anger have only been studied in the context of academic performance (Pekrun,Elliot, & Maier, 2009), and there are no studies on the impact of mood or emotions on performance in unsupervised online testing.Therefore, the purpose of the present study was to investigate the impact of specific emotions on performance on a reasoning test in anunsupervised online experiment. Hypotheses were that performance would be (1) better in joy than in anger, (2) better in contentmentthan in sadness, (3) better in joy than in contentment, and (4) better in anger than in sadness.A diverse sample of 429 participants completed an online reasoning test, once before and once after the induction of one of the fiveemotional states of joy, anger, sadness, contentment, or neutral, respectively. The induction procedure successfully evoked distinctemotional states. Contrary to the hypotheses, however, the experimentally manipulated emotions did not affect performance on theonline reasoning test, which might be attributable to reasoning tests being less susceptible to the influence of emotions than other typesof tests (Fiedler, 1990; Forgas, 1995; Royce & Diamond, 1988). There is also the possibility that the effects of affective state on testperformance were too weak to be detected in the comparatively unstandardised situation and the diverse sample (Stanton, 1998).Another possibility is that participants entered a state of flow (Czikszentmihalyi, Abuhamdeh, & Nakamura, 2007) in which thoughts orfeelings do not interfere with the task.

Keywords • Emotions; Thinking; Online Assessment; Positive Psychology; Mood Induction; Mood Measure; Online Experiment;Intelligence Test

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References: Abele, A. (1995). Stimmung und Leistung. Göttingen: Hogrefe.Bateson, J., Wirtz, J., Burke, E., & Vaughan, C. (2013).

When Hiring, First Test, and Then Interview. Harvard Business Review, 91(11), 34.cut-e Group. (2012). The cut-e Assessment Barometer 2012/13: The Global Survey of Psy-chometric Assessment Usage. Hamburg: cuteGroup.Czikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2007). Flow. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence andmotivation (pp. 598–608). New York: Guilford Press.Fiedler, K. (1990). Mood dependent selectivity in social cognition. European Review of Social Psychology, 1, 1–32.Forgas, J. P. (1995). Mood and judgment: The affect infusion model (AIM). Psychological Bulletin, 117(1), 39–66.Lievens, F., & Harris, M. (2003). Research on Internet Recruiting and Testing: Current Status and Future Directions. In C. L. Cooper & I. T.Robertson (Eds.), International Review of Industrial and Organizational Psychology (pp. 131 165). Chichester, UK: Wiley.Lyubomirski, S., King, L., & Diener, E. (2005). The Benefits of Frequent Positive Affect: Does Happiness Lead to Success? PsychologicalBulletin, 131(6), 803–855.Melton, R. J. (1995). The role of positive affect in syllogism performance. Personality and Social Psychology Bulletin, 21, 788–794.Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint RelationsWith Academic Performance. Journal of Educational Psychology, 101(1), 115–135.Radenhausen, R. A., & Anker, J. M. (1988). Effects of depressed mood induction on reasoning performance. Perceptual and Motor Skills,66, 855–860.Royce, J. R., & Diamond, S. R. (1980). A multifactor-systems dynamics theory of emotion-cognitive interaction. Motivation and Emotion,4, 263–298.Stanton, J. M. (1998). An empirical assessment of data collection using the internet.

Personnel Psychology, 51(3), 709–725.doi:10.1111/j.1744-6570.1998.tb00259.x

POW106 - Positive deviance at work: a qualitative study about organizational citizenship behaviors in theFrench service sector L. Alfonso Relova (1,2),G. Gelot-Rouyer (2),A. Costesec (1),F. Zenasni (1)(1) Paris Descartes University, France(2) Capital Santé S.A.S., France Organizational Citizenship Behavior (OCB) are beneficial but not necessarily required-by-the job behaviors performed by workers.Since the 80’s when this concept was developed by Organ, the number of publications concerning OCB have grown exponentially.However, the French researchers’ interest for Organizational Citizenship Behaviors is quite recent. There has been very few OCBpublications in France : they have treated the adaptation of Anglo-Saxon OCB scales and the relationship between these behaviors andother variables, using quantitative methods (Desrumaux, Leoni, Bernaud, & Defrancq, 2012; Paillé, 2007, 2009). Although OCB has beenthe subject of numerous scientific studies, the research has shortcomings, particularly with regard to their description and factorstructure. Because of their dependency on the context, Organ, Podsakoff and Mackenzie (2006) recommended to study citizenshipbehaviors in different cultures, adopting a pragmatic approach in order to operationalize the construct pertinently. Thus, our study aimsto explore organizational citizenship behaviors considered salient by French workers from a self-observer perspective. More specifically,we studied here the motivations and the working environment facilitating the emergence of OCB, along with their consequences. In orderto fit the French vocabulary, conceptions and work representations, we adopted an entirely qualitative, bottom-up approach. The finalsample was composed of 45 volunteer adults working on the French service sector: 15 teachers, 16 office employees and 14 managerspassed semi-structured interviews. The researcher gave an OCB definition and the participants were invited to deliver relevant example ofthese behaviors following the Critical Incident technique (Farh, Zhong, & Organ, 2002). A content analysis revealed 34 citizenshipbehaviors issued from 196 critical incidents. The results describe a general process of engagement in OCB. This process includes individualand contextual motivational elements that seem essential for the emergence of these behaviors in an organizational environment. In themid-term, the ex-post evaluation of OCB individual consequences (praise, fatigue, etc.) will lead the worker to reassess the interest toengage in organizational citizenship in the future. One original finding for this research concerns the fact that for the French workers, OCBcould be directed widely to the organization (OCBO), to others (OCBI), but also to oneself (OCBS). The main limitations of this studyconcern the use of a qualitative method, the self-observation perspective in the interviews and a limited sample. We will discuss theresults regarding previous theories and practical implications.

Keywords • Organizational Citizenship Behaviors, positive deviance, engagement, values, job satisfaction, wellbeing at work References: Desrumaux, P., Leoni, V., Bernaud, J.-L., & Defrancq, C. (2012). Les comportements pro- et antisociaux au travail : unerecherche exploratoire testant deux échelles de mesure et leurs liens avec des inducteurs organisationnels et

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individuels: Pro- andantisocial behaviours in the workplace: validation of two scales of measurement and their links with organizational and individualinductors. Le travail humain, 75(1), 55. http://doi.org/10.3917/th.751.0055Farh, J.-L., Zhong, C.-B., & Organ, D. W. (2002). An Inductive Analysis of the Construct Domain of Organizational Citizenship Behavior. InA. S. Tsui & C.-M. Lau (Eds.), The Management of Enterprises in the People’s Republic of China (pp. 445–470). Springer US. Retrievedfrom http://link.springer.com/chapter/10.1007/978-1-4615-1095-6_18Organ, D. W., Podsakoff, P. M., & MacKenzie, S. B. (2006). Organizational Citizenship Behavior: Its Nature, Antecedents, andConsequences. SAGE.Paillé, P. (2007). La citoyenneté dans les organisations. Validation française des échelles de mesure de Podsakoff et MacKensie (1994).Les cahiers internationaux de psychologie sociale, Numéro 74(2), 59–66.Paillé, P. (2009).

Engagement et citoyenneté en contexte organisationnel : un examen empirique sur l’apport des cibles multiplesd’engagement à la prédiction des comportements de citoyenneté organisationnelle. Le travail humain, Vol. 72(2), 185–204. http://doi.org/10.3917/th.722.0185

POW107 - Adaptation of Job Satisfaction Components Questionnaire into azeri language Z. Afandiyev (1), M. Faradjeva (2)(1) Baku Branch of Lomonosov Moscow State University, Azerbaijan (2) Azerbaijan State Universityof Economics This paper encompasses on adaptation of Job Satisfaction Components Questionnaire into Azeri language.

Original version of thisquestionnaire contains 19 statements forming five most significant scales (satisfaction of compensation packet (SCP); satisfaction of workcondition and organizing of the workplace (SCOW); satisfaction of management (SM); satisfaction of work team (SWT); satisfaction of theprocess and the content of the work (SPCW)) which were confirmed on the Russian sample ( , , , 2012). The research wasconducted at the State Agency for Public Service and Social Innovations under the President of the Republic of Azerbaijan in 6 cities(Baku, Sumgait, Ganja, Sabirabad, Barda. The sample consisted of 509 employees aged 19-57 (222 males and 287 females, the average agewas 29,35± 6.5). The study was conducted anonymously in order to avoid the socially-desirable answers.Exploratory factor analysis was applied with the purpose of identifying factorial structure of a questionnaire. Two possible models wereidentified as 4 factorial and 5 factorial. In order to compare these two models the confirmatory factor analysis was used. In 4 factorialmodel the value of the Akaike Information Criterion (AIC=141,150) was higher than in the 5 factorial model (AIC=98.074), indicating thehigher level of accordance to the empirical data 5 factorial model was more preferable than 4 factorial model. Indicators of chisquare ( 2(142) = 382.074), the Comparative Fit Index (CFI = 0.939), the root mean square error of approximation (RMSEA = 0,057), also makes toconsider the proposed 5-factor model, which corresponds the empirical data. The alpha reliabilities for the scales also demonstrated goodresults: SPCW- 0,788; SCP- 0,914; SCOW- 0,626; SM0,652; SWT- 0,603.Convergent and divergent validity were conducted by harnessing the following questionnaires:1) Organizational Commitment Questionnaire2) Utrecht Work Engagement Scale (short version)These questionnaires was used in the both the original and adopted versions. The work engagement scales correlates with all scale of thejob satisfaction questionnaire, showing the most close correlation with the scale SPCW; organizational loyalty correlates with the scalesSPCW, SCP (high correlation), SM and SCOW.According to the results of the study, 5-factor model can be considered as relevant to the empirical data, and high level of reliability andvalidity.

Keywords • job satisfaction References: , . ., , . ., , . . (2012). : ., 2,3 2-15.

POW108 - Effects of a learned optimism based training in Hungarian business organizations: quantitative andqualitative analyses A. Cser, (1)T. Martos, (2)E. Kovács, (1)(1) Profil Training Ltd., Budapest, Hungary(2) University of Szeged, Institute of Psychology, Szeged, Hungary BackgroundSeveral major Hungarian organizations undergo major transition processes like massive downsizing, reorganization or even rapid growth.While these challenges place considerable amount of stress and strain on employees, including insecure workplaces, outplacement andchanging job demands, positive psychologically oriented interventions may not only help to overcome these adversities but also to buildstrengths and growth potential.Aims:We present the first scientific data of an ongoing intervention package offered for Hungarian firms that are experiencing serious changes.Efficacy is considered in terms of both quantitative and qualitative

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assessment.MethodSo far, 289 Hungarian employees attended the program (105 male and 184 female) that was provided by Profil Training Ltd in Budapestfrom the September of 2015. Baseline and follow up measurement was done via MQ Test (Kovács & Martos, 2016), a questionnaire tomeasure the thinking style of the respondents, developed on the theory of explanatory style and learned optimism (Seligman, 1991), aswell as measures of satisfaction and everyday use of positive strengths. In a randomly selected subsample we conducted structuredinterviews, aiming at their personal experiences on the training process, the changes they experienced and their way of thinking in termsof explanations on positive and negative events.ResultsThere was a significant difference between pre- and post-intervention scores of MQ Test (m = 224,4, SD = 35,2 and m = 236,7 SD = 3,8, t =4,07, p < 0,001). Detailed analysis showed that this rise was mostly attributable to those who had low to medium baseline scores.Participants with medium to high baseline optimism showed little development in terms of test scores. However, thematic analysis of thepost-intervention interviews showed that while the program was a real discovery of a new kind of positive thinking and conduct for lessoptimistic participants, it was also reassuring for those employees who had already good skills.ConclusionsBased on the preliminary results we can assert that the program is an adequate response to the challenges of an uncertain andambiguous environment that many employees face in Hungarian firms nowadays. The explanatory style based intervention programseems to work especially well for those who have rather pessimistic attributions for life events but it has also merit for more optimisticones by reinforcing their existing strengths.

Keywords • employees, learned optimism in practice, intervention program, overcome adversities, explanatory style, qualitativeand quantitative methodology References: Seligman, M. E. P. (1991). Learned optimism. New York: Knopf.Kovács, E. Martos, T. (2016). Optimism and wellbeing in Hungarian employees: first application and test of a situational judgmentapproach to explanatory style.

Studia Psychologica, Submitted for publication

POW109 - The relationship between gender, age, educational level and the character strengths of honesty,bravery, peseverance and zest among Norwegian leaders.

Dr. M. Dronnen-SchmidtVolda University College, Norway Keywords • gender, age, educational level, character strengths, honesty, bravery, peseverance and zest, Norway, leaders.

POW110 - The impact of explicit and implicit power motivation on educational choices N. MaliszewskiFaculty of Psychology, University of Warsawa, Poland The aim of three studies was to examine the differences between business majors and non-business majors, in their level of implicit(measured by an Implicit Association Test [IAT], Greenwald, McGhee, & Schwarz, 1998) and explicit power motivation (measured byPower Motivation and Helping Power Motivation scales, Frieze & Boneva, 2001). It was predicted that there are no differences betweenthese two groups in the general (implicit) level of power motivation, but that differences exist in the way it is explicitly expressed: throughdesire for leadership and prominence vs. desire for helping. Results of Study 1 indicated that business majors (management, N=79)declared a higher leadership motive and a lower helping motive than non-business majors (history, psychology, linguistics, N=62). Study 2addressed question whether the above differences in power motivation stem from socialization at the university level or from preselection.The relationship between high school students’ (N=134) academic major preferences and their power motivation was tested. Itwas found that the more they were business-oriented, the higher their scores were on leadership, and lower on helping scales. In Study 3,business majors (economics, N=75) and non-business majors (psychology, N=82) completed the same questionnaire as participants inprevious studies, as well as performed the IAT. Non-business majors declared stronger explicit helping motive, while business majorsexpressed stronger prominence and leadership motives. Furthermore, for non-business majors, IAT results could be predicted by theirhelping score. Implications and possible limitations of the presented results for positive psychology are discussed.

Keywords • power motivation, implicit attitude, Implicit Association Test, academic major

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Other OTHER • KEYNOTE K01 - What Is Positive Psychology? The Importance of Theory for Research and Practice J. O. PawelskiUniversity of Pennsylvania, Philadelphia, USA Positive psychology has made a remarkable impact on psychological research and practice, yet in many sectors it remains easy tomisunderstand. As the field continues to grow, further work is needed to clarify its core concepts and communicate them more effectively.Clearer definitions, broader collaborations, and deeper conceptual roots will help sustain positive psychology in its continued empiricaldevelopment and evidence-based application.

Sound theory, robust research, and effective practice are all vital for the mission ofunderstanding, assessing, and advancing human flourishing.

K02 - the Cultural Dimension of Happiness C. SenikParis School of Economics, Paris, France It is tempting to use Big Data as a complement to traditional survey data in order to measure wellbeing. In particular, internet searchvolumes can be used to measure and understand the well-being of populations, with a high frequency, at a fine geographic level.To illustrate this idea, I will discuss the construction of an indicator of individual wellbeing based on Google Trends. The indicator is acombination of keyword groups that are endogenously identified to fit with weekly time series of subjective wellbeing measures, collectedby Gallup Analytics surveys.The model successfully predicts the out-of-sample evolution of most subjective wellbeing measures at a one-year horizon.This new type of data certainly opens new avenues for research in Social Science.

K06 - Why Prioritize Positivity?

B. L. FredricksonUniversity of North Carolina at Chapel Hill, Department of Psychology and Neuroscience, USA Evidence for the benefits of positive emotions continues to grow. Even so, people’s deliberate efforts to cultivate positivity canbackfire. Successfully regulating positive emotions appears to be a delicate art, one that is perhaps best supported by situation selectionand other antecedent-focused forms of emotion regulation. Prioritizing positivity is one such approach to up-regulating positive emotions.In this talk, Professor Barbara Fredrickson shares recent evidence from the Positive Emotions and Psychophysiology Laboratory (PEP Lab)that reveals various ways that prioritizing positivity improves people’s emotional well-being and their health-related behavioralengagement. Moreover, prioritizing positivity within favorite activities and wellness behaviors is associated with increases over time innonconscious motives for those activities, as indexed by the positivity of spontaneous thoughts about them. The positivity of activityrelatedspontaneous thoughts, in turn, predicts subsequent activity engagement. In this manner, prioritizing positivity can trigger upwardspirals of lifestyle change and the development of harmonious passions.

K07 - Positive psychology and psychology of possibility S. M. FatemiHarvard University, Department of Psychology, Cambridge, USA This keynote speech argues that deep down the underlying components of positive psychology, there lies the psychology ofpossibility. Psychology of possibility redefines possibility in view of Langerian mindfulness and posits that infinite possibilities unfoldthemselves in emergent modes of mindfulness. Possibility may be contained, distorted, limited and frozen because of the past strickenschema on possibility. The presentation discusses the components of Langerian mindfulness and their implications for creative modes ofpossibilities. The cognitive, emotional and behavioral aspects of possibilities are reexamined by virtue of Langerian mindfulness with anindepth look into the observer- actor relationship in creating novel modalities of possibilities. The keynote speech explicates how apremature cognitive commitment towards a democratization of possibility may block the emergence of expansive modes of possibilities.

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K08 - When clinical psychology contributes to advances in positive psychology, and vice -versa C. RuiniDepartment of Psychology, Laboratory of Positive Psychology, University of Bologna, Italy The lecture will provide a review of the literature on positive and clinical psychology, and will highlight the several points ofconvergence between the disciplines. Clinical psychology has a long tradition and several theoretical contributions that have addressedissues such has happiness, resilience and optimal functioning. However, the medical model that conditioned clinical practice hasovershadowed these contributions and given privileged attention to distress and negativity in human existence. On the other hand, theemerging field of Positive Psychology has devoted attention and resources to the investigation of positivity and criticized the clinicalapproach in its unbalanced focus on negativity. However, it referred to psychopathology in the definitions of flourishing and otherpositive characteristics, as well as in using similar therapeutic ingredients when implementing interventions. On the same vein, a largebody of clinical psychology and psychotherapy research (CBT and third way psychotherapies in particular) has extensively addressed thepromotion of positive dimensions in clinical practice. The main theoretical and technical similarities between positive psychology andclinical psychology will be highlighted, emphasizing the fact that the boundaries between these fields of investigation have beenartificially formulated, rather than being really applied. Positive psychology research would improve by integrating insightful perspectivesderived from the historical and theoretical background of clinical psychology.

These contributions indeed calls for a whole considerationof individuals’ characteristics and specificities, and may provide suggestions for overcoming the “one size fits all approach” often criticizedinside the Positive Psychology research. On the other hand, positive psychology may contribute to advances in clinical domains byproviding valid instruments for the evaluation of patients’ strengths and resources, and by enlarging therapeutic goals to the restorationand maintenance of wellbeing, using specific positive interventions. In conclusion, the integration of research deriving from these twodisciplines seems highly feasible, and beneficial for both.

K09 - How the Human Brain forms Optimistic Beliefs T. Sharot, N. GarrettAffective Brain Lab, Department of Experimental Psychology, University College, London, UK We are constantly flooded with information (via the Web, advertising, colleagues, friends etc.) that helps us form predictions aboutthe future and make decisions. One of the most salient attributes of information is valence: whether a piece of news is good or bad.Classic theories in psychology, economics and machine learning all implicitly assume that beliefs are adjusted in a similar manner inresponse to desirable and undesirable information. In this talk I will provide evidence challenging these assumptions. I will show thatwhile people incorporate good news into their existing beliefs in a normative manner, they discount bad news leading to optimisticallybiased beliefs. The asymmetry, however, is not set in stone, but fluctuates in response to changes in the environment in a way that maybe adaptive. Using a combination of fMRI, TMS and DTI we characterize the neural system supporting this asymmetry and show thatvariation in this circuit is related to individual differences in behaviour and mental health, with more balanced incorporation ofinformation observed in depression and middle age.

OTHER • INVITED SYMPOSIUM IS05A - Positive psychology in Europe: recent and future developments D. Gudrun Gudmundsdottir (1), H. H. Knoop (2), J. A. Walburg (3)(1)Directorate of Health, Reykjavik, Iceland(2) University of Aarhus, Denmark(3) Twente University, The Netherlands The chairs will each give a brief overview of the most recent developments in research and implementation of positive psychology inEurope. Gudmundsdottir will focus on positive psychology for society, Knoop on positive psychology in education and Walburg onpositive health.After this overview of recent developments in Europe, future developments will be discussed. Questions to deal with are: What research isneeded in Europe to proceed?

What kind of knowledge should be implemented? How can the authority of positive psychology beimproved.The chairs will summarise the discussion in terms of an agenda for the future with consequences for the activities of the EuropeanNetwork of Positive Psychology.

IS05B - Positive psychology for society D. Gu mundsdóttirDirectorate of Health in Iceland, Reykjavik, Iceland

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One of the aims of positive psychology is to contribute to building and sustaining better societies. In the last decade, wellbeing ofsocieties has gotten more attention in Europe as well as in other parts of the world. A positive society is where people are feeling well andfunctioning well, in other words, where people flourish. In order to enhance wellbeing of a population, it is important to have reliablemeasures of population mental wellbeing, monitor it regularly as well as using evidence based interventions that can improve mentalwellbeing. Dora Gudrun Gudmundsdottir will give an overview of measures of population mental wellbeing as well as an example of howpopulation mental wellbeing measures have impacted public policies in Iceland. She will also highlight the importance for a whole-ofgovernmentapproach for wellbeing, through “health and wellbeing in all policies” with special focus on the role of positive psychology inorder to create better conditions for flourishing in whole societies.

IS05C - Positive psychology in education H. H. KnoopUniversity of Aarhus, Denmark Across Europe, indeed around the world, positive psychology is now informing educational policy, educational leadership andeducational practice, with much progress being made. However, the documented, psychological principles underlying flourishingindividuals and communities are not only promoted by educators – in many places, the very structure of education, and the mandatoryroles of educators, may directly obstruct flourishing in both learners and teachers. Thus, in addition to all the great educational work outthere, we see large groups of learners and teachers not thriving in daily life: suffering from lack of self-determination, engagement,meaning and self-efficacy to name but a few, universal human needs. Hans Henrik Knoop will review the state of positive psychologyapplied to education and give an example of how the first national measure of wellbeing among all Danish pupils from Kindergarten to9th grade, inducted in 2015, is being used in Denmark.

IS05D - Positive health J. A. WalburgTwente University, The Netherlands In a recent development, positive psychology is being broadened to positive health. Positive health is about conditions for people toremain healthy and flourishing, not only mentally but also physically. This is a reflection from the idea that body and mind are one. Andthat it is difficult to separate mental and physical and social health.

This concept is very interesting for local communities to mobilise allstakeholders for a healthy community. Positive health might be described as: The ability to adapt and self-manage for development andflourishing. This definition gives the concept of health a much more dynamic context in which it is not a state but a skill to develop and tonourish. Jan Walburg will give an example what this means for positive heart-health.

IS10A - Pistes novatrices de recherche en psychologie positive francophone J. Lecomte

IS10B - L’apprenance : une ressource pour la résilience. Le cas des femmes ayant été victimes de violences J. DupouyUniversité Paris X Nanterre - La Défense, France Certaines femmes victimes de violences graves s’inscrivent dans un parcours de résilience et manifestent une attitude positive, voirepassionnée, vis-à-vis de l'apprentissage de connaissances et de capacités nouvelles. Cette observation renvoie au concept d'apprenanceproposé en sciences de l'éducation (Carré, 2005).Cette attitude d’apprenance, s’exprimant par différentes pratiques particulièrement autodidactes, orientées vers la compréhension del’événement traumatique (telles que la lecture d’ouvrages spécialisés sur les violences, l’Etat de Stress Post-Traumatique, la résilience, desrécits de vie, mais également des recherches sur internet, le suivi de conférences et de stages en développement personnel, …), pourraitellefavoriser la résilience ? Ces pratiques sontelles uniquement le fruit de dispositions apprenantes antérieures au traumatisme oupourraient-elles émerger à la suite de ce dernier ? On peut par ailleurs s’interroger sur les usages et bénéfices personnels et sociaux queces femmes font de leurs expériences, de leurs nouvelles connaissances et capacitésCette recherche en cours tend à répondre à ces questions par une étude à la fois qualitative (par des entretiens autobiographiques) etquantitative (par questionnaire), auprès du public cible. Les résultats seront différenciés selon l’apparition des violences au

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cours del’enfance ou de l’âge adulte.L’enquête exploratoire a consisté en des entretiens autobiographiques auprès de 5 femmes ayant été victimes de violences. Ces entretiensont montré que ces femmes ont multiplié les ressources afin de comprendre leur histoire, pouvoir mettre des mots sur l’événementtraumatique et ainsi pouvoir progressivement s’inscrire dans un parcours résilient. L’ensemble de ces ressources les a conduites nonseulement à se rétablir, mais également à développer une véritable expertise. Certaines d’entre elles souhaitent, aujourd’hui, mettre àprofit leurs connaissances et compétences acquises de manière expérientielle et didactique, afin de soutenir et accompagner d’autrespersonnes vulnérables.L’objectif de cette recherche sera, d’une part, de comprendre le lien entre l’apprenance comme ressource et la résilience comme parcours.L’apprenance pourrait ainsi être intégrée parmi les facteurs de résilience. D’autre part, cette recherche sera susceptible d’apporter unélément intéressant au domaine de la victimologie et de la psychotraumatologie, en proposant des pistes complémentaires dansl’accompagnement des anciennes victimes de violences, notamment par le rôle facilitateur et incitateur d’apprentissage dupsychothérapeute et du travailleur social.References: Bandura, A.https://en.wikipedia.org/wiki/Albert_Bandura (1997),Self-efficacy: The exercise of control, New York: W. H. Freeman.Carré, P. (2005), L’apprenance, vers un nouveau rapport au savoir, Paris : DunotLecomte, J. (2004), Guérir de son enfance, Paris, Odile Jacob.Zoellener, L.A. & Feeny, N. C. (2014). Facilitating resilience and recovery following trauma, New York, The Guilford Press

IS10C - Appreciative Inquiry et intervention positive dans les organisations/ Appreciative Inquiry etintervention positive dans les organisations J. C. BarralisUniversité Pierre Mendès, Grenoble, France - Postulat de baseLes approches traditionnelles du management des organisations considèrent généralement celles-ci comme ayant, en priorité, desproblèmes à résoudre. Cet état d’esprit a dominé le monde du travail pendant des années et a fait preuve d’une certaine efficacité. Nouscommençons cependant à voir les limites de cette approche. En effet, focaliser sur les problèmes a des conséquences indésirables,notamment en réduisant la créativité et l’innovation.- Présentation de L’Appreciative InquiryC’est une méthode de conduite du changement créée en 1987 par le professeur David Cooperider, docteur en sciences des organisations,aux Etats-Unis au sein de la Case Western Reserve University de Cleveland. Cette approche consiste à rechercher les ressources, lesréussites, les expériences positives chez chacun, dans l’entreprise et son environnement. Elle repose en tout premier lieu sur l’art de poserdes questions délibérément positives. Celles-ci induisent une prise de conscience des réalisations de la personne ou de l’entreprise et destalents déployés et engendrent des émotions agréables, de la confiance et stimulent les individus et les groupes humains qui peuvent ainsidévelopper leur potentiel. L’attitude positive ouvre les esprits et la créativité s’en trouve nourrie comme l’a montré Barbara Frederickson(2003). Chaque étape de la démarche appréciative guide le collectif dans la création de son futur désirable, à partir du meilleur de luimême,avec pour objectif l’accompagnement vers un changement souhaité et non subit.- Appreciative Inquiry et psychologie positiveJe présenterai les étapes clefs de la démarche et les liens que j’ai faits avec quelques concepts de psychologie positive, tels que le flow,l’empathie, le lien, les émotions positives, l’optimisme, la vision, la reconnaissance, la confiance, la créativité, la motivation et le sens.

References: Barralis, J.-C. et Pagès, J. (2013). La mise en action du sens au travail, C. Martin- Krumm et C.Tarquinio (dirs.),Psychologie positive en environnement professionnel, Bruxelles, De Boeck.Barralis, J.-C. (2014). Le management Appréciatif, in J. Pagès, Le coaching avec la méthode Appreciative Inquiry, Paris, Eyrolles.Bushe, G. R., & Kassam, A. F. (2005). When is appreciative inquiry transformational? A meta-case analysis. The Journal of AppliedBehavioral Science, 41 (2), 157-160.Coghlan, A. T., Preskill, H., & Catsambas, T. T. (2003). An overview of appreciative inquiry in evaluation. In H. Preskill & A. T. Coghlan(Eds.), Using appreciative inquiry in evaluation (pp. 5-22). San Francisco, Jossey-Bass.Cooperrider, D. L. & Whitney, D. (2016). L'Appreciative Inquiry - la Revolution Positive en Conduite du Changement, Paris, Interéditions.Grant, S. & Humphries, M. (2006). Critical evaluation of appreciative inquiry: Bridging an apparent paradox. Action Research, 4 (4), 401-418.

IS10D - Impacts multiples chez les élèves de la restauration de la motivation de sécurisation par lesenseignants Catherine Favre(1), Nathalie Augier,(1) Daniel Favre(2)(1)IRIS, France(2)LIRDEF E.A. 3749 Composante Didactique et Socialisation, Montpellier, France

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Dans nos recherches sur la violence en particulier, nous avons pu observer tout l’intérêt de postuler que l’autre, les autres sontcohérents plutôt qu’absurdes et de leur faire savoir explicitement.Ce postulat véhicule en effet une acceptation inconditionnelle de la personne qui permet à celui qui l’entend de se sentir accepté etsécurisé dans son être profond.L'appropriation en formation de ce postulat dans 6 groupes d'enseignants différents a été interrogée par enquête ayant eu lieu entre 1 à 4mois après la formation.Ce que nous avons pu observer, c’est à quel point la représentation selon laquelle chacun d’entre nous agit, ressent et pense en cohérenceavec ce qu’il a été et ce qu’il est, peut participer à restaurer la motivation de sécurisation chez les élèves. Cette restauration rend lamotivation d’addiction moins attractive et avec elle diminue également la recherche du toujours plus. De même, la tendance à rejeter surautrui la responsabilité de ses propres conduites s’amoindrit.Par contre nous n'avons pas observé d'effet sur la motivation d'innovation.

IS15D - Prosocial Disobedience Behaviours of Eminent Creators I. LebudaThe Maria Grzegorzewska University, Poland In this presentation I will discuss displays of heroism understood as prosocial disobedience behaviours of creators. Based onqualitative analyses of interviews with eminent creators (Csikszentmihalyi, 1996) and esteemed Polish artists and scientists (Lebuda,2014), I will describe two main types of creative acts of heroism. The first type involves making use of the power of fame – recognisability,status, respect, and the ability to present oneself and one’s viewpoint to a broad audience. The second type involves personaltransgressions that benefit the well-being of society. I will also describe different kinds of heroic actions by artists, scientists andinnovators, and discuss the social conditions that facilitate creators’ engagement in heroic actions. The findings will be presented inrelationship to existing research and theory.

OTHER • POSTER POT109 - SidekickHealth, a mobile health improvement solution. orgeirsson, T. (1), Sigurdardottir, S.(2), Egilsson, E.(3)(1) and (3) University of Iceland, (2) Hlidar Health Clinic, Reykjavik, Iceland, (1,3)SidekickHealth AB, Gothenburg, Sweden Background:Traditional lifestyle modification programs, proven to be somewhat ineffective, are both expensive and labor intensive. There is a globalconsensus that new and cost-effective solutions are needed. Smartphone ownership grows fast worldwide, opening the doors to effectiveand economically viable health intervention through such media. For these reasons, mobile devices have been identified as a “particularlyattractive avenue for delivering health information and interventions” and research on the matter suggested as a future direction topursue. SidekickHealth, a mobile health solution harnessing behavioral economics to affect lifestyle choices, has shown to be effective toincrease health behavior and employee morale in corporate settings as well as proven to significantly improve lifestyle in clinical settings.Among SidekickHealth s research projects are collaborative trials with Harvard Medical School’s main teaching hospital, theMassachusetts General Hospital and Sahlgrenska University Hospital.Accumulating evidence is for the effectiveness of positive psychology interventions (PPI) and mindfulness in workplace settings (Meyerset al., 2013). Extensive studies on PPI s effectiveness have shown increased well-being, happiness and reduced depressive symptoms(Boiler et al., 2013; Seligman et al., 2005; Sin & Lyubomirsky, 2009). Further, PPIs have shown to be of significant value in people s lives(Cohn & Frederickson 2010) and the need for a mobile economically viable PPI-based solution is dire.ObjectivesA mobile health solution, SidekickHealth, has been developed, with an emphasis on diet, physical activity, mindfulness and PPIbasedmethods. The project s objective is to examine SidekickHealth s effectiveness in a primary health care trial.

The project will lead to anopportunity for large-scale PPI-based interventions in different socioeconomic populations and could lead to significant savings in healthcare costs.MethodsIndividuals aged 18 to 60, diagnosed with mild to moderate anxiety and depression symptoms at Hlidar Primary Health Care in ReykjavikIceland, will take part in a 16 week trial with primary outcome measures being anxiety and depression symptoms along with healthbehaviorpatterns.ResultsA randomized clinical study carried out with collaborators at Harvard University shows that SidekickHealth users exercise more, consumeadded sugar 77% less frequently and report increased energy levels compared to control groups. The median employee participation ratein the SidekickHealth program in corporate settings is 70%. Employees in the SidekickHealth corporate program do on average 9 exercisesdaily, including 33 minutes per day of physical activity and 28 minutes per week of mindfulness-related exercises.Conclusion & future suggestionsThis project can provide an economically viable opportunity for large-

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scale PPI-based mobile treatment. An evidence-based, user-friendly,personalized and multi-factorial tool for mobile PPIs constitutes a feasible next step in research.

Keywords • Mobile, Well-being, health promotion, positive intervention, health and wellness References: Bolier, L.,Haverman, M., Westerhof, G. J., Riper, H., Smit, F. & Bohlmeijer, E. (2013). Positive psychology interventions:a meta-analysis ofrandomized controlled studies. BMC Public Health, 119(13).Lyubomirsky, S. og Layous, K (2013). How do Simple Positive Activities Increase Well- Being? Current Directions in Psychological Science2013 22: 57 DOI: 10.1177/0963721412469809Meyers C.M., Woerkom M.& Bakker A.B.(2013) The added value of the positive: A literature review of positive psychology interventions inorganizations, European Journal of Work and Organizational Psychology, 22:5, 618-632, DOI: 10.1080/1359432X.2012.694689Duckworth, A. L., Steen, T. A. og Seligman, M. E. P. (2005).Positive Psychology in Clinical Practice. Annu. Rev. Clin. Psychol. 2005. 1:629–51 doi: 10.1146/ annurev.clinpsy.1.102803.144154Pollett, H., ‘Mental health promotion: a literature review.’ Prepared for the Mental Health Promotion Working Group of the ProvincialWellness Advisory Council. June 18th 2007.Rashid, T. (2015). Positive psychotherapy: A strength-based approach. The Journal of Positive Psychology, 2015. Vol. 10, No. 1, 25–40,http://dx.doi.org/ 10.1080/17439760.2014.920411Seligman, M. E. P., Steen, T. A., Park, N. og Peterson, C. (2005). Positive psychology progress - Empirical validation of interventions.American Psychologist, 60(5), 410–421. doi:10.1037/0003-066X.60.5.410Thorgeirsson T, Kawachi I. Behavioral economics: merging psychology and economics for lifestyle interventions. Am J Prev Med. 2013Feb;44(2):185–9. doi: 10.1016/j.amepre.2012.10.008Sin, N. L. og Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: apractice- friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467–487.West, C. P., et al. (2014). "Intervention to promote physician well-being, job satisfaction, and professionalism: a randomized clinicaltrial." JAMA Intern Med 174(4): 527-533.

OTHER • PRE WORKSHOP PW03 - Prioritizing Positivity and Positive Spontaneous Thoughts: New Measures and Findings B. L. FredricksonUniversity of North Carolina at Chapel Hill, USA This is a workshop for researchers and practitioners interested in expanding their toolkit for measuring individual differences relatedto the pursuit of wellbeing. Professor Barbara Fredrickson will share recent research she has conducted with each of two former doctoralstudents, Lahnna Catalino and Elise Rice, featuring the new concept of prioritizing positivity and new findings related to positivespontaneous thoughts. Attendees will be exposed to recently validated brief self-report measures of each and will learn about theirbehavioral and mental health correlates.

Passions

PASSIONS • KEYNOTE K05 - It’s about Time: The Role of Passion in Adaptive Self-Processes R. J. VallerandLaboratoire de Recherche sur le Comportement Social Département de Psychologie Université du Québec à Montréal,Canada Vallerand and his colleagues (2003; Vallerand, 2015) have proposed the Dualistic Model of Passion wherein passion is defined as astrong inclination for a self-defining activity that the person loves, values, and spends a considerable amount of energy and time on. Twotypes of passion are proposed: harmonious and obsessive.

Harmonious passion results from an autonomous internalization of the activityin identity and self that provides access to adaptive self-processes. Thus, the person can fully partake in the passionate activity with aflexibility and an openness to experience the world in a non-defensive (Hodgins & Knee, 2002), mindful manner (Brown & Ryan, 2003).Such adaptive processes are conducive to positive experiences. On the other hand, Obsessive Passion is involved when people feel thatthey have to surrender to their desire to engage in the passionate activity that they love. Obsessive passion results from a controlledinternalization (Deci & Ryan, 2000) of the activity, preventing access to adaptive self-processes. Research so far (see Vallerand, 2015 for areview) has mainly looked at a variety of outcomes without focusing on self-processes per se. In this presentation, I review research thattakes the passion concept in unchartered areas and novel directions with respect to a number of self-processes, including

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mindfulness,resilience, and optimal functioning that provide support for the Dualistic Model of Passion.

Implications for a psychology of passion andfor self-processes are highlighted.References: Vallerand, R.J. (2015). The Psychology of Passion. New York: OxfordUniversity Press

Physical health and exercise

PHYSICAL HEALTH AND EXERCISE • KEYNOTE

K04 - Physical activity and Health J. L. DudaSchool of Sport, Exercise and Rehabilitation SciencesUniversity of Birmingham, UK

PHYSICAL HEALTH AND EXERCISE • INVITED SYMPOSIUM IS07A - Positive Psychology in Sport and Physical Activity J. L. DudaSchool of Sport, Exercise and Rehabilitation SciencesUniversity of Birmingham, UK

IS07B - The relationship of motivational processes to the well-being of young athletes Pr I. Balaguer, Dr. I. CastilloUniversity of Valencia, Spain Grounded in Self Determination Theory (SDT; Deci & Ryan, 2000), this presentation will address the differential motivationalprocesses relevant to optimised as well as diminished health and functioning in young people who participate in sport. Research (whichincludes a large-scale longitudinal study of young footballers) examining the interplay between dimensions of the perceived coach createdsocial environment and their implications on athletes’ well-being will be highlighted. Also to be explored are the hypothesisedmeditational roles of the basic psychological needs (i.e., competence, autonomy, and relatedness) and related motivational processes (i.e.,motivation regulations) in the environment-well being relationship. Findings will be discussed in regard to how the health promotionimplications of organized youth sport can be optimised.References: Balaguer, I., González, L., Fabra, P., Castillo, I.,Mercé, & Duda, J.L. (2012). Coaches’ interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: Alongitudinal analysis. Journal of Sports Sciences, 30, 1619–1629; DOI:10.1080/02640414.2012.731517González, L., García-Merita, M., Castillo, I., & Balaguer, I. (in press). Young athletes’ perceptions of coach behaviors and theirimplications on their well- and illbeing over time. Journal of Strength and Conditioning Research.

IS07C - Assessment of the objective motivational climate in sport and it’s implications for optimal functioning Dr D. Tessier, Pr P. SarrazinUniversity Joseph Fourier – Grenoble, France Contemporary theories of motivation and optimal functioning (such as SDT and AGT) point to the importance of the socialenvironment to motivational processes and ensuing outcomes. A large body of research, which primarily has considered participantperceptions of the motivational climate operating, supports the positive effects of environments that are more autonomy supportive, taskinvolving and socially supportive to participants’ well being and engagement. Climates that are viewed as being more controlling and egoinvolving in their features tend to correspond to heightened ill being and compromised functioning. Less work has been done on theobjective features of the motivational climate and its concomitants and the observational research that has been conducted tends to begrounded in either SDT or AGT. This presentation will address the rationale for the development and features of an objective assessmentof the social environment created by coaches, namely the Multidimensional Motivational Climate Observational System (MMCOS; Smithetl al., 2015). This system reflects an integration of AGT- and SDT-emphasised environmental characteristics that are assumed to holdsignificance for motivation and functioning (Duda, 2013) and captures higher-order ‘empowering’ and ‘disempowering’ features of theclimate. The observed interrelationships between objective (as assessed via the MMCOS) and subjective motivational climates and theirimpacts on motivation and optimal functioning of participants will also be highlighted and future research and practical implicationsdiscussed.References: Smith, N., Tessier, D., Tzioumakis, Y., Fabra, P., Quested, E., Appleton, P., Papaioannou, A.,Sarrazin, P., Balaguer, I., & Duda, J.L. The Relationship between Observed and Perceived Assessments of the Coach-created MotivationalEnvironment and Links to Athlete Motivation (2016). Psychology of Sport and Exercise, 23: 51-

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63.Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P.G., Papaioannou, A. & Duda, J.L. (2015). Development andValidation of the Multidimensional Motivational Climate Observation System. Journal of Sport and Exercise Psychology, 37(1), 4-22.Tessier, D., Smith, N., Tzioumakis, Y., Quested, E., Sarrazin, P., Papaioannou, A., Digelidis, N. & Duda, J. L. (2013). Comparing theobjective motivational climate created by grassroots soccer coaches in England, Greece and France. International Journal of Sport andExercise Psychology, 11(4), 365-383.

IS07D - Promoting optimal engagement in physical activity in at risk/patient groups J. L. DudaSchool of Sport, Exercise and Rehabilitation SciencesUniversity of Birmingham, UK Intervention efforts, grounded in Self Determination Theory (Deci & Ryan, 2000), will be described which aimed to promote physicalactivity and optimal functioning in inactive and at risk (e.g., people in an exercise referral scheme, Rheumatoid Arthritis patients) groups.The impact of such interventions on physical activity engagement and associated indicators of mental health will be highlighted andemphasis placed on examining the motivational processes by which such physical activity promotion efforts are assumed to have theireffect.References: Rouse, P. C., Veldhuijzen Van Zanten, J. J. C. S., Metsios, G. S., Ntoumanis, N., Yu, C.-a., Koutedakis,Y.,Fenton, S. A. M., Coast, J., Mistry, H., Kitas, G. D. + Duda, J. L., 2014. Fostering autonomous motivation, physical activity andcardiorespiratory fitness in rheumatoid arthritis:protocol and rationale for a randomised control trial. BMC Musculoskeletal Disorders,15.Kinnafick, F.- E., Thøgersen-Ntoumani, C., Duda, J. L., & Taylor, I. M. (2014). Sources of autonomy support, subjective vitality andphysical activity behaviour associated with participation in a lunchtime walking intervention for physically inactive adults. Psychology ofSport and Exercise, 15, 190-197

PHYSICAL HEALTH AND EXERCISE • WORKSHOP W05A - Applying positive psychology in sport and physical activity settings: opportunities and challenges forpractitioners A Brady (1)B Grenville Cleave (2)(1) University of Gloucestershire, UK(2) Workmad Ltd, Gloucestershire, UK Positive psychology practitioners now recognise the value of sport and physical exercise as interventions to increase well-being, butsport and exercise practitioners have been slow to embrace positive psychology. In attempting to promote health and well-being and helppeople enjoy sport, realise their potential and achieve peak performances, paradoxically sport psychologists have frequently focused ontopics such as anxiety, stress, burnout, emotional problems, choking and overtraining. Given sport psychology’s application to mainlynon-clinical populations, this focus on pathology is even more incongruous. Why do we know so little relatively about enjoyment,friendship and meaning in these contexts, all of which (and more) explain why people of all ages typically engage in sport and physicalactivity?We propose that applying a positive psychology lens can enhance practices in sport and physical activity settings (and extend the subdisciplineof sport and exercise psychology).In this session we will explore how sport and physical activity can contribute to health, well-being, thriving and performance across arange of settings and suggest ways in which positive psychology can be applied to engage non-clinical populations successfully in sportand physical activity settings.Dr Abbe Brady is Course Leader for the Professional Doctorate in Sport and Exercise at the University of Gloucestershire specializing inpositive psychology applications within sport settings. Abbe has led symposia and workshops introducing positive psychology to studentsand practitioners in sport and she presents on a range of PP related themes at national and international conferences. Recentpublications related to positive psychology include: a chapter on Athlete well-being (in Applied Sport & Exercise Psychology: PractitionerCase Studies by Cotterill, Breslin & Weston (eds.) (2015); co-author of a chapter entitled The well-being of youth athletes (in Strength andConditioning for Young Athletes by Lloyd and Oliver (eds), (2014), and co-author of chapter on Humanisation is High Performance Sport(in Athlete Welfare: International Perspectives by Brackenridge & Rhind (eds.) (2014).Bridget Grenville-Cleave, director of Workmad Ltd, is a leading practitioner and trainer of applied positive psychology in business,education, health and community sectors. She is a graduate of the first European MAPP programme at the University of East London(2007), lecturer at UEL and Anglia Ruskin Universities, co-founder of the Positive Psychology Masterclass and author of four positivepsychology books including How’s Your Day? (2015), 101 Activities for Happiness Workshops (2014), Positive Psychology - A PracticalGuide (2012), and The Happiness Equation (2008) co-authored with Dr Ilona Boniwell. She has contributed to Character StrengthsMatter: How to Live a Full Life (Polly & Britton (eds.) 2015) and Maymin & Britton (eds.) Resilience: How to navigate Life’s Curves (2009).

Keywords • Sport psychology, physical activity, well-being promotion; potential; peak performance, adults.

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References: Brady, A. (2009). Research publication trends associated with deficit and abundance concepts in sport psychology. Oral presentationas part of the symposium 'Enriching sport psychology: engaging with positive psychology' presented by A. Brady, A. Ashfield, J. Allan, J.McKenna and E. Duncan. BASES Annual Conference.

Leeds Metropolitan University, Leeds, September.Brady, A. & Grenville-Cleave, B. (Eds.) (In press). An introduction to positive psychology in sport and physical activity. Oxford: Routledge.Gould, D. (2002). Sport psychology in the new millennium: The psychology of excellence and beyond. Journal of Applied SportPsychology, 14, 137139.Jackson, S.A. (2000). Joy, fun and flow state in sport. In Y.L. Hanin (Ed). Emotions in sport. pp135-155.

Champaign, IL: Human Kinetics.Russell & Limle (2013). The relationship between youth sport specialization and involvement in sport and physical activity in youngadulthood. Journal of Sport Behavior, 36(1), 82-98

PHYSICAL HEALTH AND EXERCISE • PAPER SESSION P11A - Association between mindfulness and weight status in a general population from the NutriNet-Santéstudy S. Péneau (1), G.M.Camilleri (1), C. Méjean (1), F. Bellisle (1), S. Hercberg (1,2,3)(1) Université Paris 13, Equipe de Recherche enEpidémiologie Nutritionnelle, Centre de Recherche en Epidémiologie et Statistiques, Inserm (U1153), Inra(U1125), Cnam, COMUE SorbonneParis Cité, F-93017 Bobigny, France(2) Université Paris 13, Sorbonne Paris Cité, USEN (Unité de Surveillance et d’Epidémiologie nutritionnelle) F-93017, Bobigny, France;InVS, F-93017, Bobigny, France(3) Département de Santé Publique, Hôpital Avicenne, F-93000, Bobigny, France Background: Mindfulness is defined as non-judgmental awareness of the present moment. There is some evidence of the efficacy ofmindfulness-based interventions in weight loss. However, this psychological concept has only been rarely explored in observationalstudies, and no study to date has examined the association between dispositional mindfulness and weight status in a large populationbasedsample.Objective: We aimed to examine the relationship between mindfulness scores and weight status in a large sample of the adult generalpopulation in France.Design and methods: A total of 14,400 men and 49,228 women aged 318 y participating in the NutriNetSanté study were included in thiscross-sectional analysis. We collected mindfulness data using the Five Facet Mindfulness Questionnaire as well as self-reported weightand height. The association between weight status and dispositional mindfulness, as well as its subscales (observing, describing, actingwithawareness, non-judging and non-reactivity), was assessed using multinomial logistic regression models adjusted for socio-demographicand lifestyle factors.Results: Men and women with higher mindfulness scores showed greater physical activity, a higher education level, practiced relaxationtechniques more often, were older, and were more often former smokers, than participants with lower mindfulness scores. In addition,women with higher mindfulness scores were less often overweight or obese, and had a slightly lower BMI, while men with highermindfulness scores were less often obese. Women with higher dispositional mindfulness scores were less likely to be overweight(excluding obesity) (OR quartile 4 vs. 1 = 0.84, 95% CI: 0.79-0.90) and obese (OR quartile 4 vs. 1 = 0.71, 95% CI: 0.65-0.78) compared withthose showing lower scores. In addition, overall, in this group, all subscales were inversely associated with weight status, with thestrongest association found for the "observing" subscale (OR quartile 4 vs. 1 for overweight = 0.79, 95% CI: 0.74-0.84 and OR quartile 4vs. 1 for obesity = 0.70, 95% CI: 0.64-0.77). In men, higher mindfulness was associated only with lower odds of obesity (OR quartile 4 vs. 1= 0.81 (0.69, 0.96)), and only the "observing" and "non-reactivity" subscales were significantly inversely associated with weight status.Conclusion: These preliminary findings support the interest of a shift in perspective taking into account positive psychological andcognitive factors such as dispositional mindfulness in the investigation of obesity and its associated factors.

More studies, and inparticular, longitudinal studies for identifying causality, are necessary to confirm and further refine these findings.

Keywords • mindfulness, overweight, obesity, sex, epidemiology, cross-sectionaly study

P21A - Self-report measures for assessing adherence to treatment in chronic illness.

A. Bojanowska (1)A. Moscicka-Teske (1)(1) University od Social Sciences and Humanities, Faculty in Poznan, Poland Adherence (compliance) to treatment plan is an important issue in healthcare. Good adherence can help facilitate the effectiveness oftreatment plans and promote long-term well-being, especially among patients suffering from

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chronic illnesses. Positive effects of patientadherence are not limited to the patients themselves - increasing adherence may help save money (more effective treatment means bettermanagement of financial resources) and help maintain well-being among physicians (e.g. better effects of treatment may help preventburnout). To date, there are limited options in terms of increasing adherence, because its underlying mechanisms are unclear.

Successfulmeasurement of adherence levels, however, may help limit its negative effects. Reliable and accessible measures are essential incontrolling non-adherence and incorporating its levels into treatment plans (WHO, 2003).We introduce two complementary questionnaires designed to measure treatment adherence among ambulatory patients suffering fromchronic illnesses. The Adherence to Treatment Questionnaire (AT-Q) measures declared adherence in reference to (a) pharmacologicaltreatment and (b) lifestyle and control. The InformationMotivation-Behavioral Skills Questionnaire (IMB-Q) is based on a theoreticalmodel (Fisher et al. 2006) that states that patients need (a) accurate Information, (b) good Motivation and (c) adequate Behavioral Skillsin order to adhere to their treatments. Initial versions of the questionnaires consisted of 8 (AT-Q) and 50 items (IMB-Q) and they werecompleted by 223 ambulatory patients suffering from various chronic illnesses.Factor analysis confirmed the two-factor structure of AT-Q. Basing on factor loadings and statistical analyses we selected 22 items for theIMB-Q: 8 for Information, 8 for Motivation and 6 for Behavioral Skills subdimensions. Both measures had sufficient reliabilities and theirsubdimensions were correlated moderately with one another. AT-Q and IMB-Q can be used to assess patient non-adherence to treatmentof chronic illness (separately or jointly). These two measures can provide valuable information on patient behavior and, consequently,help plan treatments more effectively, both financially and medically. We believe that adequate measures of adherence to treatment canhelp facilitate research in this area and possibly lead to improvements in patient physical health and general well-being Keywords • Adherence, compliance, chronic illness, questionnaire, self-report References: Fisher J, Fisher W, Amico K,Harman J. An information-motivation-behavioral skills model of adherence to antiretroviral therapy. Health Psychology. 2006;25(4):462-473[cited 2015 June 3]. Available from: PsycARTICLES. DOI: 10.1037/0278-6133.25.4.462World Health Organization. Adherence to long-term therapies.Geneva: WHO Publications; 2003.

P21B - Verbal encouragement effects on handgrip isometric contraction and associated electromyographicactivity C. Belkhiria, G. de Marco, H. Jaafar, T. DrissLaboratoire CeRSM (EA. 2931),UFR STAPS, Université Paris Ouest Nanterre La Défense,France IntroductionThe use of verbal encouragement (VeEn) improved self-efficacy and physical performance in sports exercises and rehabilitation(Amagliani; 2010). In our knowledge, no studies highlighted yet the effect of VeEn on mechanical and electromyographic (EMG)parameters during a handgrip task. We predicted that Maximal Voluntary Contraction (MVC), Maximal Rate of Force Development(MRFD) and integrated EMG (iEMG) of Flexor digitorum superficialis (FL) and extensor digitorum (ET) muscles would be superior during ahandgrip task associated to VeEn in comparison with same motor tasks performed without such encouragement.Materials and methods23 subjects performed 5 MVC during 4.4 s in 3 conditions: i) Verbal condition; ii) No encouragement condition; iii) Auto-initiatedcondition. A one-way ANOVA for repeated measures was performed to study the VeEn effects on MVC, MRFD, iEMGMVC andiEMGMRFD.ResultsMVC, MRFD and iEMG of FL and ET were significantly higher with VeEn than without VeEn or auto initiated conditions (P < 0.005). Therewas a significant effect of VeEn on neuromuscular efficiency index MVC/iEMGMVC in FL and ET muscles but not on MRFD/iEMGMRFD.DiscussionOur results are in line with previous studies showing better performance when conducted with VeEn during isometric contractions (MVCof elbow flexors [McNairet, 1996]), supramaximal exercise (Wingate test parameters [Karaba, 2007]) and incremental aerobic test(VO2max and blood lactate concentration [Andreacci, 2002]). In conclusion, these findings suggest that VeEn could develop strategiesthat motivate the subjects and focus the attention on the task. Coaches should practice VeEn to improve performance during training andrehabilitation.

Keywords • MVC, MRFD, Verbal encouragement, EMG, instruction References: Amagliani R., Peterella J., & Jung A., (2010).Type of encouragement influences peak muscle force in college-age women. International Journal of Exercise Science. 3,165-173.McNair, P. J., Depledge, J., Brettkelly, M., & Stanley, S. N. (1996). Verbal encouragement: Effects on maximum effort voluntary muscleaction. British Journal of Sports

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Medicine, 30, 243–245.Andreacci, J. L., LeMura, L. M., Cohen, S. L., Urbansky, E. A., Chelland, S. A., & Von Duvillard, S. P. (2002). The effects of frequency ofencouragement on performance during maximal exercise testing. Journal of Sports Sciences, 20, 345–352Karaba, D. Popadi -Ga esa, J. Gruji , N. Barak, O & Drapsin, M.(2007). Motivation and motoric tests in sports. Medicinski pregledJournal, 60(5-6):231-6.

P21C - Mind Body Practice and Body Weight Status in a Large Population-Based Sample of Adults G. M. Camilleri (1), C. Méjean (1), F. Bellisle (1), S. Hercberg (1,2,3), S. Péneau (1)(1) Université Paris 13, Equipe de Recherche enEpidémiologie Nutritionnelle, Centre de Recherche en Epidémiologie et Statistiques, Inserm (U1153), Inra(U1125), Cnam, COMUE SorbonneParis Cité, F-93017 Bobigny, France(2) Université Paris 13, Sorbonne Paris Cité, USEN (Unité de Surveillance et d’Epidémiologie nutritionnelle) F-93017, Bobigny, France;InVS, F-93017, Bobigny, France(3) Département de Santé Publique, Hôpital Avicenne, F-93000, Bobigny, France IntroductionIn industrialized countries characterized by a high prevalence of obesity and chronic stress, mind body practices such as yoga ormeditation may facilitate body weight control. However, virtually no data are available to ascertain whether practicing mind bodytechniques is associated with weight status. The purpose of this study is to examine the relationship between the practice of mind bodytechniques and weight status in a large population-based sample of adults.MethodsA total of 61,704 individuals aged 318 years participating in the NutriNet-Santé study (2009 2014) were included in this cross-sectionalanalysis conducted in 2014. Data on mind body practices were collected, as well as self-reported weight and height. The associationbetween the practice of mind body techniques and weight status was assessed using multiple linear and multinomial logistic regressionmodels adjusted for sociodemographic, lifestyle, and dietary factors.ResultsAmong the 61,704 participants, 27.0% reported having ever practiced one or more mind-body techniques and 13.8% were currentlypracticing. About 7.9% were regular current users, while 5.8% were occasional users. Among current users, meditation (7.6%) and yoga(4.8%) were the most commonly used techniques followed by sophrology, qigong and tai-chi. After adjusting for sociodemographic andlifestyle factors, users of mind-body techniques were less likely to be overweight and even less likely to be obese compared withindividuals who had never used a mindbody technique, regardless of the model considered. In particular, regular users of mind bodytechniques were the least likely to be overweight (OR=0.68, 95% CI=0.63, 0.74) or obese (OR=0.55, 95% CI=0.50, 0.61) compared withnever users. In addition, regular users had a lower BMI than never users ( 3.19%, 95% CI= 3.71, 2.68). The association held true for bothsexes.ConclusionsIn conclusion, this study provides new information about the practice of various mind-bodytechniques and weight status in a large sample of individuals. The practice of mindbodytechniques was associated with both lower BMI and odds of overweight and obesity. Although causality was not established, theseobservations suggest that fostering such practice might be of benefit in attempting to prevent or treat overweight and obesity. Furtherstudies are needed to confirm these findings, especially prospective studies to identify causality Keywords • mind-body therapies, overweight, obesity, relaxation, epidemiology, cross-sectional study

P21D - Measuring the Well-Being of Elite Australian Para and Olympic Sport Athletes P. O'Halloran, N. Shields, and E. Sherry (1)A. Karg (2)(1)La Trobe University, Bundoora Campus(2) Deakin University, 221 Burwood Highway, Burwood, Victoria 3125 Australia Being an elite Para or Olympic Sport athlete requires extensive training (Treasure, Lemyre, Kuczka, & Standage, 2007) to reach thepinnacle of physical condition and technical prowess (Keegan, Hardwood, Spray, & Lavallee, 2014). Elite athletes must also manageconsiderable psychological pressures associated with their sport (Balaguer et al., 2012). The well-being of elite athletes is linked toperformance and quality of life. However, there is a paucity of quality research examining the well-being of Para athletes compared toOlympic sport athletes (Macdougall, O’Halloran, Shields, & Sherry, 2015) with issues such as a lack of methodological quality (Macdougallet al., 2015), and the absence of overriding frameworks based on theoretical rationale for well-being research (Lundqvist, 2011).

There isalso a dearth of research related to sport-specific well-being (Macdougall et al., 2015). Therefore, the paper session will explore how acoherent well-being model was used to examine the well-being of Para and Olympic sport athletes using established well-beingmeasurement tools. The session will also look at the psychometric properties of well-being measures adapted to a sport-specific contextand establish the effectiveness of these adapted measures for elite athletes.The study on which the session is based included elite athletes (Para, n =103; Olympic, n = 193) who completed an online questionnairemeasuring subjective, psychological, social, and

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physical well-being at a global and sport-specific context. The data were checked fornormality before confirmatory factor analyses, reliability analyses, and two-way between subjects ANOVAs were conducted.Within a global context, Para athletes, and athletes with acquired impairments, had significantly lower physical well-being compared toOlympic sport athletes, and athletes with congenital impairments, respectively. Significant differences also existed across genderbetween (a) Para and Olympic sport athletes for dimensions of psychological and social well-being, and (b) between male and female Paraathletes for a psychological well-being dimension.Within the sport context, results showed the adapted sport version of the three-factor subjective well-being measures behavedconsistently with original studies. A six-factor psychological well-being measure was validated, but necessitated the removal of lowloading items to create a final measurement model. Adapted measures for social well-being did not load coherently suggesting they couldnot be transferred as valid measures in the elite-athlete context. Significant differences were identified for dimensions of subjective andpsychological well-being between male and female athletes, and male and female Para athletes.Our results have provided information about the global and sport-specific well-being of elite Para or Olympic Sport athletes, which canhelp inform the design of programs to promote welfare and flourishing.

Keywords • elite, measurement, mental health, sport, well-being References: Balaguer, I., González, L., Fabra, P., Castillo,I., Mercé, J., & Duda, J. L. (2012). Coaches’ interpersonal style, basic psychological needs and the well- and ill-being of young soccerplayers: A longitudinal analysis. Journal of Sports Sciences, 30, 1619–1629. doi:10.1080/02640414.2012.731517Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. (2014). A qualitative investigation of the motivational climate in elite sport.Psychology of Sport and Exercise, 15, 97–107. doi:10.1016/j.psychsport.2013.10.006Lundqvist, C. (2011). Well-being in competitive sports— the feel-good factor? A review of conceptual considerations of well-being.International Review of Sport and Exercise Psychology, 4, 109–127. doi:10.1080/1750984X.2011.584067Macdougall, H., O’Halloran, P., Shields, N., & Sherry, E. (2015). Comparing the well-being of Para and Olympic sport athletes: Asystematic review. Adapted Physical Activity Quarterly, 32, 256–276, doi:10.1123/APAQ.2014-0168Treasure, D. C., Lemyre, P.-N., Kuczka, K. K., & Standage, M. (2007). Motivation in elite-level sport. In M. S. Hagger & N. L. D.Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 153–165). Champaign, IL: Human Kinetics.

P21E - Tolerance to exercise could explain the pleasure or displeasure felt during a moderate physical activity.

M. Carlier (1,2), Y. Delevoye-Turrell (1,2)(1) Univ Lille Nord de France, 3 rue du Barreau, 59653 Villeneuve d’Ascq, France; (2) SCA-LabCNRS 9193, France Objective: The tolerance to effort is defined as a trait that influences one’s ability to continue exercising at an imposed level ofintensity even when the activity becomes uncomfortable or unpleasant (Ekkekakis, Hall & Petruzzello, 2005). In the present study, wehypothesized that the tolerance to exercise influences the way one experiences a moderate physical activity. In fact, it has been observedthat for some participants, a moderate physical activity will lead to a less pleasurable affective response, while for others, the affectiveresponse will remain constant or even improve (Smith et al., 2015; Van Landuyt, Ekkekakis, Hall, & Pretruzello, 2000). In the presentstudy, we wanted to assess whether individuals’ tolerance to effort could predict their affective dynamics when exercising with music.Participants and methods: 48 healthy individuals were allocated to 2 experimental conditions: a cycling in silence condition (G1) and acycling in music condition (G2). The tolerance threshold was assessed using the PRETIE-Q (The Preference for and Tolerance of theIntensity of Exercise Questionnaire) and two groups were determined (high vs. low). Physical activity consisted in cycling for 40 minutes,at a self-set intensity defined as “somewhat difficult” on the Perceived Exertion Scale (RPE 13). Feelings were assessed every 5 minutesduring the activity session using the Feeling Scale. Power output and Heart Rate Frequency were measured at the same rate using an ergocycle (TechnoGym) and polar belt (Polar Team - Polar Electro Oy, Kempele, Finlande) respectively.Results: For the same level of perceived effort, the Low Tolerance group produced less power output than the High Tolerance group. TheHigh Tolerance group produced more power output in the cycling in music condition (G2) than in the cycling in silence condition (G1).When controlling for the Heart Rate Frequency at rest, participants in G2 had a higher Heart Rate Frequency compared to the cycling insilence condition (G1) both for the High and the Low Tolerance groups. When controlling for the Feeling Scale at rest, the High Tolerancegroup felt more positive feelings in the cycling in music condition (G2) than in the cycling in silence condition (G1). No differences wereobserved for the Low Tolerance group.Conclusion: Our results suggest that for the same perception of physical effort, high tolerant individuals produce more power outputwhen cycling in music than in

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silence. Their affective states are also more positive, with music playing the role of a booster. In contrast,low tolerant individuals see their heart rate rise when cycling in music without any gain in power output. Furthermore, music does notprovide affective benefits. The power of music to distract and minimize participants’ perception of exertion (Yamashita et al., 2006) washere confirmed only for those individuals highly tolerant to physical effort.

Keywords • moderate physical activity, tolerance to exercise, cycling, feelings, power output, heart rate frequency References: Ekkekakis, P., Hall, E.E., & Petruzzello, S.J. (2005). Some like it vigorous: Individual differences in the preference for andtolerance of exercise intensity. Journal of Sport and Exercise Psychology, 27 (3), 350-374.Smith, N. J., Monnat, S. M., & Lounsbery, M. A. F. (2015). Physical activity in physical education: are longer lessons better? The Journal ofSchool Health, 85(3), 141–148.Van Landuyt, L. M., Ekkekakis, P., Hall, E. E., & Petruzzello, S. J. (2000).

Throwing the mountains into the lake: On the perils ofnomothetic conceptions of the exercise–affect relationship.

Journal of Sport & Exercise Psychology, 22(3), 208–234.

PHYSICAL HEALTH AND EXERCISE • POSTER POF091 - Passion types and Brain Dominance for Volleyball Players in KSA: Exploratory Study M. Salama YounisDepartment of Physical Education, University Umm al-Qura, Mecca, Saudi Arabia.

According to Vallerand et al., (2015), there are two types of passion, obsessive and harmonious, and that can be distinguished interms of how the passionate activity has been internalized into one's identity (Vallerand, 2015). In sport field, Harmonious passioninvolves feelings of enjoyment, and the activity blends with the athlete's life.

Obsessive passion involves an inability to disengage from anactivity, or feelings of guilt from not participating.

However, In neuropsychology, the brain dominance theory is based on the lateralizationof brain function. The brain contains two hemispheres that each performs a number of different roles. it was rarely information about thebrain dominance with Volleyball players in Arabic culture (Azril, 2012). The idea is that people use different sides of their brains to processdifferent kinds of information. All people use both sides of their brains, but most individuals tend to prefer learning strategies associatedwith one side or the other. Such individuals are considered to be left-brain dominant or right-brain dominant. Some have about evenpreferences and are considered to have bilateral dominance. Today, it is known that the two sides of the brain collaborate to perform abroad variety of tasks and that the two hemispheres communicate through the corpus callosum. No studies explored the relationshipsbetween passion types and brain dominance. The present study explore the relationships between harmonious, obsessive passion and theintegrated, left or right brain dominant for Volleyball players.Method.Participants and procedureData were collected from 173 Volleyball players from Jeddah, Taif and Makkah clubs. They aged from 17 to 28 years (M= 22.61±4.79 SD).Researcher passed the two scales just after they were finshied their training.MeasuresPassion Scale. The Passion Scale (Vallerand et al., 2003). It composed of 12 items evaluating the harmonious and obsessive passion. TheArabic version was validated by Salama-Younes (2013). Hemispheric Dominance Inventory Test (McMahon, 2003). It determines whichside of your brain left or right is dominant. It composes of 18 items and it is a dichotomious scale. It has been validated in Arabic byQadoumy (2010).Results and conclusionStudy revealed that the integrated brain dominance was the most common type for volleyball players where the rank orders of braindominance types were respectively: integrated brain dominance (81.03%), left-brain dominance (10.56%) and right brain dominance(8.49%). In addition, volleyball players with harmonious passion revealed integrated brain. However, obsessive passion is related withonly the right brain dominance r =.66 and .32, p < .01 respectively. There were also significant differences in brain dominance of Volleyballplayers due to division in favor of position, volleyball years of practice.

Keywords • Passion, Brain dominance, Volleyball players.

References: Verner-Filion, J., & Vallerand, R.J. (2014). Passion.In Robert C. Eklund & G. Tennenbaum (Eds), Encyclopedia of Sport and Exercise Psychology (pp. . Thousand Oaks, CA: Sage.

POF092 - Case Study: instead of adapted physical activities for Homeless Fixed M. MartinLille 2 University, Francemarjorie.martin@univ-lille2.fr The purpose of this article was to succeed in mobilizing homeless people (SDF) to participate in a program of physical activities toimprove their general health (fitness and anxiety).Method:18 sensitized persons, 14 people

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participated in activities punctually and three people practiced regularly, at least one physical activity perweek during the treatment. Four physical activities have been proposed. Only routes of travel and engines were assiduously followed for 8weeks. Physical fitness was measured with the sit-stand test, the 6-minute walk, balance testing and mental health, with the BeckDepression Inventory test and SF- 36, quality of life questionnaire.Results:The subject 1 increased strength of the lower limbs, it went from 9-13 exercised sit-stand test in 30 seconds, and from 69 m to 100 m totest the walking distance, the subject 2 shows no improvement. For testing 6-minute walk, subjects 3 and 4 have reached the theoreticaldistance (548 and 530 meters at the end of care instead of 772 and 706 meters).Mental health could not be analyzed.Conclusion:Engaging people is in a less sedentary lifestyle, s proves to be the main challenge for the public to preserve their health and improve theirlives autonomy.

Keywords • physical activity, quality of life, health, homeless References: [1] Observatoire national de la pauvreté et del’exclusion sociale (2011-2012). Crise économique, marché du travail et de la pauvreté. Paris.[2] Insee (2011). Être sans domicile, avoir des conditions de logement difficiles. La situation dans les années 2000.Pierrette Briant,Nathalie Donzeau, division Logement, Insee n°1330-Janvier 2011.[3] Préfecture de Lille (2013). « La pauvreté dans le Nord Pas de Calais. Des situations contrastées et des phénomènes qui persistent ».Diagnostic réalisé dans le cadre du Plan pluriannuel contre la pauvreté et pour l’inclusion sociale. Octobre 2013.[4] Samenta (2010). Rapport sur la santé mentale et les addictions chez les personnes sans logement personnel d’Île de France. Sous ladirection d’Anne Laporte (Observatoire du Samusocial de Paris) et de Pierre Chauvin (Inserm). Rapport final de janvier 2010.[5] Cambois E (2003). Les personnes en situation sociale difficile et leur santé. Les travaux de l’observatoire la pauvreté et de l’exclusionsociale, p102.[6] Depiesse F, Grillon JL, Coste O (2009). Prescription des activités physiques : en prévention et en thérapeutique. Éditions Masson.[7] Terret T, (1998). Éducation physique et santé. In Depiesse F. (2009). Prescription des activités physiques : en préventionthérapeutique, (p 34-35). Issy-Les-Moulineaux : éditions Elsevier-Masson.[8] Vuillemin A, (2007). Bouger améliore-t-il la qualité de vie ? In Depiesse F. (2009). Prescription des activités physiques : en préventionthérapeutique, (p 33-34). Issy-Les-Moulineaux : éditions Elsevier-Masson.[9] Tordeurs, D (2011).

Efficacité de l’exercice physique en psychiatrie: une voie thérapeutique ? L’encéphale, pp 345-352.[10] Wade JE, Sherbourne CD. The MOS 36-item short-form health survey (SF-36). Medical Care 1992; 30:473–483.[11] Beck A.T, Ward C, Mendelson M, Mock J & Erbaugh J (1961). An inventory for measuring depression. Archives of General Psychiatry,4 : 561-571.

POT110 - The effect of social factors on the Relationship Skills - self-esteem of young soccer players S. Sadek (1), B. Chrif Mustapha (2), S. Mourad (2)(1)istaps, Djillali Bounaama University, Khemis Miliana (2) ieps, University of Algiers3, Algeria IntroductionThe main issue of this study is to determine and elaborate the appropriate strategies that allow us master, control and adjust theperformance skills of young soccer players. This is being done through the description, the explanation and the measuring of their selfesteemin its socio-economic context as an external factor in the relationship between skills and self-esteem Smail, Bourennane, &Sahraoui (2014).MethodParticipants: A group of 145 young male soccer players between the ages of 13 to 17.Procedure and Task: Participants were submitted individually to a series of soccer skills tests (Wanderhof test). They were also required tofill in a self- esteem test sheet (Tennessee Self-Concept Scale) (T.S.C.S), in its Arabic version Allaoui, & Redouan (1987), and a socioeconomicquestionnaire.ResultsMain results indicate the existence of ; (a) correlation between self-esteem and skills performance; and (b)correlation between selfesteemand socio-economic level; and (c) a multilateral correlation between the three variables.Discussions and ConclusionsFindings prove the existence of a reciprocal effect between skills performance and self-esteem and the significant role of socio-economicfactors in determining the relationship between skills and self-esteem of young soccer players. Findings also suggest the necessity forcoaches to give importance to the psychological factors, particularly self-esteem, in their training process and the need to raise selfesteemlevel of this category of players.

Keywords • self-esteem, skills, socio-economic factors , young soccer players References: Allaoui, M, H., & Redouan, M,N. (1987). Skills and Psychology tests in sport domain (pp. 632-648). Le Caire: Dar el fikr el Arabi.Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory, Englewood

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Cliffs (pp. 410). N.J: Prentice-Hall.Jowett, S., & Lavallee, D. (2008). Psychologie sociale du sport (Christophe Billon, Traducteur) (pp. 189). Paris: De Boeck.

POT111 - Exploratory Study of Harmonious, Obsessive Passion and Brain Dominance for Volleyball Players inKSA Salama Younis, M. (1)Department of Physical Education, University Umm al-Qura, Mecca, Saudi Arabia.

There are two types of passion, obsessive and harmonious, and that can be distinguished in terms of how the passionate activity hasbeen internalized into one's identity (Vallerand, 2015). In physical activity field, Harmonious passion involves feelings of enjoyment, andthe activity blends with the athlete's life. Obsessive passion involves an inability to disengage from an activity, or feelings of guilt from notparticipating. However, In neuro--psychology, the brain dominance theory is based on the lateralization of brain function. The braincontains two hemispheres that each performs a number of different roles. it was rarely information about the brain dominance withVolleyball players in Arabic culture (Azril, 2012). The idea is that people use different sides of their brains to process different kinds ofinformation. All people use both sides of their brains, but most individuals tend to prefer learning strategies associated with one side orthe other. Such individuals are considered to be left-brain dominant or rightbrain dominant. Some have about even preferences and areconsidered to have bilateral dominance. Today, it is known that the two sides of the brain collaborate to perform a broad variety of tasksand that the two hemispheres communicate through the corpus callosum. No studies explored the relationships between passion typesand brain dominance. The present study explore the relationships between harmonious, obsessive passion and the integrated, left or rightbrain dominant for Volleyball players.Method.Participants and procedureData were collected from 173 Volleyball players from Jeddah, Taif and Makkah clubs. They aged from 17 to 28 years (M= 22.61±4.79 SD).Researcher passed the two scales just after they were finished their training.MeasuresPassion Scale. The Passion Scale (Vallerand et al., 2003). It composed of 12 items evaluating the harmonious and obsessive passion. TheArabic version was validated by Salama-Younes (2013). Hemispheric Dominance Inventory Test (McMahon, 2003). It determines whichside of your brain left or right is dominant. It composes of 18 items and it is a dichotomous scale. It has been validated in Arabic byQadoumy (2010).Results and conclusion:Study revealed that the integrated brain dominance was the most common type for volleyball players where the rank orders of braindominance types were respectively: integrated brain dominance (81.03%), left-brain dominance (10.56%) and right brain dominance(8.49%). In addition, volleyball players with harmonious passion revealed integrated brain.

However, obsessive passion is related withonly the right brain dominance r =.66 and .32, p < .01 respectively. There were also significant differences in brain dominance of Volleyballplayers due to division in favor of position, volleyball years of practice.

Keywords • Harmonious and Obsessive Passion, Brain dominance, Physical Activity, Volleyball players.

POT112 - Flow experience during competition: The role of athlete’s self-confidence and anxiety N.A.M. Stavrou (1,2), M. Psychountaki (1), E. Georgiadis (3), S. Koehn (4)(1) Faculty of Physical Education and Sport Science, Nationaland Kapodistrian University of Athens, Athens, Greece(2) National Sports Research Institute, Athens Olympic Athletic Center “Spyros Louis”, Greece(3) School of Science, Technology and Health, University Campus Suffolk, UK(4) Department of Health Sciences, Liverpool Hope University, Liverpool, UK Flow in sports depicts an optimal mental state characterized by positive affect, perceptions of superior functioning, and a selfperceivedbalance between task challenges and athlete’s capabilities (Jackson & Csikszentmihalyi, 1999). When both challenges and skillsare perceived as being in balance, above the person’s average experience, the athlete may experience flow. If athlete’s skills exceedcompetition challenges, the resulting state is relaxation, when the competition challenge outweighs athlete’s skills, the athlete willexperience anxiety, and when both challenges and skills are perceived as low, the athlete will experience apathy (Kimiecik & Stein, 1992).Research findings suggest that competitive anxiety is a prevent, or disrupt flow (Stein, Kimiecik, Daniels, & Jackson, 1995), whereas selfconfidenceis a frequent factor that induces athlete’s flow experience concept that will (Jackson, 1999; Stein et al., 1995).The purpose ofthe study was to assess theoretical associations between the flow experience in a competition environment and the intensity anddirection (facilitative-debilitative) of anxiety and self-confidence symptoms.Three hundred and thirty four athletes completed the Competitive State Anxiety Inventory-2 (CSAI-2) intensity – direction scales alongwith two single-item scales measuring the challenge of the competition and skills of the athletes. Thirty minutes after the competition theathletes completed the FSS-2 based on how they felt during the competition. The results showed significant differences among the fourflow quadrants

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(apathy, anxiety, relaxation, flow) on the intensity (F 3,330 = 14.021, p<.001, 2p = .112) and direction of CSAI-2 subscalesone hour before the competition (F 3,330 = 8.773, p<.001, 2p = .074). Athletes in the relaxation and flow states indicated lower anxietyand higher self-confidence symptoms compared to the anxiety and apathy groups.

Significant negative correlations revealed amonganxiety symptoms and FSS-2 subscales, whereas self-confidence indicated positive correlations to flow experience. Hierarchical regressionanalysis indicated that self-confidence (intensity and direction) is the most significant predictor of flow experience.The findings suggest that the challenge-skill balance is crucial in the pre-competition experience. When athlete’s skills exceed challenge(compared with skills perceived to be lower or equal to perceived challenges) will foster the experience of confidence. Athletes’ confidencefacilitated flow experience, indicating that confidence produces a positive mental state during competition. Additionally, athletes’ skillsseem more important than competition challenge for a facilitative interpretation of anxiety symptoms and self-confidence. The fourgroups showed substantial differences in anxiety and self-confidence level, which would allow future research to develop interventions inorder to enhance pre-competition experience.

Keywords • flow experience, self-confidence, athlete's skills, competition challenge, anxiety References: Jackson, S. A., &Csikszentmihalyi, M. (1999). Flow in sports. Champaign, IL: Human Kinetics.Kimiecik, J. C., & Stein, G. L. (1992). Examining flow experiences in sport contexts: Conceptual issues and methodological concerns.Journal of Applied Sport Psychology, 4, 144-160.Stein, T. K., Kimiecik, J. C., Daniels, J., & Jackson, S. A. (1995). Psychological antecedents of flow in recreational sport. Personality andSocial Psychological Bulletin, 21, 125-135.

POT113 - PSYCHOLOGICAL FLEXIBILITY PREDICTS HIGHER FLEXION IMPROVEMENTS IN KNEEARTHROPLASTIA PATIENTS I. Casañas (1) , J.L. Arroyo (1), A. Álvarez-Bejarano (1), S. de Rivas (2)(1) Hermanas Hospitalarias, Spain(2) Universidad Autónoma de Madrid, Spain Osteoarthritis is the commonest cause of disability in older people (Lopez-Liria, et al., 2012), with symptomatic knee osteoarthritisaffecting 10,2% of adults according to the EPISER study (2000). The majority of patients experience chronic pain and limitations inperforming activities of daily living, such as mobility outside the home, household chores, and work duties. Among them, 25% might needknee joint arthroplasty. There is sound evidence that psychological CBT-based treatments are effective with many health problems,however only moderate effect sizes were reported for patients with chronic pain (Eccleston et al., 2009). Acceptance and commitmenttherapy might be an alternative and promising approach for treating chronic pain patients from a psychological perspective (Veehof et al.,2011). In this context, it has been suggested that psychological flexibility appears highly relevant to the study of chronic pain and tofuture treatment developments (Vowles, McKraken, 2010). As a matter of fact, acceptance of pain might predict better adjustment onmeasures of patient function, independent of perceived pain intensity (McKraken, 1998, 2005). The main purpose of this pilot study wasto assess the relationship between psychological flexibility and physical recovery outcomes in patients recently treated for knee jointarthroplasty. Main results suggest a positive correlation between psychological flexibility and knee flexion during the follow up 6 monthsafter the intervention. Patients scoring high in psychological flexibility presented significantly more knee flexion recovery (39.6ºincrement) than patients scoring low in psychological flexibility (28.20º increment) (F= 4.869, p = .041). Specific results of this pilot studywill be presented, and future directions and limitations for psychological intervention in chronic pain will be discussed.

Keywords • Chronic pain, psychological flexibility, acceptance, health References: Lopez-Liria, R. et al. La rehabilitación yfisioterapia domiciliaria en las prótesis de rodilla. Anales Sis San Navarra [online]. 2012, vol.35, n.1Estudio EPISER 2000. Prevalencia e impacto de las enfermedades reumáticas en la población adulta española. Madrid: MSD y SociedadEspañola de Reumatología; 2001, p167.C. Eccleston, A.C.D.C. Williams, S. Morley. Psychological therapies for the management of chronic pain (excluding headache) in adults.Cochrane Database Syst Rev (2009).J.W.S. Vlaeyen, S. Morley. Cognitive-behavioral treatments for chronic pain: what works for whom? Clinical Journal Pain, 21 (2005), pp.1–8Martine M. Veehof, , Maarten-Jan Oskam, Karlein M.G. Schreurs, Ernst T. Bohlmeijer (2011). Acceptance-based interventions for thetreatment of chronic pain: A systematic review and meta-analysis. Pain. Volume 152, Issue 3, March 2011, Pages 533–542LM McCracken (1998). Learning to live with the pain: acceptance of pain predicts adjustment in persons with chronic

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pain. Pain 74 (1), 21-27LM McCracken, C Eccleston (2005). A prospective study of acceptance of pain and patient functioning with chronic pain. Pain 118 (1),164-169.Kevin E Vowles, Lance M McCracken (2010). Comparing the role of psychological flexibility and traditional pain management copingstrategies in chronic pain treatment outcomes. Behaviour research and therapy 48 (2), 141-146.

POW111 - The Effectiveness of Physical Activity on Psychological wee-being of Boy Students of Boarding HighSchool A. A. BayaniDepartment of psychology, Azadshahr Branch, Islamic Azad University, Azadshahr, Golestan Province, Iran The purpose of the present study was to examine the effectiveness of physical activity on psychological well being of boy students ofboarding high school. Sixty boy boarding high school students were selected and randomly assigned to experimental and control group.Experimental group did physical activity for two month and forty minutes each day. All participants were asked to answer thePsychological Well Being Scales. The data were analyzed by the Analysis of Covariance (ANCOVA). Results showed that psychological wellbeing of experimental group had a significant increase contrast to control group. Regular physical activity can lead to promotion ofpsychological well being of boy students of boarding high school.

Keywords • psychological well being, physical activity

POW112 - Towards tailored interventions for promotion of physical activity among older adults: findingpleasure in daily life activities M. Cabrita (1,2), R. Lousberg (3), M. Tabak (1,2), H. Hermens (1,2), M. Vollenbroek-Hutten (1,2)(1) Telemedicine group, RoessinghResearch and Development, Enschede, the Netherlands (2) Telemedicine group, Faculty of Electrical Engineering, Mathematics andComputer Science, University of Twente, Enschede, the Netherlands (3) Department of Psychiatry and Neuropsychology, MaastrichtUniversity, Maastricht, the Netherlands Introduction: Pleasure is a dimension often forgotten when promoting physical activity among older adults. With recent researchalerting for the risks of sedentary behavior, a growing number of interventions is targeting promotion of daily physical activity, alsoamong older adults. However, adherence to these daily life interventions remains low and seems to decrease after the “novelty effect” hasworn off. It is suggested that tailoring interventions may increase adherence. With that in mind, the aims of the present study are to (1)identify predictors of pleasure in daily life of older adults, and (2) investigate to which extent daily environments explain the interactionbetween pleasure and physical activity. Method: Ten older adults (age 65 – 83) participated in the study during approximately 30 days.Participants were asked to answer questions approximately every hour – from 8 AM to 8 PM – on a smartphone reporting their currentactivity, location, social contacts, and the pleasure experienced while performing that activity. Participants also carried an accelerometerthroughout the day. No feedback was provided during the study. Outcome variable pleasure was transformed to represent a measure ofvariance from the median value within-subject. Predictors of pleasure were assessed in multi-level models with repeated measurementsnested within subjects. Due to the relatively small sample size, no random slopes models could be estimated and the decision was madeto create 10 x N=1 regression models to identify individual differences. Results: A total of 2301 experience sampling points were collected.Most of the activities were reported at home (72.5%), alone (56.9%) and as leisure activities (55.5%). Experience of pleasure variedstrongly between subjects (mean range 5.75 – 8.73). Location, social contact, type of activity and also the weekday were found strongpredictors of pleasure. Physical activity was found to be negatively correlated to pleasure (b=-0.22, p=0.014). However, when consideringphysical activity while performing leisure activities, this relation was inverted (b=0.091, p<0.001). Individual regression models foundsignificant differences between subjects. For example, while engaged in a social activity, one participant experienced 2% less pleasurethan his median value, while the other 9 subjects experienced up to 15% higher pleasure than in activities reported alone. Conclusion:Level of pleasure experienced during a specific activity in a sample of healthy subjects can be explained by the environment, mainlylocation and social contacts. Based on the assumption that people are more willing to perform activities that are pleasurable, individualdifferences suggest evidence for tailored interventions when promoting physical activity in daily life. To the best of our knowledge, ourstudy is unique for the amount of data collected, methods used and variety of information collected regarding the environment of eachparticipant.

Keywords • positive emotions, physical activity, tailoring, behavior change, older adults, daily life study, experience samplingmethod

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Professional environment PROFESSIONAL ENVIRONMENT • INVITED SYMPOSIUM IS01A - Meaning, work engagement and Well-being: Positive psychology at work L. Vivoll StraumeMind, Norway The aim of the present symposium is to show how the eudaimonic dimension of well-being may constitute a salient building block ofmodern work-life. Although the word contains 2600 years of history, the concept may be more important than ever in a rapidly changingwork life. In the new economy, competition is global, capital is strong, ideas are fast and cheap, and people change jobs. Accordingly, it isnot enough to pay wages to have employees performing at their best. Excellent functioning, in terms of fulfilling meaningful goals andbeing work engaged, may thus turn out to be the competitive force of tomorrows business.First, Prof. Joar Vittersø and Benedicte LangsethEide present theory and empirical examples to illustrate the importance of meaning andengagement in achieving excellence. Second, Bente Kristin Malmo and Lisa Vivoll Straume will present a research-based practical methodfor creating meaningful and engaging work environments through simulation training. The method is founded in positive psychology andstrength-based leadership. Finally, Enova CEO Nils Kristian Nakstad illustrates the challenges and benefits of implementing strengthbasedleadership and applying simulation training in a governmental company to stage for meaningful and engaging jobs.The present symposium provides theory, research, practical methods, and a real-life company case that have tested these theories andmethods in a strength-based leadership development program. Consequently, the symposium contributes to minor the gap betweenresearch and practice.

IS01B - Eudaimonia this and eudaimonia that: Can modern work-life learn anything from such an archaicconcept?

J. Vitterso, B. Langseth-EideUiT The Arctic University of Norway Eudaimonia is an 2600 years old, Greek word. Hence, any reasonably rational grown-up must wonder if it can have any place in ourlives today. Perhaps it has, and the present paper offers some arguments why. Translated as “excellent functioning”, eudaimoniapromotes the view that nothing works well unless the activities needed for success is harmonized with the overall goal of the activity—the“telos”. If the things people do are separated from the reason why they do it, true excellence cannot be achieved. The paper presents aperspective from emotion theory and empirical examples to illustrate how eudaimonia can still set a relevant standard for what we referto as good lives and good work.

IS01C - Setting the stage: Creating meaningful and engaging work environments B. K. Malmo, L. Vivoll StraumeMind, Norway Simulation training refers to the act of training on reality through action learning. The method has proven to be effective and useful increating learning arenas that provide trust, confidence and coping, consequently leading to increased decisiveness (Vaagaasar &Johansen 2006). The method has been continuously developed throughout 3 decades, and applied on more than 6,000 executives from13 different countries.Since 2013, we have worked with a Norwegian governmental company (Enova), implementing positive psychology and strength-basedleadership.

Among other methods, simulation training has been a central tool for creating meaningful and engaging work environments.With new challenges entering the marked, Enova was faced with a particular need for establishing a learning strategy that fosteredgrowth-oriented mindsets and innovation. To keep this process as close to reality as possible, we build a learning-lab on-site whereleaders and employees regularly have simulated authentic challenges – close in time. Specifically, they have simulated how to solvechallenges with a growth-oriented mindset, how to apply strengths in doing so, and how to always think in terms of teamwork. In thisway, knowledge has become something they constantly produce, and not just something they have or give.Preliminary data indicates that the simulation training method combined with strength-based leadership is a tool for setting the stage:Employees experience meaning and engagement through action learning, consequently preparing them to detect and act on possibilitiesfor innovation. Leaders report to have hands-on tools for spotting, developing and applying strengths, which is known to generateengagement. Finally, a growth-oriented culture is about to emerge, where the rapid changes from the outer world no longer induce fear ofnot being fit for the fight, but rather inspire to hard work and decisiveness.

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IS01D - Staging work engagement, strength-based leadership and simulation training in the Norwegiangovernmental company Enova N. K. Nakstad, O. HusbyNorwegian governmental company Enova, Norway Enova is a governmental owned company aimed at inspiring individuals and companies to sustainable actions by counseling andinvesting in environmental-friendly projects. Our organization has a distinct responsibility to inspire for change in the marked, and weyearly invest about 350 mill EUR in climate- and energy technology projects that brings about this change. To put it simple, we contributeto saving the planet through vibrant change. To reach such a vision, a key success factor is a strong leadership philosophy where wemanage to spot, develop and apply the strengths and resources our employees possess. We cannot fulfill our mission on formal expertiseand experience alone. We need employees who find meaning in their work, who are willing to go the extra mile, and who grab everyopportunity for learning and developing in a complex terrain.Since 2013, we have implemented positive psychology and strength-based leadership in collaboration with Mind. We have managed toarrange our teams over and above formal expertise and experience, and have so far managed to deliver above expectations.

However, theworld is constantly changing, and our only option is to adapt. Every fourth year, and consequently by 2017, Enova is given new andchallenging responsibilities from the ministry. This implies that one of the most important challenges for 2016 is learning, developing andadapting to a new reality we still do not know.To be prepared, we needed to develop a learning strategy where all challenges were met with growth-oriented mindsets and a continuoussearch for innovative solutions. With no time for careful planning, we had to develop this strategy along with implementing it. Therefore,we built a learning-lab on-site where leaders and employees regularly have simulated authentic challenges – close in time. Specifically,they have simulated how to solve challenges with a growth-oriented mindset, how to apply strengths in doing so, and how to think interms of network and teamplayers.The presentation will describe typical challenges associated with implementing strengthbased leadership and a learning oriented culture,in addition to the results we have seen so far in terms of the yearly employee survey, sick leave, prepared feedback on communication,cooperation, innovation, adaptability and focus on learning and development.PROFESSIONAL ENVIRONMENT • PAPER SESSION

P16B - FLOW AT WORK AS A MODERATOR OF THE SELF-DETERMINATION MODEL OF WORK ENGAGEMENT (1) Giovanni B. Moneta (2) Daniela De FragaLondon Metropolitan University, London, UK INTRODUCTIONThe self-determination model of work engagement (Deci et al., 2001) posits that perceived managerial autonomy support fosterssatisfaction of intrinsic psychological needs – autonomy, competence, and relatedness – and, in turn, satisfaction of these needs fosterswork engagement. Based on Flow Theory (Csikszentmihalyi, 2000) and Self-Determination Theory (Ryan & Deci, 2000), it washypothesized that the extent to which workers experience flow in the job would moderate: (H1) the positive association betweenautonomy support and work engagement, in such a way that for employees with higher levels of flow the association would be weaker,and (H2) the positive associations between autonomy support and satisfaction of intrinsic psychological needs, in such a way that foremployees with higher levels of flow the associations would be weaker.METHODA multicultural sample of 177 workers from a variety of occupational backgrounds completed an online survey containing the WorkClimate Questionnaire (Baard, Deci, & 2004), the Basic Need Satisfaction at Work Scale (Kasser, Davey, & Ryan, 1992), the Utrecht WorkEngagement Scale (Schaufeli, Bakker, & Salanova et al., 2006), and the Flow Short Scale (Rheinberg, Vollmeyer, & Engeser, 2003).RESULTSModerated mediation modeling (Hayes, 2013) supported hypothesis 1, showing that there is no association between autonomy supportand work engagement for workers with high levels of flow at work, and hypothesis 2 limitedly to the needs of competence andrelatedness, showing that the positive relation between autonomy support and these two needs is weaker for workers with higher levelsof flow at work.DISCUSSIONThe findings from this study indicate that workers with higher levels of flow at work are less reliant on their work conditions and morelikely to engage in the job regardless of work environment factors that fall under the umbrella of autonomy support, andare attractive candidates for startup and other companies facing shortness of resources and unpredictability. What does cause workflow-ers to be more independent from environmental influences in their work engagement? On the one hand, work flow-ers may have haddevelopmental experiences that helped them to learn how to self regulate flow in achievement contexts. In particular, they may havedeveloped a stronger metacognition of flow (Wilson & Moneta, 2016). On the other hand, work flow-ers may be predisposed genetically todevelop an autotelic personality. In particular, research on twins found that flow pronness has a sizeable heritability of 41% (Mosing et

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al.2012). Future research should assess the robustness of the model across a range of work environments and its sensitivity to individualand cultural differences.

Keywords • Autonomy support; intrinsic psychological needs; flow; self-determination theory; work engagement.

References: Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and wellbeingin two work settings. Journal of Applied Social Psychology, 34(10), 2045-2068.Csikszentmihalyi, M. (1975/2000). Beyond boredom and anxiety: Experiencing flow in work and play (2nd edition). San Francisco: JosseyBass.Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J. &Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being inthe work organizations of a former Eastern bloc country: A crosscultural study of self-determination. Personality and Social PsychologyBulletin, 27(8), 930-942.Hayes, A. F. (2013).

Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York:Guilford Press.Kasser, T., Davey, J., & Ryan, R. M. (1992). Motivation and employee-supervisor discrepancies in a psychiatric vocational rehabilitationsetting. Rehabilitation Psychology, 37(3), 175-187.Mosing, M. A., Cesarini, D., Johannesson, M., Magnusson, P. K. E., Pedersen, N.L., Nakamura, J., Madison, G., & Ullén, F. (2012).

Geneticand environmental influences on the relationship between flow proneness, locus of control and behavioral inhibition. PLoS One 7,e47958.Rheinberg, F., Vollmeyer, R., & Engeser, S. (2003). Die Erfassung des Flow-Erlebens [The assessment of flow experience]. In Stiensmeier-Pelster & F. Rheinberg (Eds.), Diagnostik von Selbstkonzept, Lernmotivation und Selbstregulation [Diagnosis of motivation and selfconcept](pp. 261–279). Göttingen, Germany: Hogrefe.Ryan, R. M., & Deci, E. L. (2000). Self-Determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.American Psychologist, 55, 68-78.Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A crossnationalstudy.

Educational and psychological measure-ment, 66(4), 701-716.Wilson, E. E., & Moneta, G. B. (2012). Flow as a way of coping: A qualitative study of the metacognitions of flow. In B. Molinelli, &Grimaldo, V. (Ed.), Handbook of the psychology of coping: New research (pp. 133-150). Hauppauge, NY: Nova Science Publishers.Wilson, E. E., & Moneta, G. B. (2016). The flow metacognitions questionnaire (FMQ): A two factor model of flow metacognitions.Personality and Individual Differences, 90, 225-230.

P16C - Self-regulated well-being: Rumination’s harmful impact, and the mitigating influences of self-efficacy,reflection and social support Van Seggelen-Damen, I., Brus-Pol, E. and Woudenberg, W.Open University of the NetherlandsFaculty of Psychology and Educational SciencesPO Box 2960, 6401 DL Heerlen, The Netherlands IntroductionSelf-regulatory impact on well-being can be traced back to the ideas of positive psychology (Seligman & Csikszentmihalyi, 2000). Selfregulatoryapproaches acknowledge that individuals can influence well-being via emotion regulation strategies (e.g. Rusk, Tamir &Rothbaum, 2011; Grant, Franklin & Langford, 2002). Studies by Harrington and Loffredo (2011), Takano & Tanno (2009) and Nolen-Hoeksema et al. (2008) demonstrate positive and negative effects of strategies such as reflection and rumination. It is still unclear,however, when reflection evolves into rumination and what mitigates negative impact on well-being (Van Seggelen-Damen & Van Dam,2016).

Therefore, this study aims at explaining whether rumination mediates the relationship between self-efficacy, reflection andsatisfaction with life, and what the role is of social support in this respect.BackgroundIn line with Bandura’s (1997) social cognitive theory, we argue that low self-effective individuals will see less new possibilities forimprovement and start to ruminate, and accordingly will feel dissatisfied. As such, it is likely that rumination mediates the relationshipbetween self-efficacy and satisfaction.Social support is considered a potential resource in rumination and its negative effects (Puterman et al., 2010). Puterman et al. (2010)found that individuals with more social support experienced fewer negative affect when they ruminated. Nolen-Hoeksema et al.

(2008)demonstrated, however, that social support can also negatively impact individuals who ruminate chronically. The burden ruminatingpersons put on their environment can cause friction and subsequently leads to less emotional support. As such, the relationship betweenrumination and satisfaction is moderated by social support.MethodA representative sample of employees (N = 384) filled out a questionnaire. We used the 10-item General Self-efficacy scale (Schwarzer &Jerusalem, 1995), the 24-item Reflection and Rumination scale (Luyckx et al., 2008; Trapnell & Campbell, 1999), the 12-itemMultidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988) and the 5-item Satisfaction with Life Scale(Diener et al., 1985).ResultsOur findings indicate that rumination serves as a mediator in the relationship between self-efficacy and reflection versus satisfaction. Forthe moderator social support, the conditional indirect effects of self-efficacy and reflection were stronger and significant in the low andmedium social support conditions (self-efficacy, .119 and .067, p < .01;

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reflection, -.135 and -.083, p < .01) but were weaker and notsignificant in the high social support condition (selfefficacy, .016, ns; reflection, -.030, ns).ConclusionSatisfaction could increase when social support is provided to temper rumination. Helping individuals to increase self-efficacy andprevent them from endless reflection could decrease the use of rumination.

Keywords â&#x20AC;˘ Self-regulation, rumination, well-being, self-efficacy, reflection, social support References: Aldao, A., Nolen-Hoeksema, A. and Schweizer, S. (2010), Emotion-regulation strategies across psychopathology: a meta-analytic review, ClinicalPsychology Review, 30(2), 217-237.Bandura, A. (1997), Self-Effficacy: the Exercise of Control, Freeman, New York.Diener, E., Emmons, R. A., Larsen, R. J. and Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75.Grant, A. M., Franklin, J. and Langford, P. (2002). The selfreflection and insight scale: A new measure of private self-consciousness,Social Behavior and Personality, 30(8), 821-836.Harrington, R. and Loffredo, D.A. (2011), Insight, rumination and self-reflection as predictors of wellbeing. Journal of Psychology, 145(1),pp. 39-57.Luyckx, K., Schwartz, S. J., Berzonsky, M. D., Soenens, B., Vansteenkiste, M., Smits, I. and Goossens, L. (2008). Capturing ruminativeexploration: Extending the fourdimensional model of identity formation in late adolescence. Journal of Research in Personality, 42, 58-82.NolenHoeksema, S., Wisko, B.E. and Lyubomirsky, S. (2008), Rethinking rumination, Perspectives on Psychological Science, 3(5), pp. 400-424.Puterman, E., Delongis, A., & G. Pomaki (2010). Protecting us from ourselves: Social support as a buffer of trait and state rumination.Journal of Social and Clinical psychology, 29(7), 797-820.Rusk, N., Tamir, M. and Rothbaum, F. (2011). Performance and learning goals for emotion regulation, Motivation and Emotion, 35, 444-460.Schwarzer, R. and Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright and S. Johnston, Measures in healthpsychology: A userâ&#x20AC;&#x2122;s portfolio. Causal and control beliefs (pp. 35-37).

Windsor: NFER-NELSON.Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.

American Psychologist, 55(1), 5-14.Takano, K. and Tanno, Y. (2009), Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of selfreflection,Behavior Research and Therapy, 47(3), pp. 260-264.Trapnell, P.D. and Campbell, D.T. (1999), Private self-consciousness and the five-factor model of personality: distinguishing ruminationfrom reflection, Journal of Personality and Social Psychology, 76(2), pp.

284-304.Van Seggelen - Damen, I. and Van Dam, K. (2016). Antecedents and consequences of reflective practices at work, Journal of ManagerialPsychology.Zimet, G. D.,Dahlem, N. W., Zimet, S. G. and Farley, G. K. (1988).

Journal of Personality Assessment, 52(1), 30-41.

P16D - Work engagement and job performance: testing JD-R model in two samples in public and private sector J. Lazauskaite-Zabielske (1), I. Urbanaviciute (1), R. Rekasiute Balsiene (1)(1) Vilnius University, Lithuania Introduction. Work engagement, defined as a positive affective-motivational and work related psychological state, characterized byvigour, dedication, and absorption (Schaufeli et al., 2002) has become a popular topic for more than one decade. Engaged employeeshave high levels of energy and are enthusiastic about their work, they take greater initiative and generate their own positive feedback(Bakker et al., 2011). Employee engagement adds to our understanding of positive organizational processes in organization (Bakker,Schaufeli, 2008). One of the main interests in work engagement stems from its relationship with job performance. However, while therelationship is consistent but only modest in magnitude (Demerouti, Cropanzano, 2010). With the exception of few studies (for e.g.Xanthopoulou et al., 2009), most studies use self-, peer- or supervisor-reported performance measures delivered for a particular study. Inthis study we build on the Job Demands-Resources (JD-R) model (Bakker, Demerouti, 2014), which explains how specific aspects of workenvironment, through specific well-being indicators, influence job performance (Demerouti, Cropanzano, 2010). We expect job demandsand job resources to be related to job performance expressed in terms of annual performance appraisal results via vigour dimension ofwork engagement, which tends to be the most useful for predicting performance (Demerouti, Cropanzano, 2010).Method. Study hypotheses were tested in two samples. On sample consisted of 250 employees working in public, and the second sampleconsisted of 475 private sector employees. Both organizations belong to financial sector. The demographic characteristics of two sampleswere very similar: both samples consisted of 78% female and 22% male employees, 14% and 21% were managers in first and secondsample respectively. Mean age was 41,65 years (sample 1) and 39,86 years (sample 2), mean tenure 19,48 years (sample 1) and 17,66 years(sample 2).

The same set of job demands and resources was measured in both samples. In addition to study variables, annualperformance appraisal results of respondents were obtained. To analyse the data, multiple regression analysis was used.Results. The results of the study confirmed the assumptions of JD-R model, i. e. job resources

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predicted vigour component of workengagement, with autonomy and opportunities for development being the strongest predictor in both samples. Moreover, in alignmentwith previous studies (for e.g., Bakker et al., 2004)., vigour was moderately related to job performance. Furthermore, vigour was found topartly mediate the relationship between job resources and job performance. The present study expands previous research byinvestigating how job resources facilitate engagement and performance expressed in terms of annual performance appraisal results.

Keywords • work engagement, job demands, job resources, job performance References: Bakker, A. B., & Demerouti, E.(2014). Job demands-resources theory. In Wellbeing: A complete reference guide.

Eds. by Chen & Cooper, p. 37-64.Bakker, A. B., Demerouti, E., & Verbeke, W. (2004). Using the Job DemandsResources Model to Predict Burnout and Performance.Human Resource Management, 43(1), 83–104Demerouti, E., & Cropanzano, R. (2010). From thought to action: Employee work engagement and job performance. Work engagement: Ahandbook of essential theory and research, 147-163.May, D. R., Gilson, R. L., & Harter, L. M. (2004). The psychological conditions of meaningfulness, safety and availability and theengagement of the human spirit at work. Journal of occupational and organizational psychology, 77(1), 11-37.Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sampleconfirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2009). Work engagement and financial returns: A diary study on therole of job and personal resources. Journal of Occupational and Organizational Psychology, 82(1), 183-200

P16E - Is Authenthic-Durable Happiness soluble in work environments?

M. Inigo (1), E. Raufaste (1)(1) Work and Cognition Laboratory (CLLE-LTC, UMR 5263 CNRS, Université ToulouseII)5 Allées Machado31058 Toulouse Cedex, France Most conceptions of happiness embed some notion of durability. Yet, well-being is sensitive to life context (Deci & Ryan, 2008), so theperception of happiness fluctuates. Most well-being scales do not address directly the question of stability, even though appraisedperiods typically cover weeks to years. Dambrun and Ricard (2011, 2012) proposed subjective authentic-durable happiness (SA-DH) as acombination of durable contentment and inner-peace, a way of being that transcends time and life domains. We hypothesize that if theSA-DH concept corresponds to some stable trait, it should pervade local contexts and then emerge from contextualized responses,namely work and out-of-work environments.MethodThe SA-DH scale (SA-DHS, Dambrun et al., 2012) has two factors, “contentment” (8 items) and “inner-peace” (5 items) and 3 fillers. 192French University lecturers responded twice to contextualized versions of the SA-DHS, with instructions oriented to both work and outofworkcontexts : “We are interested by your usual level of happiness at work [resp. ‘in your life out of work’] over the four last years (…)”.Confirmatory analyses were used to check the original structure of the SA-DHS items in both contexts. In a second time, items from bothcontexts were grouped into an EFA so as to check whether some general structure could emerge. CFA analyses were used to confirm thefinal structure.ResultsInitial results. The SA-DHS fidelity was good in both contexts, work (global =.95; contentment=.93; inner-peace=.93) and out of work( =.96; content = .94 ; inner= 93) but CFA were satisfactory neither for work, (64)= 233.35, p<.001; AIC= 7097.96; CFI= .886; RMSEA=.118[.102;.134]; SRMR= .081, nor out of work, (64)= 302.34, p<.001; AIC= 6770.146; CFI=.868; RMSEA=.140 [.124;.156]; SRMR= .064.Results after combining SA-DHS items over Work and non-Work contexts.

An EFA suggested 3 oblique factors using 17 items (global= .93), contentment at work (F1, 5 items, =.93) and not at work (F2, 6 items, =.93), and decontextualized “inner-peace” (F3, 6 items;=.92). As hypothesized, the A-DH factor appeared as a secondary factor, (114)= 273.1, p<.001; AIC= 8822.0; CFI=.924; RMSEA= .085[.073;.099]; SRMR= .10.

The fit could still be improved by relating 2 out-of-work inner-peace items to F2, (111)= 208.7, p<.001; AIC=8747.3; CFI=.953; RMSEA=.068 [.054;.082]; SRMR= .049.ConclusionAuthentic-Durable Happiness should be considered with prudence when related to specific life domains. The Inner-peace factor appearsto remain contextindependent from not contentment. Besides providing a method to investigate Authentic-Durable Happiness in localcontexts, this paper provides evidence for A-D Happiness being an overarching decontextualized construct, which is satisfying with regardto happiness construed as a level of independence relatively to circumstances.

Keywords • Authentic-Durable Happiness; Work environment; Inner Peace; Context References: Dambrun, M., & Ricard,M. (2011). Self-Centeredness and Selflessness: A Theory of Self-Based Psychological Functioning and Its Consequences for Happiness.Review of General Psychology, 15, 138-157.Dambrun, M., & Ricard, M. (2012). La transcendance de soi et le bonheur : une mise à l’épreuve du modèle du bonheur basé sur le

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soicentré-décentré. Les Cahiers Internationaux de Psychologie Sociale, 93, 89-102.Dambrun, M., Ricard, M., Després, G., Drelon, E., Gibelin, E., Gibelin, M., . . . Michaux, O. (2012). Measuring happiness: from fluctuatinghappiness to authentic–durable happiness. Frontiers in Psychology, 3, 1-11.Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains.

CanadianPsychology/Psychologie canadienne, 49, 14.

PROFESSIONAL ENVIRONMENT • POSTER POF093 - Mind Wheel Junghyo Park (1, 2)Junghee Park (1)Sebastien Martineau (2)(1) BLOOM COMPANY, Seoul, South Corea(2) Bloom Training West, Prague, Czech Republic The Mind Wheel is an innovative holistic approach for a happier life and a model for happiness training. It was designed to helppeople understand happiness in a holistic way and maintain a happy life with positive actions in 6 different areas.The beginning of the Mind Wheel was the 12 positive interventions in Sonja Lyubomirsky’s workbook, Positively Happy. The BloomCompany team has applied them in corporate training programs in South Korea for the last 6 years, and now newly in Europe anddeveloped a more concrete, friendly and flexible process by reorganizing all the essential interventions into one wheel.The Mind wheel has 3 positive components with 6 action domains. Components consist of positive human, positive identity, and positiveexperience. Positive human is “being well” with actions for awakening and vitalizing (for example mindfulness and embodied arts such asYoga).

Positive identity is “doing great” with actions by developing strengths and values. Positive experience is sharing delight with actionsfor positive emotions and positive relations. In a training program, people can reflect on their life using the Mind wheel and design theirpositive actions in each domain for a happier life.Each action domain of the Mind Wheel corresponds to experiential toolkits and training interventions, based on positive psychology,designed by Bloom Company and tested over the last 5 years with 30,000 employees in South Korean companies.The author will outline the application of the Mind Wheel in training design with case studies from Samsung, Hyundai and Emart in SouthKorea, training interventions totalling 10,433 employees. References and training results will be included. In a non-corporate context aproject on employability mandated by the South Korean government will evidence use of the Mind Wheel in design and its results.A further case study from a currently ongoing project, a SK Stepping Stone Training for Job-seekers will show use of the Mind Wheel intraining programme design, and results of the training in comparison to a control group.

Keywords • Holistic approach, happiness and positivity, training design, corporate training References: #1. Discoveringmeaning of the roles and reinforcing the engagement for 3,008 engineers of Hyundai Motors#2.

Cultivating positive culture at workplace and synergy between colleagues for 4,741 employees of Samsung Electronics#3. Increasing self-awareness as a leader and applying strengths in their leadership style for 1,817 managers of Doosan#4, Cultivating happiness culture at offices and 148 stores for 2,694 employees of Emart#5.

Training teachers about how to facilitate happiness at class for 2,592 school teachers

POF094 - Purposeful work and its influence in improving the workplace. Some coincidences between Aristotleand Positive Psychology J. MercadoMarkets, Culture and Ethics Research Centre, Pontifical University Santa Croce, Rome, italy Ideas regarding the meaning of life have been striving to find their place in the scientific arena for the last 7 decades. Viktor Frankl’sMan's search for meaning was a source of inspiration for psychologists and philosophers and opened the path to an empirical approachto the sense and meaning of life. The incorporation of this arguments in psychology catalysed a real transformation and demanded awider interdisciplinary approach to cope with the relation between happiness and personal efficiency. Maslow, Rogers among othersfound Frankl’s ideas useful for their work, and helped to settle new ways not only of setting up experimental research, but also to refinethe instruments to stimulate normal people to improve their own behavior.Seligman and his colleagues proposed a project meant to change the course of research on personal predispositions to depression.According to Seligman, prejudices regarding the conditioning of animal and human behavior had determined the lack of interest on thepart of scientists towards a non-indifferent quantity of “diehards” found in all sections of experimentation. These diehards or resilientindividuals do not lose their spirit in the situations of permanent frustration that caused the majority of their peers to go into depression.Seligman asserts that this omission had fostered deterministic doctrines and had focused psychiatric and psychological practice on thecure of depression

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and not on the search for the elements that rendered these stronger individuals more resilient. A psychology aimed atidentifying and reinforcing these character traits could stimulate psychology in a more positive direction.Some fundamentals of Positive Psychology depend on the distinction between the pleasant, good, and meaningful life. The key to a fulllife is found, on the one hand, in understanding the hierarchy of these three kinds of existence: a meaningful biography renders pleasureand pain capable of being assimilated according to how we order our successes and failures. Having a meaningful vital perspectivesupposes that we have found a finality that gives direction to our existence and that we know how to employ our capacities in the serviceof something greater than ourselves. Seligman does not hide the fact that the key to this perspective is the Aristotelian distinctionbetween pleasure and the good life.These ideas have been permeating through the studies on working environments (organizational psychology, leadership, coaching, etc.).The workplace is one of the main fields in which psychology can help to avoid the risk of remaining at the level of a pragmatic and selfreferentialselfimprovement proposal.This paper underscores important coincidences of this trend of studies with the aristotelian proposal regarding human life. The overlapbetween the aristotelian concept of teleology applied to human behavior and the contemporary notions of meaningful or purposeful life isone of the most important of them.

Keywords • meaning, meaningful work, happiness, purpose, teleology, life References: Aristotle. The Complete Works ofAristotle: The Revised Oxford Translation, One-Volume Digital Edition. Princeton University Press, 2014.Csikszentmihalyi, Mihaly. Good Business: Leadership, Flow and the Making of Meaning.

Viking Penguin, 2003.Joseph, Stephen, ed. Positive Psychology in Practice. Promoting Human Flourishing in Work, Health, Education, and Everyday Life. 2nded. Hoboken, N.J: John Wiley and Sons, 2015.MIschel, Walter. The Marshmallow Test. Understanding Self-control and How to Master It. London: Random House, 2014.Peterson, Christopher, and Martin E. P Seligman. Character Strengths and Virtues : a Handbook and Classification.

Washington (DC):American Psychological Association, Oxford University Press, 2004.Seligman, Martin E. P. Authentic Happiness : Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment.

London:N. Brealey, 2003.———. Flourish: A Visionary New Understanding of Happiness and Well-Being. New York: Free Press, 2011.

POF095 - THE ROLE OF ENGAGEMENT IN TEACHERS’ LIFE SATISFACTION AND WELLBEING A.A. ColomeischiStefan cel Mare University, Suceava, Romania The European reports indicated lately a decrease of professionalism of teachers, but in the same time the key role of this professionalcategory is emphasized. High quality of education services depends on the quality of teachers’ practices. This quality depends on thepersonal life of teacher too. The topic of teachers` wellbeing is less explored on Romanian population and in the same time is less seen asan important one by the people in charge; that is why we consider to pursue a study in order to bring out to public attention the need ofnurturing teachers, as well.The present study figures out a general image of Romanian teachers’ wellbeing, taking into account factors which could influence it, andwhich could counteract the burnout.The purpose of the study is to evaluate the engagement, life satisfaction and wellbeing of Romanian teachers. The study also intends tofind out the level of burnout experienced by Romanian teachers and thus to identify coping mechanisms. The hypothesis of engagementand emotional intelligence as moderator variables between burnout and wellbeing was tested.The basic framework for the study look at evidence relating to some elements that have been considered to be influences on wellbeing:gender, environment, experience, professional expertise, personal status, emotional intelligence, engagement, life satisfaction.The cross-sectional study involved 200 Romanian teachers. The instruments used were scales and questionnaires for measuringengagement, emotional intelligence (The Schutte Self Report Emotional Intelligence Test), burnout (Maslach Scale) and wellbeing (The RyffScales of Psychological Well-Being).The results draw implications for intervention of promoting teachers` wellbeing Keywords • teachers’ wellbeing, life satisfaction, burnout, engagement References: Howard, S., Johnson, B. (2004).Resilient teachers: resisting stress and burnout in Social Psychology of Education 7: 399–420Milfont, T. , Denny, S., Robinson, E., Merry, S. (2008). Burnout and Wellbeing: Testing the Copenhagen Burnout Inventory in NewZealand Teachers in Social Indicators Research October, Volume 89, Issue 1, pp 16917Papastylianou, A., Kaila, M., Polychronopoulos, M. (2009) Teachers’ burnout, depression, role ambiguity and conflict in SocialPsychology of Education, 12, 295–314Spilt , J., , H.M.Y., Thijs, J. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships in Educational PsychologyReview , Volume 23, Issue 4, pp 457-477

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POF096 - Psychological capital and its relation to professional functioning of older employees Z. Mocka oCentral Institute for Labour Protection - National Research Institute, Warsaw, Poland ObjectivesThe aim was to study the relationship between psychological capital and wellbeing and work attitudes of employees 50+.MethodsThe research was carried out in 2015 in the form of questionnaire surveys (a crosssectional study). A study group comprised 1007 whiteand blue collar employees aged 50-72.The measuring instruments used were as follows:• Psychological Capital Questionnaire (Luthans, Youssef & Avolio, 2007)• The Multidimensional Work Motivation Scale (Gagné et al., 2014)• Work Ability Index (WAI-Netzwerk, 2012)• COPSOQ II (Pejtersen et al., 2010)• Intent to leave work after reaching retirement age and intent to participate in professional development was measured usingsingle itemsResultsPreliminary results analyzed with the Pearson correlation method found that psychological capital was related to work motivation, workability, mental health, psychosocial working conditions (work demands, justice and respect, variation of work), intent to leave work afterreaching retirement age and intent to participate in professional development. Detailed results and discussion will be presented at theconference.ConclusionPreliminary results indicate that psychological capital is an important resource related to professional functioning of employees 50+. Thiscould be important message to practitioners as it seems that strengthening psychological capital is crucial in ensuring healthy ageing atwork.

However, longitudinal studies are needed.

Keywords • psychological capital, older employees, work attitudes, wellbeing, work motivation

POT114 - Professional quality of life in relation to job stress and violence exposure among mental health nurses I. Bluvstein I.(1), A. Peles Bortz (1), H. Kostistky (2), D. Barnoy (2), V. Filshtinsky (2),M. Itzhaki(1)(1) Nursing Department, School of Health Professions, Tel-Aviv University, Israel(2) Sha'ar Menashe Mental Health Center, Israel Introduction: Professional quality of life (ProQOL) reflects the way individuals feel in relation to their work as helpers. Nurses inpsychiatric wards cope with significant psychological and physical challenges, among them is the exposure to violence. This study focuseson two aspects of ProQOL, the positive aspect of compassion satisfaction and the negative one, compassion fatigue (including burnoutand secondary traumatic stress). The aim of this study was to explore if and how is professional quality of life related to job stress andviolence exposure at the workplace.Method: A descriptive cross-sectional study. Participants were mental health nurses (n=114) working in a large mental health center inIsrael. About half of them (55%) were females, most of the sample (77%) participated in a workshop for violence coping.Results: Almost all nurses (88%) experienced verbal violence and 54% experienced physical violence in the last year. There were nodifferences in ProQOL between nurses who participated in the workshop for coping with violence and those who did not participate.Burnout was positively correlated with secondary traumatic stress and negatively with compassion satisfaction. Physical and verbalviolence towards nurses was correlated positively with job stress and job stress negatively correlated with compassion satisfaction andpositively correlated with burnout. Linear regression indicated that the ProQOL (compassion satisfaction, compassion fatigue andburnout) were explained exclusively by job stress and not by exposure to verbal and hysical violence.Discussion: Altough mental health nurses are largely exposed to physical and verbal violence it seems that their ProQOL is more affectedby job stress than by workplace violence. This is consistent with prior research that highlighted the importance of psychological resourcesin coping with violence at workplace. It is recommended to further explore the ways to enhance the professional quality of life amongmental health nurses and to reduce their job stress.

Keywords • compassion satisfaction, compassion fatigue, job stress, professional quality of life, violence References: (Main References)Heckemann B., Breimaier H.E., Halfens R.J., Schols J.M., & Hahn S. (2016). The participant's perspective: learning from an aggressionmanagement training course for nurses. Insights from a qualitative interview study. Scandinavian Journal of caring sciences, Jan 11. doi:10.1111/scs.12281.Itzhaki M., Peles Bortz A., Kostistky H., Barnoy D., Filshtinsky V., & Bluvstein I. (2015). Exposure of mental health nurses to violenceassociated with job stress, life satisfaction, staff resilience and posttraumatic growth, International Journal of Mental Health Nursing, 24(5), 403-412.Shen, H.-C., Cheng, Y., Tsai, P.-J., Lee, S. S., & Guo, Y. L. (2005).

Occupational stress in nurses in psychiatric institutions in Taiwan.Journal of Occupational Health, 47, 218– 225.Showalter, S. E. (2010). Compassion fatigue: What is it? Why does it matter? recognizing the symptoms,

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acknowledging the impact,developing the tools to preventcompassion fatigue, and strengthen the professional already suffering from the effect. American Journal of Hospice & PalliativeMedicine, 27, 239-242.Spector, P. E., Zhou, Z. E., & Che, X. X. (2014). Nurse exposure to physical and nonphysical violence, bullying and sexual harassment: Aquantitative review. International Journal of Nursing Studies, 51, 72–84.Stamm, B. H. (2010). The Concise ProQOL Manual. Pocatello, ID: ProQOL.org.

POW113 - An Introductory Approach to Positive Psychology and Career C. FurtadoCondomínio Quintas do Sol Quadra 01 Conjunto B Casa 14 Brasília Brazil This paper aims to present an introductory approach to Positive Psychology applied to careers. It helps to stablish the dialoguebetween Postive Psychology as a Science and the professional, using premises and validated research to align work and well-beingwithout thereby preventing professional evolution. Its role is to empower the individual as the main agent of his personal and professionalsatisfaction.ABRAHAM MASLOW - Abraham Maslow is an established name in the corporate environment. Presenting the psychologista as one of theforerunners of Positive Psychology establishes a bridge for communication.COMPOSITION OF HAPPINESS - Understanding that 50% of happiness or satisfaction with life have genetic origin, 10% are linked to theenvironment and 40% depend on the decisions or lifestyle removes the individual from the victim or spectator position and make him theprotagonist in his own evolution.POSITIVE PROFESSIONALS - Companies seek positive people with positive attitude: people who are able to see opportunities in a crisis,propose and implement solutions with the available resources andeffectively contribute to the company reaching a new level.POSITIVE COMPANIES - Positive Professionals must learn to identify positive companies. They cherish for a healthy organizationalclimate; ensure that the power is concentrated in leaders with authority and not authoritarian; and recognize and reward professionalswith superior performance.PERSONAL STRENGTHS - Knowing the virtues and strengths is one of the bases of Positive Psychology. Through the questionnaire VIA itis possible to identify personal strengths. It's easier to be happy at work when the strengths are compatible with the company's valuesand there is space and encouragement to make use of them.RESILIENCE - When it comes to career, resilience is the ability to recover the balance and forces after a stress or failure situation. It isoften an innate characteristic, however it is possible to develop itGRATITUDE - The exercise of gratitude offers physical, emotional and social benefits. Dr. Robert Emmons, a researcher and professor atthe University of California, demonstrated the positive effects of feeling grateful in different studies. In one, he found that the dailyrecognition of situations to which we are grateful can make us feel 25% happier.MONEY X BLISS - Money brings happiness. However, to a certain extent. Once satisfied the general needs - such as food, shelter, safety,health and comfort - money can contribute very little to the welfare. A recent survey in Brazil showed that for 69% of Brazilians of allsocial classes it is more important to have time for family than earn more.

Keywords • career, positive companies, positive professionals, resilience, gratitude, personal strenghs, abraham maslow,corporate environment References: SELIGMAN, Martin E. P. Florescer: uma nova compreensão sobre a natureza dafelicidade e do bem-estar.

Psicologia Positiva, Rio de JaneiroCOOPERRIDER, David L. Appreciative inquiry: a positive revolution in change.

Positive Psychology, New YorkKOTTLER, Jeffrey A. Change: what really leads to lastings personal transformation.

Psychology, New York

POW114 - What do we talk when we talk about job crafting? Validation of the Job Crafting Scale in Lithuania I. Urbanaviciute (1), J. Lazauskaite-Zabielske (1), R. Rekasiute Balsiene (1)(1) Vilnius University, Lithuania Introduction. By its classical definition, job crafting denotes actions that employees take to shape, mold, and redefine their jobs(Wrzesniewski & Dutton, 2001). Although this concept is not very new, only recently it has started to draw particular attention withinwork and organizational psychology. In the Job Demands-Resources (JD-R) model (Bakker & Demerouti, 2007), job crafting is seen as atool which may help either to achieve positive work outcomes or to prevent the negative ones. As noted by Demerouti and Bakker (2014),it is an important construct in contemporary world, where work environments are characterized by complexity, high demands, andconstant change. Arguably, job crafting skills may help employees to cope with this by making their workplace ‘a better place to be’.Previous research has generally supported this idea by demonstrating certain positive job crafting effects (Berg, Grant, & Johnson, 2010;Tims, Bakker, & Derks, 2013). However, job crafting is a complex

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phenomenon, it is thus necessary to collect yet more empirical evidenceregarding its forms and outcomes, and to replicate the existing findings in diverse organizational and cultural settings.This study focuses on the analysis of job crafting dimensions in a sample of Lithuanian employees. To our knowledge, this is the firstsystematic field study of job crafting behaviours in Lithuanian organizations. Thus, our primary objective was to validate the job craftingscale originally developed by Tims, Bakker, and Derks (2012). Specifically, we aimed: 1) to examine the structural properties of theLithuanian version of the scale; 2) to test its reliability; 3) to examine the link between job crafting and positive work outcomes(specifically, job satisfaction).Method. Over 400 employees took part in the study. They filled out a self-report questionnaire, which consisted of demographicquestions, the job crafting scale, and a measure of job satisfaction. MPlus and SPSS software were used for data analysis. To analyze thedata, confirmatory factor analysis, scale internal consistency test, and correlation analysis were conducted.Results. Preliminary findings allowed for distinguishing four job crafting dimensions based on the Lithuanian data. These results complywell with the conceptualization of job crafting provided in Tims et al. (2012).

However, despite that confirmatory factor analysis showedsupport for the four-factor structure, there were some exceptions that seem to be applicable to the Lithuanian data only. In terms of scalereliability, the subscales had satisfactory to good internal consistency coefficients. Finally, correlation analysis revealed job crafting torelate positively to job satisfaction. This yields additional evidence for construct validity and replicates previous international findings onthe link between job crafting and employee well-being.

Keywords • job crafting; psychometric properties; job satisfaction References: Bakker, A. B., & Demerouti, E. (2007). TheJob Demands-Resources model: state of the art. Journal of Managerial Psychology, 22(3), 309–328.Berg, J. M., Grant, A. M., & Johnson, V. (2010). When callings are calling: Crafting work and leisure in pursuit of unansweredoccupational callings. Organization Science, 21(5), 973-994.Demerouti, E., & Bakker, A. B. (2014). Job Crafting. In M. C. W. Peeters, J. de Jonge, & T. W. Taris (Eds.). An Introduction to ContemporaryWork Psychology (pp. 414–433).Tims, M., Bakker, A. B., & Derks, D. (2012). Development and validation of the job crafting scale. Journal of Vocational Behavior, 80(1),173–186.Tims, M., Bakker, A. B., & Derks, D. (2013). The Impact of Job Crafting on Job Demands, Job Resources, and Well-Being. Journal ofOccupational Health Psychology, 18(2), 230–240.Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of ManagementReview, 26(2), 179-201.

POW115 - From re-victimization to corrective secure ties: work relationships with supervisors of resilient adultswho were maltreated as children T. Icekson (1), A. Kaye-Tzadok (2), N. Aharon (3)(1) Peres Academic Center, School of Business Administration, Israel (2) RuppinAcademic Center, Social Work Department, Israel How do some adults achieve successful relationships after enduring childhood maltreatment (CM)? Much is known about thenegative consequences of CM on the interpersonal/family functioning of survivors. Attachment theory, for example, suggests that thenature of primary relationships of children with caregivers has a crucial impact on their ability to form and maintain healthy relationshipsin adulthood. Children who underwent CM might demonstrate unsecure patterns with other significant caregivers. Similarly, considerabledata reveal that CM survivors have more troubles getting along with co-workers and supervisors.However, some survivors of CM seem to be resilient, hence, showing positive adjustment despite exposure to adversity. Despite amplestudies investigating psychological resilience of adult survivors, vocational/work related resilience has been relatively neglected. Thus, theaim of present study was to describe and analyze work relationships with supervisors of resilient adults who had undergone CM.A total of 20 interviewees were included in the current study, after initial screening. Inclusion/exclusion criteria for the studywere (a) self-identification as a child abuse or neglect survivor; (b) having a steady and successful career (e.g., not being unemployed forlong periods, demonstrating constant career development, etc.). Interviewees were 8 men, 12 women, between the ages of 28-60, 85%were married, 80% had children, 45% were in managerial positions and 50% were self-employed. In terms of CM, 55% of intervieweesreported that they suffered from physical abuse, 55% from verbal abuse, 55% from neglect, 75% suffered from emotional abuse, 35%suffered from sexual abuse. 35% have lived as children or adolescents in out of home arrangements (usually as a result of CM).Interviewees had diverse occupations, including: teachers, actors, lawyers, school principals, therapists, scientists, etc.Two-hour semi structured interviews were conducted.

Interviews were transcribed and analyzed by two independent readersusing thematic analysis.Findings revealed a rich and complex picture of CM survivors’ relationships with supervisors. Through data analysis, four maintypologies of relationships with supervisors emerged: Reenactment and re-victimization; Avoidance; Reversed

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roles - parental patternstowards supervisors and lastly, healing/corrective relationships. The emergence of warm and secure relationship with the supervisorsuggests that corrective emotional experience exists, not only in clinical settings, but also as part of an organizational setting.The emergence of this typology from resilient survivors raises issues regarding work environments and management style suited fortraumatized individuals. Theoretical and practical implications of these findings will be discussed.

Keywords • Vocational resilience; Childhood maltreatment; supervisors; work relations.

POW116 - Flow, Values, and Good Work: Do Physics and Education Differ?

D. Gruner (1, 2)(1) Department of Psychology, Claremont Graduate University, USA(2) Graduate School of Education, Harvard University, USA Individualistic value systems and powerful market forces have placed a high premium on work that is excellent in quality yet stillintrinsically motivated, deeply engaging, and conducted with ethical responsibility (Gardner, Csikszentmihalyi, & Damon, 2001). In turn,the benefits of finding flow at work and working for the interest of others are well documented (Gardner et al., 2001; LeFevre, 1988).What is less known, however, is whether these benefits hold across professional domains, and if emotional experiences and ethical valuesdiffer between professions. This study explored the positive experiential outcomes of flow among a group of physicists and K-6 teachers.Additional differences in other-oriented (i.e., benevolence and universalism) and self-enhancing (i.e., hedonism and power) values wereassessed. Seventy-one (N = 71) physicists and schoolteachers were surveyed on their tendency to experience flow at work, positive andnegative emotions, job satisfaction, and value profiles. As expected, flow exhibited a linear correlation with positive emotions, wasinversely correlated with negative emotions, and positively correlated with job satisfaction. Differences between domains were identifiedsuch that K6 teachers scored significantly higher on other-oriented values than physicists. Looking across domains, positive emotionsfully mediated the relationship between flow and benevolence, suggesting that experiencing flow more frequently at work boosts positiveemotions, which in turn increases tendencies to care for others. Exploratory analyses further revealed that K-6 teachers reportedexperiencing a suite of positive emotions significantly more regularly than physicists during work related activities, whereas physicistsreported experiencing negative emotions significantly more than teachers. In parallel, teachers reported experiencing flow significantlymore frequently than physicists. Findings suggest that the benefits of flow indeed hold across professional domains, but that theirunderlying value systems vary. Furthermore, increasing opportunities for finding flow at work can improve the psychological well-being ofworkers in diverse professions. Implications for educators and professionals will be discussed.

Keywords • flow, positive and negative affect, values, job satisfaction, good work References: Gardner, H.,Csikszentmihalyi, M., & Damon, W. (2001). Good work: When excellence andethics meet. New York: BasicLeFevre, J. (1988). Flow and the quality of experience during work and leisure. In M.Csikszentmihalyi, I., & Csikszentmihalyi M. (Eds.), Optimal experience: Psychological studiesof flow in consciousness (pp. 307-318). New York, NY US: Cambridge University Press.

Research methods

RESEARCH METHODS • SYMPOSIUM AS08A - Research methods on flow experience: review and recommendations László Harmat (1) Teresa Freire (2) Marco Boffi (3)(1) Karolinska Institutet, Department of Neuroscience, Stockholm, Sweden.(2) University of Minho, School of Psychology, Department of Applied Psychology, Braga, Protugal(3) University of Milan – Department of Cultural Heritage and Environment, Milan, Italy This symposium aims at discussing measurements of flow experience.. It will introduce some current research methods and itsapplications to investigate psychological flow. The authors are focused upon empirical works within flow research and will discuss threemethods with some further recommendations. The SY integrates three presentations.Teresa Freire will present the benefits of the Experience Sampling Method (ESM), which was introduced by Csikszentmihályi andcolleagues (1977) to collect real time measure of flow experience in daily life.

Some Portuguese studies on flow experience and positivedevelopment will be reviewed in order to illustrate the

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use of the ESM and obtained results, when comparing two main contexts ofadolescents’ lives: school and leisure.

Conceptual and methodological recommendations for future research will be presented on how todeepen the analysis of flow experience and optimal experience concepts to better understand optimal functioning of adolescents,highlighting the role of ESM.Marco Boffi will present the validation process of the Italian Version of the Dispositional Flow Scale-2 (DFS-2; Jackson & Eklund, 2002).Namely DFS-2 is designed to assess flow both as a general trait (tendency to experience flow in a variety of activities) and a domainspecifictrait (tendency to experience it in particular tasks). The Italian version of the scale proved suitable for the evaluation of subjectivetendency to experiencing flow as a trait characteristic not only in sports but also, and with equal success, in other areas such as studyand work. Results will be discussed with further suggestions for crosscultural research, mainly when evaluating well-being.László Harmat will present a short review applying experimental paradigms to measure psychophysiological correlates of the flowexperience and effortless attention during cognitive task performances (e,g, computer games, mental arithmetic test). The results of thestudies will be discussed highlighting some new perspectives on how to measure specific physiological characteristics of flow experiencein order to understand the neurological underpinnings of effortless attention.The symposium will give an overview of the above mentioned methods by experts and provide some suggestion and discussion on how todeepen our understanding about flow.

Keywords • Keywords: Positive Psychology, Optimal experience, Flow, Empirical research methods, Well-being.

References: Csikszentmihalyi, M., Larson, R., & Prescott, S. (1977). The Ecology of Adolescent Activity and Experience. Journal ofYouth and Adolescence, Vol. 6(3), 281-294.Jackson, S., & Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2. Journal ofSport and Exercise Psychology, 24, 133– 150.Harmat, L., de Manzano, O., Theorell, T., Högman, L., Fischer, H., Ullén, F. (2015): Physiological correlates of the flow experience duringcomputer game playing. International Journal of Psychophysiology 97(1):1-7.

AS08B - Flow experience and positive development of adolescents across daily life: contributions from theExperience Sampling Method (ESM).

T. Freire (1), D. Tavares (1).(1) University of Minho, School of Psychology, Department of Applied Psychology, Portugal The aim of this presentation is twofold: first, to show the benefits of applying real time measures, concretely the Experience SamplingMethod (ESM; Csikszentmihalyi, Larson & Prescott, 1977), to the study of flow experience in adolescents’ daily life, in terms of its internaldimensions (perceptions of challenges and skills and associated cognitive, affective and motivational dimensions) and external conditions(activities, places, and companies); secondly, to review Portuguese studies on flow experience and positive development in order toillustrate the use of the ESM and obtained results, when comparing two main contexts of adolescents’ lives: school and leisure.

From anecological perspective we hypothesized that flow experience is a positive experience highly related to the context’s structure and sopresenting different patterns of its internal and external dimensions.A total of 120 participants are presented, aged between 15 and 18 years old, boys and girls, studying in secondary schools (10º, 11º and 12grades). Adolescents were contacted in the school context, with permissions and informed consents being obtained. Adolescents carriedon with an electronic device (Psycho-Beeper) along one week. The device randomly signaled the adolescent to complete a briefquestionnaire describing his/her momentary experiences.ANOVA and multilevel analysis were performed at the beep and person data levels (within and between subjects). Results confirm ourhypothesis showing that different patterns of flow experience dimensions tend to emerge, with significant differences across contexts(leisure vs school). Specifically, motivational dimension tend to show opposite results if it is differentiated between short-term desirability(e.g. wanting to do the activity at present) and long-term meaning (e.g. future goals).Based on an ecological framework, researchers should continue to consciously apply the ESM to the study of adolescent’s positive andoptimal development. Based in our results, we present conceptual and methodological recommendations for future research on how todeepen the analysis of flow experience and optimal experience concepts to better understand optimal functioning of adolescents; and theneed to understand daily life and momentary circumstances of subjective experience, highlighting the role of ESM. Keywords • ESM; Flow; Optimal experience; adolescents; daily life.

References:

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Csikszentmihalyi, M., Larson, R., &Prescott, S. (1977). The Ecology of Adolescent Activity and Experience. Journal of Youth and Adolescence, Vol. 6(3), 281-294.Freire, T., Tavares, D., Silva, E., Teixeira, A. (in press). Flow, Leisure and Positive Youth Development. In Harmat, L., Orsted, F., Ullén, F.,Sadlo, G.,Wright, J. (eds): Flow Experience: Empirical Research and Applications. Dodrecht: Springer.

AS08C - Dispositional Flow Scale 2: Validity and Reliability of the Italian Version and discussion of theapplications to different samples.

Boffi, M. (1), Riva, E. (1), Talò, C. (2), Rainisio, N. (1), Pola, L. (1), Inghilleri, P. (1), Riva ,G. (3), Villani, B. (3), Diana B. (4), Argenton, L.(4).(1) University of Milan, Italy(2) University of Salento, Italy (3) Catholic University of the Sacred Heart, (4) University of Milano-Bicocca, Italy The purpose of this paper was to present the validation process of the Italian Version of the Dispositional Flow Scale-2 (DFS-2;Jackson & Eklund, 2002). The scales developed by the authors convey Csikszentmihaly’s idea of flow as a componential construct thatcan be measured as a state or as a trait. Namely DFS-2 is designed to assess flow both as a general trait (tendency to experience flow in avariety of activities) and a domain-specific trait (tendency to experience it in particular tasks).Following the guidelines for test adaptation, the scale was translated with the method of back translation; particular efforts were devotedto avoid cultural and context biases. The 36 item thus obtained were used in a first pretest (n = 100), following which specific termsincluded in some items were modified. Subsequently we conducted a second pretest (n = 100) that allowed us to identify the 36 finalitems. The scale was administered to 843 individuals (60.69% females), between 15 and 74 years. The sample was balanced betweenworkers and students. The main activities described by the subjects led to divide the sample into three categories: students, workers, andsports practitioners (professionals and semiprofessionals).The confirmatory factor analysis made using the MLM, showed acceptable fit indices. Reliability and validity were verified and structuralinvariance was verified on 6 areas described by participants as source of flow (sports, socio-relational, experiential, intellectual/study,work, art and creative activities). Correlation analysis showed significant high values between the nine dimensions considered ascomponents of Flow. The findings of this study provided strong support for the validity and reliability of the DFS-2 in assessing flowexperiences for Italian adults, young adults and adolescents. The Italian version of the scale proved suitable for the evaluation ofsubjective tendency to experiencing flow as a trait characteristic not only in sports but also, and with equal success, in other areas suchas study and work. The results are discussed with reference to procedural and cultural issues.The scale revealed to be a useful tool for evaluating well-being of individuals in several research fields of psychology, that can beconveniently included in a battery of tests due to its conciseness. It can certainly be a fruitful resource in cross-cultural researches, andits validity supports existing data in the literature about the invariance of the construct of flow across languages and cultures.

Keywords • Flow, Well-being; Positive Psychology; Scale adaptation; Cross-cultural validity.

References: Boffi, M., Riva,E., Rainisio, N., & Inghilleri P. (in press). Social Psychology of Flow: A situated framework for optimal experience. In: Harmat, L., Orsted,F., Ullén, F., Sadlo, G.,Wright, J. (eds): Flow Experience: Empirical Research and Applications. Springer, Dodrecht, Heidleberg, New York,London 2016.Jackson, S., & Eklund, R. C. (2002). Assessing flow in physical activity: The flow state scale-2 and dispositional flow scale-2. Journal ofSport and Exercise Psychology, 24, 133–150.

AS08D - Psychophysiological correlates of the flow experience and effortless attention: Review onexperimental paradigms Harmat, L. (1), deManzano Ö, (1), Theorell T, (2), Ullén F (1),(1) Karolinska Institute, Department of Neuroscience, Stockholm, Sweden(2) Stockholm University, Stress Research Institute, Stockholm, Sweden Flow is the subjective experience of effortless attention, reduced self-awareness, and enjoyment that typically occurs during optimaltask performance. In recent years, a number of studies have addressed the biological bases of both state flow and the trait proneness toexperience flow in daily life. We will discuss experimental paradigms to investigate the physiological correlates of the state flow andeffortless attention.Previous studies have suggested that flow may be associated with a non-reciprocal coactivation of the sympathetic and parasympatheticsystems (de Manzano at al. 2010) and, on a cortical level, with a state of hypofrontality and implicit processing. In our study (Harmat atal. 2015), we tested these hypotheses using the computer game TETRIS as model task. The participants (n= 77) played TETRIS under threeconditions that differed in difficulty (Easy <

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Optimal < Difficult). Cardiac and respiratory activities, and the average oxygenation changesof the prefrontal cortex were measured continuously with functional near infrared spectroscopy (fNIRS) during performance. The Optimalcondition was characterized by the highest levels of state flow, positive affect, and effortless attention.

The associations between selfreportedpsychological flow and physiological measures were investigated using a series of repeated measures linear mixed modelanalyses. The results showed that higher flow was associated with larger respiratory depth and lower LF. The higher respiratory depthduring high flow is indicative of a more relaxed state with an increased parasympathetic activity, and thus provides partial support for themain hypotheses. There was no association between frontal cortical oxygenation and flow, even at liberal thresholds; i.e. we found nosupport that flow is related to a state of hypofrontality.Our results will be discussed in relation to studies (Keller, J., 2016) where experimental flow paradigms were applied with other cognitivetasks (e,g, mental arithmetic test, chess playing) to understand psychophysiological and neurological underpinnings of the flowexperience and effortless attention. Based on the previous findings, we will suggest some new perspectives how to measure specificphysiological characteristics of flow.

Keywords • Autonomous nervous system, Effortless attention, Heart rate variabilityHypofrontality, Functional near-infrared spectroscopy, Psychological flow References: Harmat, L., de Manzano, O.,Theorell, T., Högman, L., Fischer, H., Ullén, F. (2015): Physiological correlates of the flow experience during computer game playing.International Journal of Psychophysiology 97(1):1-7.Keller J. (in press) The flow experience revisited: The influence of skills-demands-compatibility on experiential and physiologicalindicators. In: Harmat, L., Orsted, F., Ullén, F., Sadlo, G.,Wright, J. (eds): Flow Experience: Empirical Research and Applications. Springer,Dodrecht, Heidleberg, New York, London 2016.de Manzano, Ö., Theorell, T., Harmat, L., Ullén, F., 2010. The psychophysiology of flow during piano playing. Emotion 10, 301-311

RESEARCH METHODS • INVITED SYMPOSIUM IS06A - Flow research: conceptual advances and applications Convenors: M. Bassi1, J. Heutte2Discussant: A. Delle Fave31Department of Biomedical and Clinical Sciences Luigi Sacco, University of Milan, Italy;2Univ. Lille, EA 4354 - CIREL - Centre Interuniversitaire de Recherche en Education de Lille, France;3Department of Pathophysiology and Transplantation, University of Milan, Italy.

Flow represents a core concept in positive psychology. As first defined by Csikszentmihalyi (1975), flow is a positive, complex andgratifying experience that individuals can associate with everyday activities and situations in which they perceive a match between highenvironmental challenges and high personal skills. A large body of research has shown that flow is associated with well-being across thelifespan and in various domains such as work, education, and leisure, making life worth living (Csikszentmihalyi & Csikszentmihalyi, 2006;Delle Fave, et al., 2011; Harmat et al., 2016).The present symposium illustrates some of the latest advances in flow research, focusing on conceptual and methodological issues as wellas practical applications. Jean Heutte and his colleagues focus on the measurement of flow in education, presenting a new 12-item Flow inEducation (EduFlow) Scale. Four experience components are outlined (cognitive control; immersion and time transformation; loss of selfconsciousness;and autotelic experience) and modelled in a large sample of students and teachers, making it the first multidimensional aswell as short flow scale suited to different educational contexts. Giovanni Moneta and his colleague address the concept of flowmetacognitions and their role as antecedents of flow at work. First, they illustrate the development and validation of the FlowMetacognitions Questionnaire, comprising two components: Beliefs that Flow Fosters Achievement and Confidence in Ability to SelfregulateFlow. Then, they provide empirical support to individuals’ confidence in their ability to self-regulate flow as the key predictor offlow occurrence and frequency at work. Corinna Peifer and her colleagues tackle flow from the physiological perspective, shedding lighton the relationship between flow and stress. Through a lab experiment in which task difficulty is manipulated, the authors find that therelationship between flow (optimal demand condition), stress (overload condition) and cortisol is moderated by task relevance. Relevanttasks are associated with higher cortisol levels during the overload condition compared to the optimal demand condition, whereas theopposite is observed when task relevance is low. Finally, adopting a phenomenological perspective on human experience, Marta Bassi andher colleagues present a novel approach to analyze data collected through Experience Sampling Method, in order to contextualize flowwithin the constant stream of daily experience. Based on the experiential profiles stemming from the Experience Fluctuation Model,cluster analysis yield four dominant patterns having potentially different

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implications for individuals’ well-being.Discussion will focus on the theoretical as well as applied implications of the findings for the advancement of flow research and for thepromotion of individuals’ optimal functioning.

Keywords • flow; experience fluctuation; metacognition; stress; physiology, education; work; methodology; phenomenology.

References: Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.Csikszentmihalyi, M., & Csikszentmihalyi, I. (Eds.) (2006). A life worth living. Contributions to positive psychology. New York: OxfordUniversity Press.Delle Fave, A., Massimini, F., Bassi, M. (2011). Psychological selection and optimal experience across cultures: Social empowermentthrough personal growth. Dordrecht, NL: Springer.Harmat, L., Andersen, F., Ullén, F., Wright, J., & Sadlo, G. (Eds.) (2016). Flow experience: Empirical research and applications.

Dordrecht,NL: Springer.

IS06B - Proposal for a conceptual evolution of the flow in education (EduFlow) model J. Heutte1, F. Fenouillet2, C. Martin-Krumm3, I. Boniwell4, M. Csikszentmihalyi51Univ. Lille, EA 4354 - CIREL Centre Interuniversitairede Recherche en Education de Lille, France; 2Université Paris-Ouest Nanterre la Défense, EA 4004 CHArt - Laboratoire CognitionsHumaine et Artificielle, France; 3Université Rennes 2, EA 3875 CREAD, IRBA Institut de recherche biomédicale des armées, UDL Metz EA4360 APEMAC, France; 4Anglia Ruskin University, Cambridge, UK , Positran, France; 5Claremont Graduate University, Quality of LifeResearch Center, CA, USA Background Over the past 35 years, researchers have developed and validated new measurement instruments for flow in a variety ofcontexts (Moneta, 2012), but to our knowledge, before Heutte et al.’s recent works (2014a), no specific self-report tool was designed toassess flow in the educational context. When constructing the Flow in Education Scale (EduFlow Scale), Heutte and his colleaguescollapsed flow experiential dimensions in a quest for a more compact measurement. Thus, EduFlow Scale is a 12-item scale reducingrespondent burden, and differentiating four dimensions of flow that are relevant to cognitive processes: Cognitive absorption, Timetransformation, Loss of self-consciousness, and Autotelic experience—well-being. The EduFlow Scale was tested in various educationalcontexts with students ranging from primary school to university including face-toface learning (Fenouillet et al., 2014) and onlinelearning (Heutte et al., 2014a; Heutte et al., 2014b), with strong criterion-related validity (Heutte et al., 2016). The EduFlow Scale has threeadvantages: it is suited to flow measurement in various educational contexts; it is both multidimensional and short; it differentiatesbetween four dimensions of flow that are related to cognitive process.Aims The present study aims to implement the EduFlow Scale in a large-scale project in France and to further improve the scale, bothconceptually and psychometrically, as one important flow component (cf. immersion) is lacking from the instrument.Methods This contribution focuses on a comparative study of flow in two Massive Open Online Courses (each MOOC brings over 10,000participants), and in classrooms (over 1,000 teachers), via several online surveys.Results The analysis of concurrent validity tests suggests a conceptual evolution of the EduFlow model. In the EduFlow Scale-2, two itemsfrom the original scale were modified in order to better improve measurement of immersion. In addition, the name of one conceptualdimension of the EduFlow model was changed. Confirmatory factor analyses demonstrated the good fit indexes of the EduFlow-2 model:CFI=.99; TLI=.98; RMSEA=.053; SRMR = .03. Thus, in the EduFlow-2 model, the four dimensions it enables are: Cognitive control;Immersion and time transformation; Loss of self-consciousness; Autotelic experience-well-being. According to the evolution of our model,Cognitive absorption is conceptualized via the first three dimensions: Cognitive control, Immersion and time transformation, and Loss ofself-consciousness.Discussion This conceptual evolution of the EduFlow Model should better contribute to the study of cognitive activities in variousenvironments, including learning within organizational contexts (Heutte, 2015). Exploration at the personal, collective and institutionallevels can broaden our understanding of flow in education by accounting for the intricate relations of factors within processes that arecontext bound, such as learning Keywords • Conceptual modelization of flow; education; scale development; scale validation References: Fenouillet, F.,Martin-Krumm, C., Heutte, J., & Besançon, M. (2014). An urgent call for change: Flow, motivation and well-being in French Schoolstudents. 7th ECPP, Amsterdam, the Netherlands.Heutte, J. (2015). Proposal for a "pedagogical toolkit" for monitoring the optimal learning environnement. 4th European Flow-Researchers’ Network Meeting, Braga, Portugal.Heutte, J., Fenouillet, F., Boniwell, I., Martin-Krumm, C., & Csikszentmihalyi, M. (2014a).

Optimal learning experience in digitalenvironments: theoretical concepts, measure and modelisation, Symposium

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"Digital Learning in 21st Century Universities", GeorgiaInstitute of Technology (Georgia Tech), Atlanta, GA.Heutte, J., Fenouillet, F., Kaplan, J., Martin-Krumm, C., & Bachelet, R., (2016). The EduFlow model - A Contribution Toward the Study ofOptimal Learning Environments. In L. Harmat, F. Ø. Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.) (2016). Flow experience: Empiricalresearch and applications (Chapt. 13). Dordrecht, NL: Springer.Heutte J., Kaplan J., Fenouillet F., Caron P.-A., & Rosselle, M. (2014b). MOOC User Persistence. In L. Uden, J. Sinclair, Y.-H. Tao, & D.Liberona (Ed.), Learning Technology for Education in Cloud., Communications in Computer and Information Science Vol. 446, 13 24.Springer.Moneta G.B. (2012). On the Measurement and Conceptualization of Flow. In Engeser, S. (Ed.), Advances in. Flow Research. New York:Springer.

IS06C - Flow metacognitions as predictors of flow in work G. B. Moneta, E. E. WilsonLondon Metropolitan University, London, UK Background Flow is a state of deep cognitive absorption that makes a person feel fully immersed in an activity.

Wells andMatthews’ (1994) Self-Regulatory Executive Function model state that, when dealing with demanding tasks, maladaptive metacognitionsfoster dysfunctional use of attention, rumination, and worry, whereas Beer and Moneta (2010) propose that adaptive metacognitionsfoster flexible task focus and positive emotions. As specific forms of adaptive metacognition, flow metacognitions have been defined aspeople’s awareness of and beliefs on the flow state, its consequences, and strategies for achieving and maintaining flow (Wilson &Moneta, 2012).Aims This research developed and validated the Flow Metacognitions Questionnaire (FMQ) (Study 1), and used it to test the hypothesisthat flow metacognitions are antecedents of flow in work (Study 2).Methods Study 1: 204 university students completed the preliminary version of the FMQ, and 150 workers completed the final version ofthe FMQ, Short Dispositional Flow Scale-2 (Jackson, Martin, & Eklund, 2008), Flow Short Scale (Rheinberg, Vollmeyer, & Engeser, 2003),Short Flow in Work Scale (Moneta, 2012), Meta-Cognitions Questionnaire (Wells & CartwrightHatton, 2004), and PositiveMetacognitions and Meta-Emotions Questionnaire (Beer & Moneta, 2010).Study 2: 101 highly educated professionals took part in a two-wave longitudinal study completing the three flow scales of Study 1 twice,two months apart.Results Study 1: Exploratory factor analysis of the pilot FMQ yielded two components: Beliefs that Flow Fosters Achievement (FMQ-1) andConfidence in Ability to Self-Regulate Flow (FMQ-2).

Confirmatory factor analysis confirmed the two sub-scales of the final FMQ. Inhierarchical regressions, FMQ-2, but not FMQ-1, predicted the intensity of flow in work better than adaptive and maladaptivemetacognitions, and the frequency and percentage of time spent in flow in work above and beyond all three measures of flow.Study 2: A comparison of alternative structural equation models showed clear support for the “causal” relationship between FMQ-2 flowin work for all three measures of flow, whereas FMQ-1 did not predict flow.Discussion This research introduces new individual differences underlying the flow experience and a new scale to measure them validlyand reliably. Correlational and longitudinal findings indicate that people’s confidence in their ability to selfregulate flow predicts theoccurrence and frequency of flow in work above and beyond established measures of flow and measures of adaptive and maladaptivemetacognitions, whereas people’s beliefs about the usefulness of being in flow do not predict flow. Therefore, changing people’s beliefsabout the usefulness of being in flow may not result in an enhanced flow experience. However, increasing people’s confidence in the selfregulationof flow may result in an increase in the intensity and frequency of flow. Directions for future res Keywords • Flow; flow frequency; flow intensity; flow metacognition; adaptive metacognition; maladaptive metacognition; scaledevelopment; scale validation References: Beer, N., & Moneta, G. B. (2010). Construct and concurrent validity of thePositive Metacognitions and Positive Meta-Emotions Questionnaire. Personality and Individual Differences, 49, 977–982. Jackson, S. A.,Martin, A. J., & Eklund, R. C. (2008). Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new briefcounterparts. Journal of Sport & Exercise Psychology, 30, 561.Moneta, G. B. (2012). Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow inwork. Motivation and Emotion, 36, 491–503.Rheinberg, F., Vollmeyer, R., & Engeser, S. (2003). Die Erfassung des Flow-Erlebens [The assessment of flow experience]. In Stiensmeier-Pelster & F. Rheinberg (Eds.), Diagnostik von Selbstkonzept, Lernmotivation und Selbstregulation [Diagnosis of motivation and selfconcept](pp. 261–279). Göttingen, Germany: Hogrefe.Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: Properties of the MCQ-30. BehaviourResearch and Therapy, 42, 385–396.Wells, A., & Matthews, G. (1994).

Attention and emotion: a clinical perspective. Hove, UK: Lawrence Erlbaum.Wilson, E. E., & Moneta, G. B. (2012).

Flow as a way of coping – a qualitative study of the metacognitions of flow. In B. Molinelli &Grimaldo (Eds.), Handbook of the Psychology of Coping: New Research. (pp. 133-150). Hauppauge, NY: Nova Science Publishers.

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IS06D - Difficult but (ir)relevant? Physiological contributions on the relationship between flow and stress.

C. Peifer1, J. S. Lehrich1, J. Ingwersen2, H. Schächinger3 & C. H. Antoni31Ruhr Universität Bochum, 2Leuphana University Lüneburg,3Trier University, Germany Background Recent research found that flow is associated with an increase of stress-relevant physiological parameters such ascortisol (de Manzano et al., 2013, Keller et al., 2011; Peifer et al., 2014). Studies investigating this association using paradigms ofpsychosocial threat (Peifer et al., 2014) or task difficulty (Keller et al., 2011) as potential stressors to increase physiological activationcame to contradictory conclusions leading to the question: Is flow associated with moderate physiological activation, distinguishable fromstress? Or: Is flow a state of stress, characterized by high physiological activation as suggested by task-difficulty paradigms?Aims We propose that the moderating psychological variable explaining seemingly contradictory findings is task relevance (Peifer et al.,2015; Tozman & Peifer, 2016): while tasks at excessive difficulty but with low subjective relevance will lead to equal or lower cortisol levelsthan optimally challenging tasks, this effect should reverse when the subjective relevance of a task is high.Methods We tested 53 participants (37 female), who played Tetris for 15 min at one of three difficulty levels: boredom, fit or overload. Wemanipulated the subjective relevance of the game with a cover story: we told participants that Tetris is an innovative measure ofintelligence and that they would receive individual feedback on their IQ and performance in comparison to the other participants. No suchinstruction was given in the control group. Cortisol in saliva was measured before, after, and 20 min after Tetris, flow immediately afterTetris using the Flow Short Scale.Results We found higher cortisol (=increase from baseline) in the fit condition compared to the boredom condition, while cortisol did notdiffer between fit and overload. Further, there was an interaction of difficulty*relevance, with cortisol being lower during overloadcompared to fit when relevance was low, while cortisol was higher during overload compared to fit when relevance was high. And, wefound an inverted u-shaped relationship of cortisol and subjective flow-ratings.Discussion We (1) replicated earlier results, finding that cortisol is equal or even lower in an excessive demands condition compared to anoptimal demands (=fit) condition. (2) We could extend these previous results by showing that cortisol is higher in the excessive demands(=overload) condition compared to the optimal condition when task relevance is high. (3) By using a different paradigm, we were ablereplicate earlier results suggesting an inverted u-shaped relationship of flow and cortisol. In sum, our study provides further evidence thatflow is characterized by moderately elevated physiological activation, which differs from stress with respect to the height of activation. Asa conclusion, we propose that flow is a state of optimal physiological activation during coping with challenging tasks.

Keywords • Flow-experience; stress; physiology; cortisol; task relevance; task difficulty.

References: Keller, J., Bless, H.,Blomann, F., & Kleinbohl, D. (2011). Physiological aspects of flow experiences: Skills-DemandCompatibility effects on heart ratevariability and salivary cortisol. Journal of Experimental Social Psychology, 47, 849-852.De Manzano, O., Theorell, T., Harmat, L., & Ullén, F. (2010). The psychophysiology of flow during piano playing. Emotion, 10, 301-311.Peifer, C., Schächinger, H., Engeser, S., & Antoni, C. H. (2015). Cortisol effects on flow-experience. Psychopharmacology, 232, 1165-1173.Peifer, C., Schulz, A., Schächinger, H., Baumann, N., & Antoni, C. H. (2014). The relation of flow-experience and physiological arousalunder stress – Can u shape it?

Journal of Experimental Social Psychology, 53, 62-69.Tozman, T. & Peifer, C. (2016). Experimental paradigms to investigate flow-experience and its psychophysiology – inspired from stresstheory and research. In L. Harmat, F. Ø. Andersen, F. Ullén, J. Wright, & G. Sadlo (Eds.) (2016). Flow experience: Empirical research andapplications (Chapt. 21). Dordrecht, NL: Springer.

IS06E - Not just flow: A cluster approach to daily experience fluctuation M. Bassi1, L. Negri2, L. Ceja3, J. Navarro4, A. Delle Fave21Department of Biomedical and Clinical Sciences Luigi Sacco, University ofMilan, Italy; 2Department of Pathophysiology and Transplantation, University of Milan, Italy; 3IESE Business School, Barcelona, Spain;4Social Psychology Department, University of Barcelona, Spain Background Flow is just one of the experiences that occur in daily life. Different experiences can be identified based on the subjectiveperception of environmental challenges and of the skills possessed to cope with them. The relationship between these two variables wascharted in the Experience Fluctuation Model (EFM; Delle Fave & Massimini, 2005; Massimini & Carli, 1988), leading to identify eightexperiences: arousal, flow, control, relaxation, boredom, apathy, worry, and anxiety. Each experience presents specific cognitive,emotional and motivational features, and was shown to have different implications for individuals’ everyday functioning (Delle Fave et

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al.,2011). However, from the phenomenological perspective, experiences are part of a stream of consciousness, and can be analyzedaccordingly.Aims We aimed to investigate daily experience fluctuation by focusing on the joint study of the eight experiences identified by the EFMthrough a cluster approach.Methods A group of 199 adolescents aged 15-19 was administered Experience Sampling Method for one week. Participants providedonline repeated information on their daily activities and associated experience. Data were first analyzed through the EFM. Then, thefrequencies of the eight experiences were subject to cluster analysis.Results Participants were grouped into six clusters. Cluster 1 was characterized by similar frequencies of all eight experiences; Cluster 2 byhigh frequencies of arousal (average skills/high challenges) and boredom (average skills/low challenges); Cluster 3 by flow (highskills/high challenges) and, to a lower extent, worry (low skills/average challenges) and apathy (low skills/low challenges); Cluster 4 byrelaxation (high skills/low challenges); Cluster 5 by control (high skills/average challenges) and, to a lower extent, worry (lowskills/average challenges); Cluster 6 was characterized by apathy. Further analyses conducted on the most frequent clusters (1-4)revealed that variations were not only qualitative in terms of type of experience, but also quantitative in terms of intensity of experience.Moreover, across clusters, no specific association was detected between type of experience and kind of activity performed.Discussion Findings suggest that individuals differ in challenge and skill perception according to recurrent patterns, affecting daily qualityof experience largely irrespective of performed activities. While half of the participants evenly fluctuate across all eight experiences(Cluster 1), others tend to group around opposite “poles” of experiences (Clusters 2, 3, 5), or to focus on one experience (Clusters 4 and6). Whether such clustering is characteristic of adolescence or can be extended to adult samples deserves future investigation.

Furtherresearch is also needed to explore the personality factors that may influence individuals’ evaluations of challenges and skills, as well as toappraise consequences for personal well-being.

Keywords • Stream of consciousness; quality of experience; experience fluctuation; experiential clusters; flow; challenges; skills.

References: Delle Fave, A., & Massimini, F. (2005). The investigation of optimal experience and apathy: Developmental andpsychosocial implications. European Psychologist, 10, 264-274.Delle Fave, A., Massimini, F., Bassi, M. (2011).

Psychological selection and optimal experience across cultures: Social empowermentthrough personal growth.

Dordrecht, NL: Springer.Massimini, F., & Carli, M. (1988). The systematic assessment of flow in daily experience.

In M. Csikszentmihalyi, & I. Csikszentmihalyi(Eds.), Optimal experience. Psychological studies of flow in consciousness (pp.266-287). New York: Cambridge University Press.

RESEARCH METHODS • PAPER SESSION P11B - Psychometric Properties for the Psychological Flourishing Scale with University Male Students:Exploratory Study from KSA M. R. Alzahrani (1), M. Salama-Younes (2, 3)(1) Umm Al Qura University, Makkah, KSA.(2) HelwanUniversity, Cairo, Egypt,(3) Rennes 2 University, Rennes, France.

BackgroundThe Flourishing Scale (FS) is a measure of psychosocial flourishing, based on recent theories of psychological and social well-being(Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi, & Biswas-Diener,2009). The present research Although psychological flourishing has beenlargely studied in western cultures, it has not yet been exploited in the Saudi culture. The specific goals of the present research arethreefold as follows: i) test the internal reliability and the structure validity of the Arabic version of FS, ii) test its temporal stability andconvergent validity and finally iii) test the effect of some variables on psychological flourishing for Saudi university male students.

Thestudied variables were: age (18-20 vs. +20-23 vs. +23-26); faculties (human, social sciences vs. applied and technological sciences vs.medical and health sciences); leisure activities (sport vs. social vs. culture).MethodsFor the threefold, three studies were conducted. Samples were (n = 562; n = 361; n = 534). They were male from Umm Al Qura Universityfrom different faculties, departments, specialties and level. They aged from 18 to 27 (M = 22.49; SD = 4.18).MeasuresThe Passion Scale (PS). It has been translated and validated by Salama-Younes, (2015). It consists of 10 items for evaluating the obsessivepassion (5 item) and harmonious passion (5 item). A 7-point Likert scale was used ranging from “strongly disagree” (1) to “strongly agree”(7).Satisfaction With Life Scale (SWLS). Life satisfaction is a global measure of satisfaction in life. It is also considered as a generalconstruct of subjective wellbeing. The Satisfaction With Life Scale composes of 5 items. A 7-point Likert scale was used ranging from“strongly disagree” (1) to “strongly agree” (7). Psychological Flourishing Scale (FS)is a brief 8-item which we are testing its

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reliability andconvergent validity in previous studies (Salama-Younes, 2015). A 7-point Likert scale was used ranging from “strongly disagree” (1) to“strongly agree” (7). Mental Health Continuum-Short Form, MHC-SF (Keyes, 2006). It has been translated and validated in Arabic by(Salama-Younes, 2011). It called also the Short Flourishing scale. It is a 14-item measure that assesses several individual and social aspectsof well-being. A 6-point Likert scale was used ranging from “strongly disagree” (1) to “strongly agree” (6).ResultsThePFS showed a good internal reliability, temporal stability, structure and convergent validity. Finally, The interaction between age andleisure activity could predict 0.47 of variance for explaining the psychological flourishing [F( 29.67) = 528.73,p<0.000].

ANOVA resultsindicated that physical activities and faculties had a significant effect on psychological flourishing.

Conclusions.The Arabic version of thePFS represented good psychometric properties for Saudi male university students. It could be then used in positive, health andcounselling psychology in the Saudi culture Keywords • CFA, PFS, MHC-SF, Life Satisfaction, College students.

References: Diener, E., Wirtz, D., Tov, W., Kim-Prieto,C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of wellbeing: Flourishing and positive and negative feelings. SocialIndicators Research, 39, 247-266.Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New measures of well-being: Flourishing andpositive and negative feelings. Social Indicators Research, 39, 247-266.

P11C - A new model and a new inventory of well-being Oláh, A.Institute of Psychology, Faculty of Education and Psychology, Eötvös Loránd University, Hungary The concept of well-being in psychology have been interpreted from hedonic and eudaimonic perspectives.

Hedonic psychologistshave mostly focused subjective well-being (operationalizing as the presence of positive emotions and in the absence of negative emotions,and a cognitive component, that is a personal judgment on satisfaction with one’s life as a whole). The eudaimonic view equates wellbeingwith the human ability to pursue complex goals which are meaningful to the individual and society (conceptualizing andoperationalizing as psychological and social well being). Building upon above conceptualizations of well-being our Global WellBeingconstruct (GWB) is an integration of different well-being variations that have been suggested in different earlier theories and studies. Theconcept of GWB integrates the hedonic and eudaimonic components of well-being and take into account all aspects of the individualfunctioning (emotional, psychological, social, and spiritual). As an operationalization of the GWB construct a GWB Inventory with 4 scaleswas developed. In the first part of our presentation psychometric characteristics of the scales, convergent and discriminant validity, andincremental validity of the different well-being components (emotional, psychological, social and spiritual) factor structure of theinventory and the empirical confirmation of the GWB model with CFA (CFI=.97; GFI=.97 RMSEA=0.09) will be presented based on 2780adult females and males inventory’s data. In the second part of our presentation the results of those studies with the GWB Inventory willbe shown in which the contributions of the emotional, social, psychological and spiritual well-being to the individuals’ flourishing wereinvestigated together with the savoring and psychological immunity. 3680 subjects took part in the studies, Flourishing by FlourishingInventory, (Ed Diener and Robert Biswas-Diener 2009) Savoring by (Savoring Belief Inventory, Bryant and Veroff 2007 ) Psychologicalimmunity by (Psychological Immune Competence Inventory, Oláh 2005) was measured. The results obtained with path analyses highlightthat the different components of GWB predict level of flourishing via mediation of psychological immunity and savoring.

Keywords • Global Well-being, Savoring, psychological immunity References: Mihály Csikszentmihályi, Antonella DellaFave

P11D - The importance of considering intra-individual variability and inter-individual differences for studyingthe effect of positive psychology interventions J.-B. Pavani (1), P. Antoine (2), A. Congard (1), B. Dauvier (1)(1) Aix-Marseille University, France(2) University of Lille 3, France Background and objectiveA major issue in positive psychology research is the evaluation of the effect of positive psychology interventions (PPIs). Theeffectiveness of a number of them in increasing well-being has been suggested by several researches (see Sin & Lyubomirsky, 2009, for aninitial review). However, most of these studies are based on methodologies (e.g., procedures such as pre-posttest assessments, statisticalanalyses such as mean comparisons) that prevent the acquisition of a deepened understanding of the effect PPIs exert, including

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withinsubjectcontinuous change and between-subject moderators of such individual trajectories.The objective of this communication is to introduce methodological tools that may serve to improve our understanding of the effect ofPPIs. We will illustrate their utility with analyses we performed on data collected in the context of a 6week integrative PPI followed by 75participants. The use of a particular procedure (Experience Sampling Method) and particular statistical analyses (Generalized AdditiveMixed Models; GAMMs) enabled us to analyze the intraindividual changes in positive and negative affect engendered by this PPI.Besides, a baseline assessment of relevant participants’ traits enabled us to determine whether the effect of this PPI on such a withinsubjectvariability depended on between-subject differences. GAMMs indeed made it possible to model the distinctive affectiveexperience trajectories associated with different scores on trait measures.MethodThe sample comprised 75 non-clinical French adults (67% female). First, participants completed several validated questionnaires.Second, they followed an experience sampling procedure, consisting of two daily assessments of the affect they had experienced sincethe previous assessment, over a 48-day period.The PPI integrated a number of the most effective specific PPIs (e.g., 3 blessings, identifying and practicing one’s character strengths).Participants were asked to practice one activity a day, according to a pre-set order. This PPI started after the first three days of theexperience sampling procedure, and ended before its last three days.ResultsAt the intra-individual level, the following of this PPI generally produced a significant linear increase in positive affect and nonlineardecrease in negative affect throughout the 6 weeks. Besides, an overview of the affective experience trajectory of each participantsuggested several inter-individual differences in this within-subject trajectory. Finally, as an example of between-subject moderator, theaffective experience trajectory of participants high in experiential avoidance (as measured by the Acceptance and Action Questionnaire-II)was more characterize by a linear increase in positive affect and decrease in negative affect than the one of participants low inexperiential avoidance, which displayed longer plateaus and setbacks.

Keywords • Positive psychology intervention, Intra-individual variability, Inter-individual differences, Positive affect, Negativeaffect.

References: Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms withpositive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65, 467–487. doi:10.1002/jclp.20593.

P11E - Does it matter how you measure it? A comparison of the validity of single-item versus multiple-itemmeasures of life satisfaction V. Jovanovi , V. Gavrilov-Jerkovi , M. Lazi Department of Psychology, University of Novi Sad, Serbia Two types of global life satisfaction (GLS) measures are commonly used in the field of well-being: single-item scales (e.g., All thingsconsidered, how satisfied are you with your life as a whole?), and multi-item scales, such as the Satisfaction with Life Scale (SWLS).However, previous studies have rarely compared the validity of single- and multiple-item life satisfaction measures. The present studyevaluated the criterion and convergent validity of single-item life satisfaction measure and the SWLS. More specifically, we investigated:(a) the correlation between single-items scale and the SWLS; (b) the correlations between these two life satisfaction measures andaffective well-being; (c) the contributions of domain-specific satisfaction to GLS as measured with both single-item scale and the SWLS.Two samples were recruited for the present study. Sample 1 consisted of 829 Serbian adults (54% females, Mage = 42 years), whereasSample 2 included 1147 Serbian undergraduate students (58% females, Mage = 21 years). Participants completed the followinginstruments: (1) the Personal Wellbeing Index, designed to measure satisfaction with seven domains of life (standard of living, health,achieving in life, relationships, safety, community-connectedness, and future security); (2) two measures of GLS: the single-item and theSWLS; (3) the Scale of Positive and Negative Experience, aimed at assessing positive affect (PA) and negative affect (NA). The single-itemlife satisfaction measure and the SWLS correlated strongly in both samples (among adults: r = .66; among students: r = .70). The twoscales yielded similar correlations with PA both in the student sample (singleitem: r = .43; SWLS: r = .46) and the adult sample (singleitem:r = .62; SWLS: r = .61), as well as with the NA in the student sample (single-item: r = -.35; SWLS: r = -.35). However, in the adultsample NA had stronger correlation with the single-item scale (r = -.47) than with the SWLS (r = -.38). The results of multiple regressionanalyses showed that domain-satisfaction explained a similar amount of variance in GLS measured with the single-item scale (54% inSample 1, 57% in Sample 2) and the SWLS (51% in Sample 1, 48% in Sample 2). Among adults, satisfaction with standard of living,achieving in life, and safety were significant predictors of GLS measured both with the single-item scale and the SWLS, whereassatisfaction with future security contributed significantly only to

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GLS as measured with the single-item scale. Among students, all domainscontributed significantly to the prediction of GLS as measures with the single-item scale, whereas satisfaction with community and futuresecurity were not significant predictors of GLS as measured with the SWLS. Our findings support the validity of both the single-item scaleand the SWLS, but also suggest that the two scales slightly differ with regard to their relationships to other subjective well-beingmeasures.

Keywords • life satisfaction, single-item scale, Satisfaction with Life Scale, validity References: Diener, E., Inglehart, R., &Tay, L. (2013). Theory and validity of life satisfaction scales. Social Indicators Research, 112, 497–527.Cheung, F., & Lucas, R. E. (2014). Assessing the validity of single-item life satisfaction measures: Results from three large samples.Quality of Life Research, 23, 2809–2818.

P22A - Are all happy families really alike? An examination of the structure of well-being A. Bieda (1), C. Totzeck (1), S. Scholten (1), X. Zhang (1), J. Margraf (1)(1) Ruhr-University Bochum, Germany Introduction: Research into positive constructs is growing and their relevance on mental health has often been demonstrated(Lyubomirsky, King & Diener, 2005). However, positive constructs such as happiness, resilience, sense of coherence or optimism are oftenexamined separately. Different theories of well-being propose a classification of positive constructs, e.g., hedonic vs. eudiamonic wellbeing(Waterman, 1993), the concept of "flourishing" (Keyes, 2002) or the broaden-and-build-theory of positive emotions (Frederickson,2004). However, extensive empirical examination of the structure of well-being is scarce. Cross-cultural aspects of the structure of wellbeinghave not been considered. This study aims to clarify the structure of psychological well-being by integrating qualitative andquantitative research methods in a cross-cultural framework.Method: The structure ofwell-being is investigated by an EFA/CFA approach. Four well-being theories are tested in nationally populationbasedsamples from the USA (N = 3,308), Germany (N = 2,007) and Russia (N = 3020). Data collection was conducted in 2012 and 2013where participants answered standardized questionnaires to various positive constructs (happiness, life satisfaction, resilience, socialsupport…). To examine the overlap and possible higherorder structure of the various facets of well-being, three model structures weretested for each well-being model: correlated first-order factors, a second-order factor and a bifactor model.Results: Results showed that the structure of well-being is multidimensional and can be assumed to be universal. In the U.S. sample, thebifactor model with one general factor and six specific factors of well-being yielded the best fit to the data ( 2 = 3275.648 (987), RMSEA= .041 [.039; .042], CFI = .939 and SRMR = .030). In the German and Russian samples, the models with first-order correlated factorsshowed the best fit to the data ( 2 = 3392.109 (1112), RMSEA = .047 [.045; .049], CFI = .893 and SRMR = .033 and 2 = 2522.857 (722),RMSEA = .044 [.042; .046] , CFI = .896 and SRMR = .044).Discussion: The present findings suggest that well-being facets are distinct, but related. The differentiation of hedonic and eudiamonicwell-being has to be reconsidered. Potential cultural characteristics and implications of the findings will be discussed.

Keywords • well-being; happiness; life satisfaction; resilience; social support; cross-cultural References: Lyubomirsky,S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: does happiness lead to success? Psychological Bulletin, 131(6),803.Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment.Journal of Personality and Social Psychology, 64(4), 678.Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 207-222.Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions.

Philosophical Transactions-Royal Society of London SeriesBiological Sciences, 1367-1378.

P22B - Is PERMA real? The truth is out there.

M. Hennessy (1), C. McMillan (1)Psychology, College of Healthcare Sciences, James Cook University, Australia Seligman (2011) provided an updated conceptualization of flourishing, which complements similar research investigating wellbeingand thriving including that of Keyes (2002; 2005) and Su, Tay & Diener (2014). His five component framework (PERMA) includes PositiveEmotions, Engagement, Relationships, Meaning and Accomplishment. The practical utility of such frameworks are supported by thedevelopment of related psychological tests. Recently, Butler & Kern (2014) published the 23-item PERMA-Profiler which purports tomeasure each the five PERMA components, along with Negative Emotions, Health and Loneliness. The reliability

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and validity of thismeasure was examined in an adult community sample (n=795) using online survey methodology. The mean age of participants was 36.7(SD 13.8), with 73% being female. The PERMA-Profiler was administered along with four wellbeing measures (Mental Health Continuum-Short Form (MHC-SF), Comprehensive Inventory of Thriving (CIT), ESS Flourishing, modified Differential Emotions Scale), one measure ofpsychological distress (Kessler-10), and one measure of physical wellbeing (Physical Wellbeing Scale). The first factor analysis (principalcomponents with oblique rotation) on the 15 items that measured the PERMA components, indicated a two factor solution that accountedfor 66.5% of the variance. The first factor (11 items) represented a combine PEMA component, with the second factor (4 items)representing a Relationships component along with one Positive Emotions item. A second factor analysis that included all 23 items,indicated a four factor solution that accounted for 69.5% of the variance. These factors were PEMA, Relationships, Negative Emotionsand Health. Two items relating to happiness and loneliness should be deleted due to spilt loadings.

Internal consistency for the PEMA+Rwas high ( = .8 to .9). In terms of construct validity, the PEMA factor had moderate to high positive correlations with CIT Mastery (r=.73),MHC-SF Psychological Wellbeing (r=.71), CIT Optimism (r=.71), CIT Meaning (r=.6)) and MHC-SF Emotional Wellbeing (r=.68); andmoderate negative correlations with the Kessler-10(r=-.62). The Relationships factor had moderate positive correlations with CITRelationships (r=.68). Whilst not discounting the conceptual framework of PERMA, the PERMA-Profiler itself appears to be apsychometrically sound measure of two not five components of flourishing.

Keywords • PERMAWellbeingAssessmentFlourishing References: Keyes, C.L.M. (2002). The mental health continuum: From languishing to flourishing in life. Journalof Health and Social Behaviour, 43, 207-222.Keyes, C.L.M. (2005). Mental illness and/or mental health: Investigating axioms of the complete state model of health. Journal ofConsulting and Clinical Psychology, 73, 539-548.Seligman, M.E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Free Press.Su, R., Tay, L. & Diener, E. (2014). The development and validation of the Comprehensive Inventory of Thriving (CIT) and the BriefInventory of Thriving (BIT), Health and Wellbeing, 6(3), 251-279.

P22C - A New Questionnaire to Measure Underuse/Overuse of Character Strengths P. Freidlin (1), H. Littman-Ovadia (1), R. M. Niemiec (2)This research is based on a masters’ thesis prepared by the first author, under the supervision of the second author.(1) Ariel University,Israel (2) VIA Institute on Character IntroductionCharacter strengths are durable positive attributes that contribute to flourishing and growth. Their use is also hypothesized to contributeto well-being. However, in 2006 Peterson suggested that strengths could be distorted, and that their exaggeration, absence or oppositecould be damaging. This idea has already been expressed by Aristotle's “golden-mean,” suggesting that there could be too much or toolittle of any given strength.

Niemiec further suggested that strengths that are not in the “golden-mean,” or optimal usage, are under oroverused. All developments on the issue have been theoretical, and a tool examining strengths under-overuse has yet to be developed.MethodThe Strengths Deployment Measure, measuring strengths positively, was extended to assess under-overuse (e.g. Creativity's optimal-use:"Creative, conceptualizing something useful, come up with useful ideas”, was extended to, “Not creative, do not come up with ideas,unoriginal,” in underuse, and, “Creative without being useful, come up with solutions that do not work or are unnecessary,” in overuse).Assuming a strength could be used differently at different times, individuals indicated the proportions with which they engaged in eachtype of use, out of 100%. The new tool was administered online (N=442, 80 males) with measures of positive outcomes – Satisfaction withLife (SWLS) and Flourishing (FS) scales, and negative outcomes–General Health Questionnaire-12 (distress) and Patient HealthQuestionnaire-9 (depression).ResultsUses were normally distributed in different areas (e.g. Creativity: underuse M=19.25, optimal-use M=61.97, overuse M=18.78).

Althoughoptimal use was highest in all strengths, under-overuse wasn't equal in all strengths (e.g. Love underuse M=11.63, optimal-use M=68.72and overuse M=19.65). Internal consistency for optimal-use was 0.90, 0.78 in overuse, and 0.86 in underuse. Optimal use of all strengthswas associated with FS (r=0.15-0.55). Except Judgement and Fairness, all optimal uses related to SWLS (r=0.12-0.49). Except curiosity,judgement, perspective, kindness, fairness and humour, all underuses related to distress (r=0.1-0.33), as well as the overuse of creativity,social intelligence and modesty (r=0.10-0.14). Depression related (r=0.12-0.36) to all underuses except curiosity, judgement, perspective,fairness and modesty, and all overuses (r=0.1-0.25, except hope, fairness, teamwork, kindness and curiosity).ConclusionsThis psychometrically sound scale extends strengths deployment to examining under-overuse, with findings pointing to their relations tonegative outcomes. This is the first available tool to study the associations and effects of strengths under-overuse, reviving Peterson'slegacy of studying

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various symptoms and pathologies through strengths deviations. Further studies are necessary to provide support ofthe scale's potential in various disorders, and ultimately provide a more complete picture of pathology.

Keywords • Character Strengths, strengths use, scale development, measurement References: American PsychiatricAssociation. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). Arlington, VA, US: American PsychiatricPublishing, Inc.Aristotle. (trans. 1999). Nicomachean ethics (W. D. Ross Trans.). Kitchener, Ontario, Canada: Batoche Books.Buschor, C., Proyer, R. T., & Ruch, W. (2013). Self- and peer-rated character strengths: How do they relate to satisfaction with life andorientations to happiness? The Journal of Positive Psychology, 8(2), 116-127. doi:10.1080/17439760.2012.758305Corrigan, J. D., KolakowskyHayner, S., Wright, J., Bellon, K., & Carufel, P. (2013). The satisfaction with life scale. The Journal of HeadTrauma Rehabilitation, 28(6), 489-491. doi:10.1097/HTR.0000000000000004Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. doi:10.1207/s15327752jpa4901_13Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales toassess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156. doi:10.1007/s11205-009-9493-yGrant, A. M., & Schwartz, B. (2011). Too much of a good thing: The challenge and opportunity of the inverted U. Perspectives onPsychological Science, 6(1), 6176. doi:10.1177/1745691610393523Harzer, C., & Ruch, W. (2013). The application of signature character strengths and positive experiences at work. Journal of HappinessStudies, 14(3), 965-983. doi:10.1007/s10902-012-93640Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onsetdistributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62(6), 593-602.doi:10.1001/archpsyc.62.6.593Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001).

The PHQ-9: Validity of a brief depression severity measure. Journal of GeneralInternal Medicine, 16(9), 606-613. doi:10.1046/j.1525-1497.2001.016009606.xLavy, S., Littman-Ovadia, H., & Bareli, Y. (2014). Strengths deployment as a mood-repair mechanism: Evidence from a diary study with arelationship exercise group. The Journal of Positive Psychology, 9(6), 547-558.Littman-Ovadia, H., & Steger, M. (2010). Character strengths and well-being among volunteers and employees: Toward an integrativemodel. The Journal of Positive Psychology, 5(6), 419-430. doi:10.1080/17439760.2010.516765Mäkikangas, A., Feldt, T., Kinnunen, U., Tolvanen, A., Kinnunen, M., & Pulkkinen, L. (2006). The factor structure and factorial invarianceof the 12-item general health questionnaire (GHQ-12) across time: Evidence from two community-based samples. PsychologicalAssessment, 18(4), 444-451. doi:10.1037/1040-3590.18.4.444McGrath, R. E. (2015). Character strengths in 75 nations: An update. The Journal of Positive Psychology, 10(1), 41-52.doi:10.1080/17439760.2014.888580Niemiec, R. M. (2014). Mindfulness and character strengths: A practical guide to flourishing. Cambridge, MA, US: Hogrefe Publishing.Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5),603-619. doi:10.1521/jscp.23.5.603.50748Peterson, C. (2006). The values in action (VIA) classification of strengths. In M. Csikszentmihalyi I. S. Csikszentmihalyi (Ed.), (pp. 29-48).New York, NY, US: Oxford University Press.Peterson, C., Park, N., & Seligman, M. E. P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life.Journal of Happiness Studies, 6(1), 25-41. doi:10.1007/s10902-004-1278-zSeligman, M. E. P. (2015). Chris Peterson’s unfinished masterwork: The real mental illnesses. The Journal of Positive Psychology, 10(1), 3-6. doi:10.1080/17439760.2014.888582

P22D - Does social desirability explain the association of well-being and performance?

E. N. Osin (1), T. Y. Ivanova (1), T. O. Gordeeva (1, 2), O. A. Sychev (3)(1) National Research University Higher School of Economics,Russia(2) Lomonosov Moscow State University, Russia(3) Altai State Academy of Education, Russia Positive psychology as a field does not pay much research attention to the issues of potential positive bias due to social desirability.Although social desirability theorists argue that this type of bias may undermine the predictive validity of well-being measures, a numberof studies indicate that positive self-deception bias may play an adaptive role by supporting well-being in difficult situations. Hence,attempting to control for social desirability may either improve or reduce the predictive validity of well-being measures in differentresearch settings. We have undertaken two studies in an employee (N=3,614) and a student sample (N=328). Both studies includedmeasures of subjective well-being (life satisfaction, affect balance), personality resources (self-control, hardiness, optimism, selfefficacy),social desirability (egoistic bias and moralistic bias), domain-specific motivation, and activity performance (self-reported for employeesand objective academic performance indicators for students). In the employee sample both types of social desirability showed weakassociations with well-being. Egoistic bias was moderately associated with personality resources and work motivation, moralistic biasshowed moderate

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associations with job satisfaction. Using hierarchical regression, we found that social desirability was a significantmoderator of the associations between general subjective well-being and self-reported work achievement: this association was stronger inindividuals with low social desirability. Controlling for social desirability explained the association of well-being with self-reportedperformance. The data from student sample showed similar effects. Social desirability showed weak to moderate associations with wellbeingand personality resource measures and was related to self-reported, but not objective academic performance. When socialdesirability was controlled for, it explained the associations of well-being with self-reported performance, but increased predictive validityof personality resource and well-being measures against objective performance indicators. These findings suggest that social desirabilityis essential for positive psychology. Beyond the practical issues related to assessment, our understanding of the contribution of variouspsychological constructs to wellbeing can be extended by including social desirability measures into the models. Although longitudinaland experimental studies are needed to unveil the causal effects of social desirability, we call for integrating this construct into positivepsychology research and practice. The study was supported by Russian Foundation for Humanities, project # 15-06-10933.

Keywords • social desirability, well-being, performance, self-report

P22E - How to think "flow" differently? Theoretical proposals for individual and collective flow M. Simlesa (1, 2)S. Buisine (1, 2)J. Guegan (2)(1) IRISE, EI.CESI - Institut de Recherche en Innovation et Science de l'Entreprise, France(2) LATI, Univ. Paris Descartes - Laboratoire Adaptations Travail-Individu, France Flow is one of the most extensively studied topics in positive psychology. Traditionally, the flow has been defined as the optimalexperience of an autotelic activity marked by maximal concentration. It has been characterized by: balance between skills and challenges,clear proximal goals and perceived skills, clear proximal goals, immediate feedback, attentional-involvement, intrinsic motivation, hyperfocus, temporary loss of reflective self-awareness, distortion of time perception, feeling of control, and merging of action and awareness.There is an extensive applied research on how flow impacts different aspects of human activity (education, sports, arts, etc.). In thisrespect, our first aim is to build a theoretical model of individual flow anchored in this extensive literature.

Herein, a new theory isproposed: The Flow-Surfing Model for individual flow. Using the process model as framework, and focusing on the dimensions of flowalready described in literature, we have built a dynamic model of flow. We consider these theoretical suggestions and their implicationsfor the study of flow. Our second aim is to theoretically build and clarify the model of collective flow. There has been extremely littleresearch about the flow in group-like, team-based, collective or interdependent activities. Instead of treating it as an aggregate of allindividual flows of group members, we define collective flow as an optimal experience of the entire group, the cohesive collective unit.Inspired by two socio-psychological theories (the theory of self-categorisation and the theory of action identification), we present theFlow Rowing Model. Our conclusion is that individual flow and collective flow are qualitatively two distinct things, that they resembleprocesses rather than states, and that they are dynamic. These two models attempt to clarify the functioning of flow while providing anongoing theoretical framework for future empirical research.

Keywords • flow, collective flow, theoretical model, self-categorization, action-identification

RESEARCH METHODS • POSTER POF097 - Psychometric Analysis and Refinement of Arabic version of the Moral Competency Inventory:Validation of 10 item measure for Saudi Women.

M. Salama-Younes (1, 3), S. Abdelati (1, 2)(1) Helwan University, Cairo, Egypt,(2) King Saud University, Riyadh, KSA.(3) Rennes 2 University, Rennes, France, Introduction. Moral intelligence (MI) is defined as the mental capacity to determine how universal human principles should be appliedto our values, goals and actions. (Lennick & Kiel, 2011) In the simplest terms, moral intelligence is the ability to differentiate right fromwrong as defined by universal principles which are those beliefs about human conduct that are common to all cultures around the world.The present research. In Arabic culture, MI has not yet been studied with Saudi population. The present research has threefold: (i)examine the internal reliability and factor structure of the The Moral Competency Inventory (MCI) using Cronbach alpha , spilt half, EFAand CFA; (ii) examine the test-retest and convergent validity for the refinement version; (iii) test the effect of MI on the psychologicalflourishing state.MethodParticipants and procedureThree studies were conducted with three different samples. Data were collected from 985 Saudi women from Riyadh (n = 442; n = 140; n =403). They

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were from university students at Kind Saud University, their sisters and brothers. They aged between 18 and 36 (M = 27.11; SD= 8.79).MeasuresThe Moral Competency Inventory (MCI). It consists of 40 item evaluating 10 subscales.

They are: Acting consistencies with principals,values and beliefs; Telling the truth; standing up for what is right; Keeping promises; Taking responsibility for personal choices; Admittingmistakes and failures; Embracing responsibility for serving others; Actively caring about others; Ability to let go of one’s own mistakes andAbility to let go of others’ mistakes. For the 10 subscales, each is evaluated by 4 items. A 5-point Likert scale was used ranging from“never” (1) to “in all situations” (5). Subjective Vitality Scale (SVS). Vitality is considered as an aspect of eudemonic well-being (Ryan & Deci2001). The Subjective Vitality Scale (VS) is a short instrument to measure vitality. Satisfaction with Life Scale (SWLS) is a global measureof life satisfaction and composes of 5 items.

Psychological Flourishing Scale (FS) is a brief 8-item which has been validated in Arabicculture (Salama-Younes, 2014). The three scales (SVS, SWLS, and FS) have a 7-point Likert scale ranging from “strongly disagree” (1) to“strongly agree” (7).Results and ConclusionFor the 40 items, Cronbach alpha, spilt half, EFA for the MCI showed that the MI had an unstable factor structure and internalconsistency. Only 10 item represented the 10 subscales have been selected. The more saturated 10 item showed a unidimensional scalethat demonstrated a good internal consistency, temporal stability, convergent validity. Finally, MI could predict 0.23 of variance forexplaining the psychological flourishing [F( 29.67) = 547.81 , p<0.000].

Keywords • Moral Competency Inventory, Psychometric Analysis, Arabic Validation, Saudi Women.

References: Refrences. Lennick, D., & Kiel, F. (2011). Moral intelligence 2.0: Enhancing business performance and leadership success in turbulenttimes. Pearson Prentice Hall.

POF098 - Are People Really Inaccurate in Affective Forecasting?

Authors: V. Christophe and M. Hansenne (1)Address: (1) Department of Psychology: University of Liège, Liège, BelgiumDepartment of Psychology, Cognition, & BehaviorPersonality and Individual Differences UnitUniversité de LiègeBoulevard du Rectorat, B324000 Liège, Belgium Affective forecasting is the process in which people predict how future events will influence their emotional wellbeing. While manystudies showed that people have a strong tendency to overestimate the intensity of future emotion (i.e., intensity bias), recent studiesconcluded that people can be highly accurate (Levine et al., 2012; Mathieu & Gosling, 2011). These discrepancies are likely to be due tomethodological differences (e.g., focusedevent or general emotional prediction). Moreover, few studies have examined the influence ofcontextual factors on affective forecasting. The aim of the present study was therefore to investigate the role of the event valence inaffective prediction by using a methodology including both an event-specific recall-question and a close afterevent delay (Levine et al.,2012; Mathieu & Gosling, 2011). A few weeks before, participants were randomly asked to describe a future positive or negative eventwhose outcome is certain and to predict their emotional state the day of the event on a 10-point Likert scale, ranging from 1 (very bad) to10 (very good). All participants were contacted by phone within an 8 hour-delay after the event, and were requested to rate their currentaffective state on the same Likert’s scale. Results showed that participants exhibited a significant overestimation of their emotional stateas regards to the negative event, but no significant difference appears between emotional prediction and current emotional state for thepositive event. These findings demonstrate that by using focused event questions as suggested by recent studies, the intensity bias is onlyreported for negative event. More particularly, the present study shows that the intensity bias is influenced by the emotional valence ofthe event.

Keywords • affective forecasting, Intensity Bias, event valence, methodology References: Levine, L. J., Lench, H. C.,Kaplan, R. L., & Safer, M. (2012). Accuracy and artifact: Reexamining the intensity bias in affective forecasting. Journal of Personalityand Social Psychology, 103, 584–605.Michael Tyler Mathieu and Samuel D. Gosling (2011). The Accuracy or Inaccuracy of Affective Forecasts Depends on How Accuracy IsIndexed: A Meta-Analysis of Past Studies. Psychological Science, 23(2) 161–162.

POF099 - Touching emotions: using physical objects to measure subjective affect A. J. B. Fugard (1), S. Wilkes (2), P. Patalay (3)(1) Research Department of Clinical, Educational and Health Psychology, UniversityCollege London, UK(2) Institute of Making, University College London, UK(3) Institute of Education, University College London, UK

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We express our feelings in multifaceted ways including language, movement, and facial expressions. Studies in positive psychologycommonly use self-report questionnaires to take a snapshot of affect, for example to evaluate interventions for improving subjectivewellbeing (Bolier et al., 2013). The need for standardised measures is clear, and they are developed alongside the construction of theory(Fredrickson, 2013). Positive psychology interventions are designed to be creative, emotionally warm and engaging to participants. Ideallymeasurement of affective changes would be more fun than a questionnaire, whilst still providing adequate psychometric validity.Drawing on work on metaphors for emotion (e.g., Hurtienne, Stößel, & Weber, 2009; Kövecses, 2003), we investigated whether it ispossible for people to represent and communicate emotions via the look and feel of small sets of physical objects. Each object in a setvaried on a material dimension, which we hypothesised would represent intensity. Dimensions we used were: elasticity, weight, warmth,roughness, softness, and transparency, which we hypothesised would map on to one or more emotions.Thirty participants were invited in groups of six to explore each object set in turn, for example by touching, lifting, or squeezing eachobject. They were asked to guess what emotion the object set represented and to arrange the objects from least to the most intense.Following this individual exploratory phase, participants took part in a focus group discussion about the possibilities and constraints ofexpressing emotions through physical objects.In this paper we report our initial results: what emotions do participants think the objects represent, how consistent were they in theirinterpretations, and what was their experience of exploring affect through material properties. We interpret the results in a theory ofrepresentation, extending work on how people understand and use spatial metaphors of intensity to the domain of haptic scales.

Keywords • Research methods, affective haptics, measurement, play, creativity, interdisciplinary, mixed methods References: Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: ameta-analysis of randomized controlled studies. BMC Public Health, 13(1), 119. doi:10.1186/14712458-13-119Fredrickson, B. L. (2013). Positive Emotions Broaden and Build. In P. Devine & A. Plant (Eds.), Advances in Experimental Social Psychology(Vol. 47, pp. 1–53). Burlington: Academic Press.Hurtienne, J., Stößel, C., & Weber, K. (2009). Sad is heavy and happy is light: population stereotypes of tangible object attributes.

InProceedings of the 3rd International Conference on Tangible and Embedded Interaction - TEI ’09 (pp. 61– 68).doi:10.1145/1517664.1517686Kövecses, Z. (2003). Metaphor and emotion: Language, culture, and body in human feeling. Cambridge University Press.

POF100 - Psychometric properties of the Slovene version of the Mental health continuum – Short form (MHCSF) G. Zager Kocjan (1)A. Avsec (1)G. So an (1)(1) University of Ljubljana, Faculty of Arts, Department of Psychology The present study purported to examine the psychometric properties of the Slovene version of the Mental health continuum – Shortform (MHC-SF) and the relations between MHC-SF and Big Five personality dimensions. The study included 515 respondents (65.6 %female) that ranged in age between 19 and 67 years (M = 39.8, SD = 10.2).

Due to a stratified sample selection approach, complex surveyanalyses were conducted. Confirmatory factor analysis (CFA) provided acceptable fit of the 3-factor model comprising emotional,psychological, and social wellbeing. Review of the modification indices revealed one large value arguing for the presence of a residualcovariance between two items that was considered substantially meaningful and thus included in the modified model. The modified CFAmodel fitted the data well and provided significantly improved fit indices as compared to the originally hypothesized model. All itemsloaded significantly on their corresponding factor and all item loadings exceeded 0.50. Factorial structure of the scales was alsoinvestigated using exploratory structural equation modelling (ESEM) that allows for a more flexible exploration of the factor structure (itcombines the functions of exploratory and confirmatory factor analysis). The fit of the 3-factor ESEM model was good and the factorloading structure was unambiguous with only one item loading on the incorrect factor. Cronbach’s alpha reliability coefficients for thethree subscales ranged between 0.80 and 0.88. Emotional, psychological, and social well-being were significantly correlated to all Big Fivepersonality dimensions, but differed in the strength of their correlations.

Emotional well-being was most strongly associated withneuroticism and extraversion, social well-being with neuroticism and agreeableness, and psychological well-being with neuroticism andconscientiousness. Altogether, the results showed that a three-factor model of the MHC-SF provided the best fit for the Slovene data,supporting a tripartite definition of mental health. In addition, the results showed predictable relations of the MHC-SF subscales with BigFive personality dimensions.

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POF101 - Inside Out… or Outside In? Introducing Positive Systems C. Siokou, M. L. Kern, L. G. OadesThe Centre for Positive Psychology, The University of Melbourne, Australia Positive psychology examines what makes a good life. The field has developed numerous interventions and strategies to help peoplethrive. However, there is a tendency to focus on individuals, ignoring the complex context in which the person resides.Life is fundamentally a holistic phenomenon, with influences both inside and outside the individual. The field of systems science looks atthe whole or the big picture. It examines the dynamic interrelationships between elements of a system, interpersonal relationships,community factors, and the overall culture. It addresses complexity, feedback, dynamism, and change that occurs within any givensystem. Notably, the field has developed a range of tools that can be used to understand and address the complexity of human life.Systems science has much to offer to research and practice in positive psychology, and yet the terms and concepts can be inaccessible.Positive psychology adds value to these tools and make them more useable, practical, and engaging. Positive systems is a newinterdisciplinary approach that combines the tools and perspectives of system science with the application and lens of positivepsychology.In this workshop, participants will learn about systems theory. Concepts and strategies will be brought to life through an interactivesession using the movie “Inside Out” and other popular movies. Participants will explore the value that can come from adding a systemsperspective to their research and practice, as well as how their applied knowledge can add to systems science. Participants will beenabled to better consider the complexity of life, ultimately having a more lasting effect on the well-being of individual, communities, andsociety as a whole.

Keywords • positive psychology, system science, methods

POF102 - Assessing the family resilience needs of a rural community in South Africa: A mixed methods study S. Isaacs(1), N. Roman, (2)S. Savahl(1), X, Sui (1)(1) Department of Psychology, Private Bag X17, Bellville, 7535, South Africa(2) Department of Social Work, Private Bag X17, Bellville, 7535, South Africa Background: The challenges associated with the disparity in resources faced by the people in the South African rural areas have adetrimental effect in compounding the stress that they experience in their families. Vast literature supports the notion that challenges ofrural communities can affect family functioning and create role strains and stress on individuals of families in these areas; the inability tofulfil the social and economic function as a result of underemployment can cause stress among caregivers, inadequate, inconsistent andineffective parenting, lack of control over the child’s behaviour and lack of warmth and support offered by the family. Many theoristsadvocate for a strengths-based approach when working with families.Aim: The aim of this study is to assess and explore family resilience in a rural community on the West Coast, South Africa in order toidentify their family resilience needs.Method: An explanatory mixed methodological sequential design was implemented for this study. First, the quantitative assessment tookthe format of Sixbey’s family resilience assessment scale (FRAS) and a convenient door-to-door sampling method was implemented.Second, the qualitative assessment took the form of four focus groups with various family members identified by the participating nongovernmentorganisation. The first focus group consisted of a random sample of members of the community who participated in thequestionnaire. The next three focus groups were made up of either stakeholders such as those who form part of the religious leaders,school teachers and those working at the NGO.Results: Of the 656 participants, 39.8% were male and 60.2% were female with an average age of 37.90 years (s=13.92). ‘Familyconnectedness’ ( =2.64; s=0.43) and ‘utilising social and economic resources’ ( =2.85; s=0.66) were the lowest scoring items on the FRAS.The qualitative assessment yielded various themes, confirming and contributing to the results of the quantitative assessment, includingone called the ‘kreef’ mentality of small towns – where one cannot move further than the community members will allow.Conclusion: The study’s mixed method approach offers a unique perspective on understanding the resilience needs of the families of thisrural community. Family resilience is a dynamic and complex theoretical concept, further influenced by parties other than those withinthe family. The implications for the larger study, which seeks to develop a family resilience programme using a participatory actionresearch approach, is also discussed.

Keywords • Family resilience; Mixed Methods; needs assessment; Survey; Focus Groups

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POF103 - Factor structure and item response theory analysis of the Five Facets of Mindfulness Questionnaire(FFMQ) O. Lecuona (1), R. RodrÍguez-Carvajal (1), E. García-Garzón (1) & C. García-Rubio (1)(1) Faculty of Psychology, Universidad Autónomade Madrid, Spain Self-report for mindfulness have been recently flourished within the increase of the mindfulness-related contributions. One of themost popular and recent ones is the Five Facets of Mindfulness Questionnaire (FFMQ).

Despite its popularity, literature constributionspoint out improvement areas: (1) Factorial analysis techniques based on item parceling, which has been shown to be a misleadingtechnique, (2) uncertain model fit, (3) item redundancy, and (4) alternative factor structures. Therefore, deeper psychometric research onthis issue is demanded. In this study, a model comparison is proposed for the FFMQ along with a replication on a Spanish sample. Oncethe best model is selected, an item response theory (IRT) model is proposed based on the Graded Response Model (GRM). Finally,recommendations for future research include the need for new theoretical models and proposals for mindfulness in order to improvepsychometric models, and therefore, quality of assessment.

Keywords • mindfulness; self-report assessment; factorial analysis; item response theory; FFMQ

POF104 - A positive psychological assessment yielding a small negativity: A positive or proecological paradigmwith negative implications M. Scholz (1), S. Atkins (1)(1) Otago Polytechnic of New Zealand Much work links eco-environmental sympathies with positive psychology (e.g., Sohr, 2001, Verdugo, 2012, Passmore & Howell, 2014,and Pluta, 2012). Refracting this otherwise pro-positive psychometric space is prominently published research by Feinberg & Willer (2010)sub-titled “Dire messages reduce belief in global warming by contradicting just-world beliefs.”Well-supported here is a survey study affording factor analyses of a potentially unidimensional questionnaire measuring pro-ecologicalviews. The questionnaire’s author (Dunlap, 2000) had an admirably large sample (N1 = 667) echoing our new one also moderately large(N2 = 408). Our reanalysis sees a number of sub-factors, most disturbingly an eco-delusional factor (e.g., Dunlap’s item: “Humaningenuity will insure that we do NOT make Earth un-livable.”).Our sample’s Scree, Bartlett (p<.001) and KMO (.883) indicated suitability for EFA, and that Dunlap’s scale was multidimensional (despiteour item-to-total relations, alongside Dunlap’s, producing column vectors correlated at .706, k = 15 questions). Interpretable factorsincluded “Humans are eco-damagers” & “I am Green” factors, along with the eco-delusional or ecoPollyannish factor above. SPSS Scalewas used to identify delete-able items & sub-scale reliabilities.LINKS TO POSITIVE PSYCHOLOGYBy design, Dunlap’s scale operates in positive psychological spaces. However, its apparent Pollyannish sub-scale manifests potentiallydisquieting systematic variance. Positive psychology literatures oftrefer to Pollyannish ideation. Rand & Snyder (2003) critiqued anarticle by Lazarus (2003) very notably referring to Pollyannish thinking. Lazarus was prominent in criticizing The Handbook of PositivePsychology. In sum they say: Based on “…unspoken intent rather than…evidence, Lazarus concludes positive psychology is [amongstother things], a...Pollyannish fad and fantasy” (p. 148).RECOMMENDATIONS FOR FUTURE RESEARCHGiven potentially Pollyannish views of catastrophic climate change, central here is an important book review: Ansell’s (2009) review ofCerulo’s (2006) U.Chicago Press monograph tellingly sub-titled Cultural challenges to envisioning the worst.

Ansell (2009) first describesthis volume as conveying, as causal, the cross-cultural differences afflicting the world’s largest economy with delusional optimism re:widespread catastrophe. She includes these words:“Are Americans by nature an optimistic, Pollyannish lot, culturally compelled to look for silver linings…?” Cerulo argues that ‘Americansdisplay an uncanny inability to envision the worst.’ Cerulo’s central thesis is that this is not simply a natural…deficit on the part ofindividuals, but rather a product of cultural” matters (p. 2200).This Cerulo (2006) hypothesis overlaps considerably with what we propose: a research program applying AMOS measurement modelsalongside modern metric (i.e., calculus-based polytomous item response the theory or pIR Keywords • Pro-ecological paradigm, Pollyannish environmentalism, item response theory References: Ansell, A. E.(2009). Never Saw It Coming: Cultural Challenges to Envisioning the Worst (review). Social Forces, 87(4), 2200-2202.Cerulo, K. (2006). Never Saw it Coming. Cultural Challenges to Envisioning the Worst. University of Chicago Press.Dunlap, R.E.; Van Liere, K.D.; Mertig, A.G. & Jones, R.E. (2000). Measuring Endorsement of the New Ecological Paradigm: A Revised NEPScale. Journal of Social Issues, 56 (3), 425-442.Elliott, T. R.. (2002).

Psychological Explanations of Personal Journeys: Hope for a Positive Psychology in Theory, Practice, and

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Policy.Psychological Inquiry, 13(4), 295–298. Retrieved from http://www.jstor.org/stable/1448871Feinberg, M., & Willer, R. (2010). Apocalypse soon? Dire messages reduce belief in global warming by contradicting just-world beliefs.Psychological Science.Lazarus, R. S. (2003). Does the positive psychology movement have legs?.

Psychological inquiry, 14(2), 93-109.Passmore, H. A., & Howell, A. J. (2014). Eco-existential positive psychology: Experiences in nature, existential anxieties, and well-being.The Humanistic Psychologist, 42(4), 370-388.Pluta, A. (2012). Integrated Well-being: Positive Psychology and the Natural World. U.Pennsylvania Masters of Applied PositivePsychology Capstones. http://repository.upenn.edu/mapp_capstone/37/Rand, K. L., & Snyder, C. R..

(2003). A Reply to Dr. Lazarus, The Evocator Emeritus. Psychological Inquiry, 14(2), 148–153. Retrieved fromhttp://www.jstor.org/stable/1449823Saunders, C. D. (2003). The emerging field of conservation psychology.

Human Ecology Review, 10(2), 137-149.Sohr, S. (2001). Eco-activism and well-being: Between flow and burnout.

Life Goals and Well-Being: Towards a Positive Psychology ofHuman Striving (Hogrefe and Huber, Seattle, WA), 202-215.Verdugo, V. C. (2012). The positive psychology of sustainability. Environment, Development and Sustainability, 14(5), 651-666.Wolf, K. L. (2003). Youth and mental health: work projects in urban green space. In Engineering Green: Proceedings of the 11th NationalUrban Forest Conference. Washington, DC: American Forests.

POF105 - The development of a mobile Experience Sampling Method (m-ESM) for resilience to stressor eventresearch H. Arjmand (1), D. Bakker (1), E. Seabrook (1), N. Rickard (1, 2, 3)(1) Monash University, (2) Swinburn Online, (3) Univeristy ofMelbourne, Australia Event-related resilience is a relatively new field of research within the broader resilience literature. In contrast to traditional resilienceresearch, which focuses on children reared in adverse circumstances (e.g. poverty or war), event-related resilience research studiesexplore resilience in the context of specific negative events—ranging from significant, major stressor events to hassles or minor stressorsof everyday life. Studies exploring event-related phenomena have unique considerations and requirements in order to provide valid andreliable results. As this field is still growing, many studies have been limited in their ability to accommodate sensitivities unique to eventrelatedresearch. This includes considerations of retrospective biases, ecological validity, and participant burden. The current study aimsto advance existing methods of data collection by implementing an Experience Sampling Method (ESM) using smartphone technology tocollect relevant data for event-related resilience research. Participants download a purposed designed application (app)—named‘MoodPrism’; www.moodprismapp.com—onto their personal smartphone device. MoodPrism prompts participants every day for 1 monthto answer brief ‘mood reports’ in their natural environment. These reports examine levels of positive affect, negative affect, anxiety,depression, arousal, flourishing, as well as the daily experience and rating of positive and negative events. Additionally, participants ratethe app in terms of usefulness and engagement, while intrusion levels and retrospective biases can be gauged using time-stamp data. Theapp is expected to produce high levels of engagement resulting in favourable response rates including regular user reports (daily) ofmental health and stressor experience. This is to be achieved while causing minimal burden in participants’ lives with only a few minutesbeing needed to complete reports. Most importantly, the app is hypothesised to adequately capture sufficient data to demonstratedynamic fluctuation in users’ mental health in response to stressor events (information vital to event-related resilience research). Data arein the progress of collection and will be presented at the conference. Taken together, MoodPrism is anticipated to provide a unique,novel, and solid foundation from which to explore resilience to event-related stressors in a way that addresses relevant sensitivities andovercomes limitations of previous research methods.

Keywords • Resilience, stressor event, experience sampling method, smartphone, app, MoodPrism, research methodology, datacollection.

References: No references included in abstract, however relevant papers include:Randall, W. M., & Rickard, N. S. (2013).

Development and trial of a mobile experience sampling method (m-ESM) for personal musiclistening. Music Perception: An Interdisciplinary Journal, 31(2), 157-170.Noor, N. M., & Alwi, A. (2013). Stressors and well being in low socio economic status Malaysian adolescents: The role of resilienceresources. Asian Journal of Social Psychology, 16(4), 292-306.Dumont, M., & Provost, M. A. (1999). Resilience in adolescents: Protective role of social support, coping strategies, self-esteem, and socialactivities on experience of stress and depression. Journal of youth and adolescence, 28(3), 343-363.Bonanno, G. A., Kennedy, P., Galatzer-Levy, I. R., Lude, P., & Elfström, M. L. (2012). Trajectories of resilience, depression, and anxietyfollowing spinal cord injury. Rehabilitation Psychology, 57(3), 236.

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POF106 - Values in Action Inventory of Strengths: Adaptation and Validation of Short Form-72 Urdu Version A, Anjum (1), N, Amjad (1)Institute of Applied Psychology, University of the Punjab, Lahore, Pakistan Values in Action Inventory of Strengths (VIA-IS) has been established as a key measure for assessment of character strengths andvirtues however its use in multiple measure studies has been problematic due to its length.

A 72-item short form of the inventory wasdeveloped but has not yet been fully validated. The present study adapted VIA-72 item short form in Pakistani context and validated VIA-72 Urdu Version as well as explored its factor structure for the first time. Items in short form were retained on the basis of high factorloadings and finalized after verification of cultural validity. The new measure VIA-72 yielded good reliability and criterion validitycomparable to the long form. Four factors were derived after exploratory factor analysis and factor structure invariance with long formwas determined through multi group confirmatory factor analysis. The new measure provides basis for validation of VIA-72 in otherlanguages and will facilitate future research on character strengths and virtues.

Keywords • Values in Action Inventory of Strengths, VIA-72, Urdu version, validation, Pakistani culture

POT115 - Flow experience and visuo-moter skill acquisition.

K. Kaida (1), Y. Itaguchi (2)(1) National Institute of Advanced Industrial Science and Technology (AIST), Tsukuba (2) Sapporo MedicalUniversity, Sapporo The aim of the present study was to investigate the relationship between flow experience (Csikszentmihalyi, 1990) and skillacquisition (learning) in a visuo-motor coordination task.Six right handed female participants (32.5 years old, SD = 2.16) joined the experiment. In the experimental protocol, we used two types oflearning task. In one task (task A), participants had to follow a moving point shown on a computer screen using a pointer of mouse withtheir dominant hand. The skill of participants to follow the point became better as they practiced. When the participants had reached acertain level of performance, the axis of the mouse was rotated by 14 degrees, which made the task more difficult. The rotation of axiswas returned by 14 degrees to its original position when the performance level reduced below a certain level, which made the task easier.By adjusting the challenge level according to the above setting, the difficulty level of the task A was always set at a suitable to theparticipants’ skill. In the task B, the difficulty level was set at the easiest level and did not change throughout the experiment (no axisrotation).The participants carried out both task A and B on separate days. The task practice in both task A and B required about 80 minutes, whichwas started at 9:45. During the task practice, we measured flow experience every 4 minutes (challenge, confidence, immersion) using the100mm visual analogue scales. Before and after the task practice, the performance test (same tasks with the practice with 0, 30, 60degrees of axis rotation) was carried out to measure internal model acquisition.The results show that the task A produced significantly stronger flow experience compared to during the task B (64.3 and 36.7respectively, p < 0.01). Task performance (averaged distance between the moving point and mouse pointer) after the task practice wassignificantly higher in the task A condition than the task B (before: 41.1 and 38.7, p = 0.59; after: 36.6 and 43.8 respectively, p < 0.05).

Theresults indicate that the procedure to equate the task difficulty and the performer’s skill not only induces flow experience but alsofacilitates internal model acquisition (the stronger flow feelings during the task, the faster internal model acquisition occurs). Thissuggests that the theoretical model of flow experience and learning can be supported by the present behavioral evidence.

Keywords • flow, visuo-motor skill

POT116 - Different paths to well being: Character strengths and well being as reflected in studentsautobiographical essays H. Rahamim EngelMla College for Academic Studies, Israel As part of an intervention based on Danner, Snowdon & Friesen's (2001)"findings from the nun's study", MBA students participating ina positive psychology course were requested to write a short autobiographical essay emphasizing positive emotion. The shortautobiographical essays were analyzed and compared with the students' strengths survey (VIA) results. Coders assessed well being levelsbased on three models: 1.Seligman's PERMA model (Positive Emotions, Engagement, Relationships, Meaning and Accomplishment. 2. Ryan& Deci's Self Determination Theory (Autonomy, Competence, Relatedness) and Ryff's Psychological Well Being Model (Self-acceptance,Positive relations with others, Autonomy, Environmental mastery, Purpose in life, Personal growth).findings show

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correlations betweensome specific strengths and the different aspects of well being. Also discussed are the different paths to wellbeing reflected in the mostfulfilled opposite to the least fulfilled dimensions of well being- as demonstrated in these essays.

Keywords • Well BeingCharacter StrengthsPositive interventionAutobiographyContent analysisWell Being measures References: Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life andlongevity: Findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804-813.Deci, E., & Ryan, R. (Eds.), (2002).

Handbook of self-determination research. Rochester, NY: University of Rochester PressRyff, C. D., & Singer, B. (1996). Psychological Weil-Being: Meaning, Measurement, and Implications for Psychotherapy Research.Psychotherapy and Psychosomatics Psychother Psychosom, 65(1), 14-23.Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.

POT117 - Assessing the Fit of the Bifactor Model to the Mental Health Continuum Short Form across ThreeLanguages L. Schutte (1), M. P. Wissing (1), S. M. Ellis (2)(1) Africa Unit for Trans-disciplinary Health Services, North-West University, SouthAfrica(2) Unit for Business Mathematics and Informatics, North-West University, South Africa The Mental Health Continuum Short Form was developed to measure overall positive mental health by assessing both hedonic(emotional) and eudaimonic (social and psychological) well-being. The aim of the present study was to explore whether fitting a bifactormodel to the scale would exhibit superior fit when compared with other commonly used models. Three language versions of the scale wereadministered within the multi-cultural, multilingual South African context. Confirmatory factor analysis was applied to analyse the datafrom students (N = 1060) who completed either the English (n = 324), Afrikaans (n = 478), or Setswana (n = 258) version of the scale.

Abifactor model displayed superior fit, and it was shown that the scale total score can be used as a reliable indication of overall positivemental health, but that it is not appropriate to interpret and calculate the subscale scores. The latter finding has significant implications,as individual subscale scores are often used in the literature.

The ‘social contribution’ item in the scale (an item from the Social Well-beingsubscale) appeared to target a different aspect (contribution towards a greater good) than the other items in the scale (all self-orientated)and removal of the item significantly improved the model fit. This finding highlighted the lack of focus on contribution towards a greatergood beyond the self in the present scale and, possibly, well-being literature in general, indicating the necessity of more attention to thisimportant aspect of functioning well in future research. The scale exhibited configural, partial metric, and partial scalar invariance acrossthe three samples and the average scale total score did not differ practically significantly across the groups.

Keywords • positive mental health,bifactor model, cross-cultural equivalence, scale validation, translation of measurementinstruments

POT118 - A cognitive psychometric approach to the consensus on felt love Z. OraveczPennsylvania State University, USA In this talk feelings of love are explored from a cognitive psychometric angle. The aim is to explore everyday life scenarios in whichpeople might experience love, and to consider people's converging and diverging judgments about which scenarios indicate feelings oflove, that is felt love. A cognitive psychometric approach is applied to capture the receiver's ability to detect, understand, and know thatthey are loved. We surveyed lay participants (N = 495) about whether various scenarios were indicators of felt love. These responses aremodeled to make inference about consensus judgments of felt love, measure individual levels of agreement with consensus, and assessindividual response styles. More specifically, we (1) derive consensus judgments on felt love; (2) describe its characteristics in qualitativeand quantitative terms, (3) explore individual differences in both (a) participant agreement with consensus, and (b) participant judgmentwhen uncertain about shared knowledge, and (4) test whether individual differences can be meaningfully linked to explanatory variables.Results indicate that people converge towards a shared cognitive model of felt love. Conversely, respondents showed heterogeneity inknowledge of consensus, and in dealing with uncertainty. We also explore links between consensus knowledge on felt love and actualfeelings of love during everyday life via ecological momentary assessment settings. In these settings participants are asked about theirfeelings (felt love, positive and negative affect) six times a day while

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their electrodermal activity and heart rate were monitored via awristband device. Indicators such as baseline levels, emotional variability and inertia are then related to consensus knowledge level andother personality traits.

Keywords • psychometric modeling, cultural consensus theory, feelings of love, Bayesian estimation

POT119 - Introducing cyclic models in Experience Sampling Method research Peter Verboon(1), Ruslan Leontjevas(1,2)(1) Faculty of Psychology and Educational Sciences, Open University of the Netherlands,Heerlen, The Netherlands(2) Department of Primary and Community Care, Center for Family Medicine, Geriatric Care and Public health, Nijmegen, TheNetherlands BACKGROUNDModern technology facilitates the use of the Experience Sampling Method (ESM) to obtain intensive longitudinal data in positivepsychology research. ESM data are usually analysed with multilevel models in which the parameters’ variation within the participants istaken into account. The time variable in these models is either absent or introduced as having a linear relation with the criterion variable.However, intensive ESM data may show cyclic patterns, e.g. physiological processes with cyclic patterns such as hormone productioninfluencing psychological states and behaviours. Compared to the linear model, the cyclic model estimates sine and cosine timeparameters to capture a cyclic pattern of data exhibiting rises and falls over time. Although dummy variables can be used to explorecycles, the cyclic model is much more parsimonious than a model with a dummy for each time point. Cyclic models have not often beenapplied in psychological research and are rarely known to ESM researchers. More insight into the use of cyclic models can helpresearchers to improve their data analyses.AIMTo examine whether cyclic models in ESM data analyses contribute to the understanding of daily processes.METHODSSecondary analyses were performed using two ESM datasets that had already been analysed with linear multilevel models. The secondaryanalyses used cyclic terms and compared the fit of the linear models, first, to the fit of cyclic models and, second, to the fit of combinedmodels with both cyclic and linear trends. We compared the models using the Likelihood ratio test of differences in deviances of themodels, and we inspected the Akaike information criterion. The first dataset was retrieved from a study about sexual desire, and feelingsof intimacy towards the partner as predictors of sexual activity. The second dataset was retrieved from a study about the patterns ofpositive affect, negative affect and depressive thoughts in the context of daily news perceptions.RESULTSRegarding the first dataset, a combined model with a sine-term as fixed variable showed the best fit, which is supported by the AIC. Themodel implied a peak of sexual desire at the first assessment of the day and a lowest level of sexual desire at assessment 6 out of 10assessments during the day. The linear component indicated a gradually increasing level of sexual desire during the day towards theevening. For intimacy, similar results were found with a combined model showing the best fit. Regarding the second data set, the cyclicmodel performed just as well as the combination model: both showed cyclic patterns over the week with highest depression scores onMonday, maximum scores for negative affect on Saturday, and for positive affect on Friday.CONCLUSIONSOur study showed the added value of cyclic modelling in ESM research. Secondary analyses of the used ESM data revealed cyclic patternsover the day and over the week. The poster presents prac Keywords • cyclic models, model fit, ESM research, Experience Sampling Method

POT120 - A Multifactorial Model of Mental Fitness P. RobinsonUniversity of Wollongong1 Macquarie PlaceSydney NSW 2000Australia Robinson, Oades and Caputi, (2014) define mental fitness as “the modifiable capacity to flexibly utilise resources and skills to adapt tochallenges or advantages, enabling thriving” (p.53). The concept and model of mental fitness, supported by positive psychology andwellbeing research, is designed to: (a) provide a conceptual framework, analogous to physical fitness to engage and promote to thegeneral population, without stigma the stigma associated to mental health; (b) provide a holistic and parsimonious approach to themeasurement of positive mental health; and (c) create a broader understanding that, like physical fitness, mental fitness requires thepractice of intentional activities to create positive and sustainable habits.Exploratory factor analysis analysed participants’ responses to items from a selection of variables drawn from established measuresrelated to positive mental health outcomes, for example, strengths knowledge and use, meaning, purpose, mindfulness, acceptance,positive emotional ratio, resilience, social support and the psychological needs of autonomy and competence. Results identified fourfactors labeled strength, endurance, flexibility and team supporting the theoretical constructs and the physical fitness analogy.Confirmatory factor analysis provided preliminary evidence for a multifactorial model of mental fitness and validation of the four factors,which loaded onto a second order factor of mental fitness. This study provides initial empirical support for the concept of mental fitnessand its underlying factors. This workshop also highlights how the concept of mental fitness is now being practically and

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successfullyutilised in government, schools, the workplace, and individual coaching and counselling contexts (Robinson & Oades in press; Robinson, inpress; Robinson, 2015; Robinson, 2014; Robinson & Zolezzi, 2014).

Keywords • positive psychology, mental fitness, conceptual and empirical model, practical application References: Robinson, P., & Oades, L.G. Mental Fitness at Work. In Oades, L.G., Steger, M., Delle-Fave, A., & Passmore, J. (Eds.) (in press) The Wiley-Blackwell Handbook of the Psychology of Positivity and Strengths-Based Approaches at Work. London: Wiley-Blackwell.Robinson, P. Practising Positive Education - a basic guide to improve wellbeing literacy in schools. (in press). Sydney: Australia: PositivePsychology Institute.Robinson, P. (2015, March).

Integrating positive mental health into Business as Usual. Business Leaders’ Presentation. VictorianWorkplace Mental Wellbeing Collaboration – a partnership involving SuperFriend, VicHealth and WorkSafe, Melbourne, Australia.Robinson, P. (2014, November). Well-Being in Classroom and School Communities with Positive Education. World Innovation Summit onEducation. Focus and Advisory Panel Presentations, Doha, Qatar.Robinson, P. (2014, Aug). Mental Fitness from research to practice: assisting to create positive organisations and wellbeing for theAustralian Government. Speaker. 15th International mental Health Conference, Gold Coast, Australia.Robinson, P. L., Oades, L. G., & Caputi, P. (2014). Conceptualising and measuring mental fitness: A Delphi study. International Journal ofWellbeing, 5(1), 53-73.Robinson, P.L., Oades, L.G., & Caputi, P. (2014). Conceptualising and measuring mental fitness. Ph.D thesis. University of Wollongong,Australia.Robinson, P., & Zolezzi, S. (2014, July). Positive Education – longitudinal scientific measurement strategy to inform best practice andorganisational development. . Presentation at 28th International Congress of Applied Psychology. Paris, France.

POT121 - The Spanish adaptation of the Cambridge Pulmonary Hypertension Outcome Review (CAMPHOR) A. Aguirre-Camacho (1, 2)L.M.Blanco-Donoso (1)B. Moreno-Jiménez (1)(1) Autonomous University of Madrid, Spain(2) National Association of Pulmonary hypertension, Spain Introduction: Pulmonary Arterial Hypertension (PAH) is a rare incurable disease characterized by a progressive increase in pulmonaryvascular resistance, causing symptoms such as shortness of breath, reduced exercise tolerance, chest pain, edema, and syncope. Inaddition to physical and functional problems, some studies have reported that between 15% and 43% of patients with PAH showsymptoms of anxiety and depression. Much of what is known about the quality of life (QOL) of individuals with PAH has been inferredfrom related cardiorespiratory disorders or obtained using measures of QOL validated for such disorders, given that until recently therewere no instruments specifically developed to assess QOL in individuals with PAH.Objective: To describe the process of adaptation of the Cambridge Pulmonary Hypertension Outcome Review (CAMPHOR) into Spanishand present the results from the different validation stages.Methods: The CAMPHOR translation from English to Spanish was carried out following the dual panel method: a panel of bilingualindividuals produced an initial translation by reaching consensus about the most appropriate wording for instructions, items, andresponse options; this was followed by a revision performed by lay panel of Spanish native speakers, to ensure the final wording was clearand natural to the Spanish language; next, cognitive debriefing interviews were performed with a group of individuals with PAH toevaluate the applicability and relevance of the Spanish CAMPHOR; finally, a postal validation survey including the Spanish CAMPHOR,the Nottingham Health Profile, and a demographic questionnaire was administered to 70 individuals with PAH, approximately two weeksapart, in order to evaluate the psychometric properties of the Spanish CAMPHOR.Results: Preliminary analyses evaluating the Spanish CAMPHOR’ psychometric properties have revealed good internal consistency, testretestreliability, and convergent validity.Conclusions: The Spanish CAMPHOR seems acceptable for use with Spanish individuals affected by PAH. The availability of this PAHspecific QOL instrument will allow clinicians and researchers to have a global understanding of the physical and psychosocial impact ofPAH on individuals from the Spanish population, taking into account the characteristics that make this condition unique. A betterunderstanding of such impact could provide relevant information to better adapt treatment approaches to each individual and implementinterventions to improve the QOL of those affected.

Keywords • CAMPHOR, Quality of Life, Pulmonary Hypertension, Spanish Adaptation References: Cenedese, E., Speich,R., Dorschner, L., Ulrich, S., Maggiorini, M., Jenni, R., & Fischler, M. (2006). Measurement of quality of life in pulmonary hypertensionand its significance. The European Respiratory Journal, 28(4), 808-815.

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doi:09031936.06.00130405 [pii]Escribano-Subias, P., Blanco, I., Lopez-Meseguer, M., Lopez-Guarch, C. J., Roman, A., Morales, P., . . . REHAP investigators. (2012).Survival in pulmonary hypertension in spain: Insights from the spanish registry. The European Respiratory Journal, 40(3), 596-603.doi:09031936.00101211 [pii]Löwe, B., Gräfe, K., Ufer, C., Kroenke, K., Grünig, E., Herzog, W., & Borst, M. M. (2004). Anxiety and depression in patients withpulmonary hypertension. Psychosomatic Medicine, 66(6), 831-836.McKenna, S., Doughty, N., Meads, D., Doward, L., & Pepke-Zaba, J. (2006). The cambridge pulmonary hypertension outcome review(CAMPHOR): A measure of health-related quality of life and quality of life for patients with pulmonary hypertension. Quality of LifeResearch, 15(1), 103-115.Roman, A., Barbera, J. A., Castillo, M. J., Muñoz, R., & Escribano, P. (2013). Healthrelated quality of life in a national cohort of patientswith pulmonary arterial hypertension or chronic thromboembolic pulmonary hypertension. Archivos De Bronconeumología (EnglishEdition), 49(5), 181188.Rozanski, A., Blumenthal, J. A., & Kaplan, J. (1999). Impact of psychological factors on the pathogenesis of cardiovascular disease andimplications for therapy. Circulation, 99(16), 2192-2217.Shafazand, S., Goldstein, M. K., Doyle, R. L., Hlatky, M. A., & Gould, M. K. (2004). Health-related quality of life in patients withpulmonary arterial hypertension. Chest Journal, 126(5), 1452-1459.Taichman, D. B., Shin, J., Hud, L., Archer-Chicko, C., Kaplan, S., Sager, J. S., . . . Palevsky, H. (2005). Health-related quality of life inpatients with pulmonary arterial hypertension.

Respiratory Research, 6(1), 92.

POT122 - Micro satisfaction as a mediating factor between pro-environmental behavior and subjective wellbeing N. Kaida (1), K. Kaida (2)(1) Faculty of Engineering, Information and Systems, the University of Tsukuba, Japan (2) National Instituteof Advanced Industrial Science and Technology, Japan Introduction: Many studies have reported positive correlations between pro-environmental behavior (PEB) and subjective well-being.However, detail relationships between these two factors have not been well documented.

Micro satisfaction that individuals feel instantlyand subtly at every moment of taking a pro-environmental action on a regular basis may accumulate and contribute to enhancingsubjective well-being.Aim: The present study aimed to develop and validate a scale to assess micro satisfaction from engaging in PEB (Micro Satisfaction Scale)and to examine the relationships between PEB, subjective well-being, and micro satisfaction as a mediating factor.Method: A web-based questionnaire survey on random-sampled adults in Japan (n = 1,200) collected data on their engagement in sevenPEBs (e.g., moderate water use, moderate electricity use, rational car use, participation in environmental conservation activities), microsatisfaction (MSS; 11 items), and existing scales of values (Schwartz’s value scale), life satisfaction (SWLS), optimism and pessimism(ELOT), and hedonic and eudaimonic motives for activities (HEMA).Results: Factor analysis extracted two factors with reduced seven micro satisfaction items, namely fulfillment (fulfill expected roles) andpossibilities (expand individual and societal potentials). These factors showed positive correlations with PEB (r = 0.25, 0.18), universalismvalue (r = 0.35, 0.27), environmental conservation value (r = 0.33, 0.24), SWLS (r = 0.27, 0.30), optimism (r = 0.28, 0.28), hedonia (r =0.29, 0.23) and eudaimonia (r = 0.31, 0.28) (p < 0.001). Results of structural equation modeling showed that micro satisfaction mediates apath from PEB to subjective well-being. With these results, we confirmed the validity of MSS and its relationship with PEB and subjectivewell-being.Appendix: Micro Satisfaction Scale for Proenvironmental Behaviors (MSS)How do you feel at the right moment that you are engaged in [specific proenvironmental behavior. e.g., waste separation]? Please choosethe appropriate number from 1 to 7 that is closest to your feeling of each item (a to k).1. Strongly disagree2. Disagree3. Slightly disagree4. Slightly agree5. Agree6.

Strongly agreea. Accomplished *b. Contributing *c. Fulfilling roles *d. Joyful **e. Expanding societal potentials **f.

Expanding my potentials **g. Peaceful **h. Worries reduced ***i. Confident ***j. Happy ***k. Feeling of guilt reduced **** Items summarized as the fulfillment factor** Items summarized as the possibilities factor*** Items dropped from factor analysis Keywords • Pro-environmental behavior; subjective well-being; micro satisfaction; scale development; optimism; hedonia;eudaimonia

POT123 - The Happiness Analyzer - A new technique for measuring subjective well-being K. Ludwigs (1), S. Erdtmann (2)(1) (2) Happiness Research, Dusseldorf, Germany In 2012 the Happiness Research Organisation (www.happiness-research.org), an independent research institute specialized inmeasuring subjective well-being, happiness and quality of life, started to develop a new technique to measure subjective well-being inmore detail. The Happiness Analyzer (www.happiness-analyzer.com) is the first happiness measurement tool that works on all differentdevices (Web, Android, iPhone, Tablet, Smartwatch) and

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can ask people different subjective well-being questionnaires, notify them to doDay Reconstructions or Experience Samplings to understand their everyday life (Time-Use) and everyday life feelings (Happiness-Time-Use). Today the technique has been applied already in over 20 international studies in cooperation with world-reonwned researchers andinstitutions. In this presentation we would present the recent state of the tool, its future prospects and many different researchapplications in the field of positive psychology.

POT124 - Preliminary validation of the Psychological Flourishing Scale and its impact on GPA for EgyptianPhysical Education Students M. Salama-Younes2 placis de l'orleanais, 35000, Rennes, France14 imtedad abdelbary sharab st, Elharam st.

Guizeh, Egypt Flourishing is a positive psychology concept which is a measure of overall life well-being and is viewed as important to the idea ofhappiness. In different countries, the psychological flourishing has largely been studied in western cultures (Bakker & Schaufeli, 2008;Diener et al., 2010; B. L. Fredrickson & Losada, 2005; Keyes, 2010; Ryff & Singer, 2003; Silva & Caetano, 2013). In Arabic culture, inexercise psychology, the Psychological Flourishing Scale (PFS) by means of positive psychology approach has not yet been used. Thespecific goals of the present research are threefold as follows: i) test the internal reliability and the structure validity of the Arabic version,ii) test its temporal stability and convergent validity and iii) test its impact on the GPA.Methods.Participants and procedureFor that, three studies were conducted with 780 physical education students (n = 362; n = 181; n = 217).

They aged from 17 to 22 years(M= 19.76±2.39 SD). They were male students from three different universities (Helwan, Munofia and Banha).MeasuresThe Psychological Flourishing Scale (PFS). It is a brief 8-item summary measure of the respondent's self-perceived success in importantareas such as relationships, self-esteem, purpose, and optimism. The PFS is best used with individuals without clinic disorders, but ratherwith individuals seeking to enhance an already relatively adaptive lifestyle. A 7-point Likert scale was used ranging from “stronglydisagree” (1) to “strongly agree” (7). Subjective Vitality Scale (SVS). Vitality is considered as an aspect of physical well-being or an aspect ofeudemonic well-being (Ryan & Deci 2001). The Subjective Vitality Scale (VS) is a short instrument to measure vitality. A 7-point Likert scalewas used ranging from “strongly disagree” (1) to “strongly agree” (7).

Satisfaction With Life Scale (SWLS). Life satisfaction is a globalmeasure of satisfaction in life. It is also considered as a general construct of subjective well-being. The Satisfaction With Life Scalecomposes of 5 items. A 7-point Likert scale was used ranging from “strongly disagree” (1) to “strongly agree” (7).Results and conclusionsIn the first study, Cronbach alpha, EFA and CFA have been performed. Results revealed an acceptable internal consistency and structurevalidity. In the second study, the temporal stability and convergent validity has also been confirmed.

For that, a positive and significativecorrelation between Flourishing scale and other scales have been obtained.

The correlation r ranged between .43 and .52, p < .01. ForEgyptian Athletes students, the PFS showed a good internal reliability, structure and convergent validity. However, it has a moderatetemporal stability. The Arabic version of the PFS represented good psychometric properties for young athletes. The Arabic version of thePsychological Flourishing Scale could be used in exercise psychology for Egyptian Athletes.

Keywords • CFA, PFS, Flourishing, MHC-SF, Life Satisfaction, College students References: Diener, E., Wirtz, D., Tov, W.,Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of wellbeing: Flourishing and positive and negative feelings.Social Indicators Research, 39, 247-266.Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010). New measures of well-being: Flourishing andpositive and negative feelings. Social Indicators Research, 39, 247-266.

POT125 - Online Emotion Elicitation Using Films Katharina Lochner (1), Michael Eid (2), Achim Preuß (1)(1) cut-e Group, Hamburg, Germany (2) Freie Universität Berlin, Germany Some researchers predict that academic research data collection via the internet might replace paper-and-pencilbased studies in thefuture (Lefever, Dal, & Matthíasdóttir, 2007). For studying emotions experimentally online, it is necessary to be able to induce them inparticipants. Videos are amongst the strongest means of evoking emotions (Westermann, Spies, Stahl, & Hesse, 1996). Gross andLevenson (1995) found 16 short film clips that elicit specific emotions such as anger or contentment.Five of these clips were used for emotion induction in an unsupervised online experiment with N=429 participants. Participants rated theircurrent emotional state on three dimensions (bad versus good, tired versus energetic, tense versus relaxed; Steyer, Schwenkmezger, Notz,& Eid,

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1994). Afterwards they were randomly assigned to one of five conditions (joy, contentment, sadness, anger, or control) andwatched a three-minute film clip. Then they rated their current emotional state once more.Each affective state had a distinct profile on the three mood dimensions and thus the film clips had induced distinct emotions. This is inline with Gross and Levenson’s (1995) findings that films can induce distinct emotions and with Göritz’ (2007) findings that it is possible toinduce different affective states online.

Keywords • Emotion; Emotion Induction; Mood; Mood Induction; Online Studies References: Göritz, A. S. (2007). TheInduction of Mood via the WWW. Motivation and Emotion, 31(1), 35-47Gross, J. J., & Levenson, R. W. (1995). Emotion elicitation using films. Cognition and Emotion, 9, 87–108.Lefever, S., Dal, M., & Matthíasdóttir, Á. (2007). Online data collection in academic research: advantages and limitations. British Journalof Educational Technology, 38(4), 574–582.Steyer, R., Schwenkmezger, P., Notz, P., & Eid, M. (1994).

Testtheoretische Analysen des Mehrdimensionalen Befindlichkeitsfragebogens[Test theoretic analyses of the Multi-Dimensional Affectivity Questionnaire]. Diagnostica, 40, 320–328.Westermann, R., Spies, K., Stahl, G., & Hesse, F. W. (1996). Relative effectiveness and validity of mood induction procedures: a metaanalysis.European Journal of Social Psychology, 26, 557–580.

POW117 - Multivariate time-series analyses based on diaries for measuring art-of-living (1) B. Schmitz, (1) J. Lang(1) Technische Universität Darmstadt, Germany Critiques of Positive Psychology argue sometimes that the methods used of researchers in positive psychology are not enoughsophisticated e.g. Lazarus (2003). It seems meaningful to apply methods which are suitable to adequately analyze the questions understudy.In this presentation I will introduce a standardized diary to measure art-of-living as state. Art-of-living is a relative new construct. Basicassumptions stem from the philosopher W. Schmid (2013). The transfer of art-of-living into empirical research can be dated back toVeenhoven (2003).

Schmitz & Schmidt (2014) developed a multidimensional questionnaire for measuring (trait) art-of-living.

Theyvalidated it with respect to constructs well-being, wisdom, resilience and coherence. Schmitz (2016) presented further validation resultswith flourishing, big 5, and strength and virtues. In this study for validation a standardized diary measuring art-of-living as state will beapplied. Diaries have the advantage of high ecological validity. In addition to validation we investigate issues regarding the variability ofstate art-of-living.Research Questions: Can art-of-living be reliable measure using standardized diaries? Does state art-of-living correlate with trait art-oflivingmeasured by the questionnaire? Are there relationships between state art-of-living and state wellbeing? Because we can analyzethese relationships on an individual level, we can also ask whether these relationships are equal for different individuals. We can alsoapply multivariate time-series methods. They allow to study: Are there causal (in the sense of time-lagged) relationships between art-oflivingand well-being? Are there relationships between daily events (hassles and uplifts) and art-of-living?The sample are 53 subjects which work on the standardized diary for 28 days. The procedure is that at first a trait measurement of art-oflivingis performed (pretest). Then it follows the 28 days diary period and finally there is posttest containing the same trait measures as inthe pretest. The trait instrument measures art-of-living. The diary contains a state measure of artof-living, consisting of 25 items. Statewell-being is measured using 4 items and daily events where asked for regarding relevance.Results show a Cronbach’s alpha of .93 for state art-of-living. Correlations of mean (across days) state art-of-living and trait art-of-livingresult as .82**. Synchronous cross-correlations between state art-ofliving and state well-being turned out to be .74**. We also foundasynchronous relationships between state art-ofliving and state well-being using multivariate time-series analyses. And finally, state artof-living correlated with positive events but not with negative events.In sum, the validation of trait art-of-living using diaries was successful and the time-series analyses of daily behavior allowed interestinginsights into the daily variability of art-of-living and well-being.

Keywords • art-of-living, diary, time-series analyses, References: Lazarus, R.S. (2003). Does the Positive PsychologyMovement Have Legs? Psychological Inquiry, 14 (2), 93109.Schmid, W. (2013). Mit sich selbst befreundet sein: Von der Lebenskunst im Umgang mit sich selbst. [Be friends with yourself: From theart-of-living in dealing with oneself]. Frankfurt a.M.: Suhrkamp.Schmitz, B. & Schmidt, A. (2014). Entwicklung eines Fragebogens zur Lebenskunst. [Development of a questionnaire measuring art-ofliving].Psychologie in Erziehung und Unterricht. Advanced online publication. doi: http://dx.doi.org/10.2378/PEU2014.art19dSchmitz, B. (in press). The construct art-of-living enhancement well-

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being. New-York: Springer-Verlag.Veenhoven, R. (2003). Art-of-Living. Journal of Happiness Studies, 4, 373-384. http://dx.doi.org/10.1023/B:JOHS.0000005773.08898.ae

POW118 - An emotional journey: using auto-ethnography to explore mindsets and the flourishing continuum.

D. RawcliffeBuckinghamshire New University,Uxbridge Campus,106 Oxford Road,UXBRIDGE.Middlesex. UB8 1NA. England.

Background: Analytical auto-ethnographic approach (Chang, 2008; Anderson, 2006; Fetterman, 2010) is a combination of autobiographicalwriting and creativity plus ethnographic analysis, which examines culture. An emotional response needs to be evoked, in theresearcher (Bochner and Ellis, 2002) and in the reader of the research (Short and Grant, 2009; Muncey, 2005).In this presentation we will explore the emotion of completing this analytical auto-ethnography which explores the relationship betweenmindsets (Dweck, 2012; Reed and Stoltz, 2011) and flourishing (Gaffney, 2011; Keyes, 2011; Seligman, 2011). Research on mindsets usuallyfocuses on success in various settings, whilst mindsets need to be related to flourishing (complete mental health) and it’s counterpoint oflanguishing.Critiques of the method, such as Burnard (2007) warns that the method is “narcissistic” and “self-indulgent”.Aim: Gaining an understanding of how the flourishing continuum works, which includes an exploration of the mindsets involved inflourishing and it’s counterpoint of languishing.Method: With the auto-ethnography approach the sample or “participant” is the researcher himself, so they are both researcher and“participant” (Ellis, 2004, 2009). Auto-ethnography utilises personal writing and creative arts to gather data, before triangulating this withadditional information (for example, older pieces of work, which were not motivated by the study and professional literature).To ensure that the work is viewed as systematic, a schedule of exercises was drawn up; these exercises were based on auto-ethnographicpractices (Chang, 2008; Ellis and Bochner, 2006) and cross referenced to recognised positive psychology exercises (Lyubomirsky, 2012;Pennebaker, 1997; Tarragona, 2013; Magyar-Moe, 2014). The five day a week, twelve week programme was designed to evoke emotionalresponses in the individual. The approach is important as the exercises will open up areas of memory, emotion and thought, which in turncan be analysed.Findings and Discussion : After data gathering thematic analysis (Chang, 2008; Braun and Clarke, 2013) will follow. Examples of the datagathered will form the findings and discussion around which includes the Revised Flourishing Continuum was developed. This modelidentifies the mechanisms involved in moving towards either languishing or flourishing. It concludes that the continuum is an oscillatingprocess, effected by emotional, logical and creative responses. That there are triggers for the individual to move towards the languishingor flourishing mindset.Another discovery is that because individual’s operate in different domains in life, that same individual may have different mindsets in thedifferent domains. Some aspects of life may affect all of the different domains within that persons life, for example, death, illness orhealth.

Keywords • Auto-ethnography, flourishing, languishing, pre-contemplation, mindsets, goal, self-fulfilling prophecy, action,emotion, logic and creative problem solving.

References: Anderson, L. (2006) Analytical auto-ethnography, Journal ofContemporary Ethnography, 35(4), pg. 373395.Bochner, A.P. & Elllis, C. (2002) Ethnographically speaking: auto-ethnography, literature and aesthetics, Walnut Creek, Alta Alma Press.Braun, V. & Clarke, V. (2013) Successful Qualitative Research: A practical guide for beginners, London, Sage Publications.Burnard, P. (2007) Seeing the Psychiatrist: an auto-ethnographic account, Journal of Psychiatric and Mental Health Nursing, 14(8) pg.808-813Chang, H. (2008) Autoethnography as method, Walnut Creek, Left200 Coast Press.Dweck, C. (2012) Mindsets: The new psychology of success, New York, Ballantine Books.Ellis, C. (2004) The ethnographic 1: A methodological novel about autoethnography, Walnut Creek, Alta Mira Press.Ellis, C. (2009) Revision: Autoethnographic reflection on life and work, Walnut Creek, Left Coast Press.Ellis, C. & Bochner, A.P. (2006) Analyzing Analytical Autoethnography, Journal of Continuing Ethnography, 35(4) pg. 429-49.Fetterman, D.M. (2010) Ethnography: Step-by-Step: Applied social research series, London, Sage.Gaffney, M. (2011) Flourishing : How to achieve a deeper sense of well-being, meaning and purpose – even when facing adversity,London. Penguin Books.Keyes, C. (2011) Chapter 9: Towards a science of mental health, IN Lopez, S.J. & Snyder, C.R. (Eds) The Oxford Handbook of PositivePsychology, Maidenhead, Oxford University Press. Pg. 89-94Keyes, C. & Lopez, S.J. (2001) Chapter 4: Towards a science of mental health: positive directions in diagnosis and interventions, INSnyder, C.R., Wright, E. & Lopez, SJ. (Eds) Handbook of Positive Psychology, Maidenhead, Oxford University Press.Lyubomirsky, S. (2012) The how of happiness: a practical guide to getting the life you want, London, Piatkus.Magyar-Moe, J.L. (2014) Chapter 21 Hope: Hope projects to oneself, IN Froh, J.J. & Parks, A.C. (Eds) Activities for teaching positivepsychology,

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Washington DC, American Psychological Association, pg. 137-142.Muncey, T. (2005) Doing autoethnography, [Online] International Journal of Qualitative Methods, 4(3) Article 5. Accessed at http://www.ualberta.ca/~iiqm/backissues/4_1/html/muncey.htm , retrieved on 3rd May, 2014Pennebaker, J.W. (1997) Opening up: The healing power of expressing emotion Guilford Press.Reed, J. & Stoltz, PG. (2011) Put your mindset to work: The one asset you really need to win and keep the job you love, London, PenguinBooks.Seligman, M.E.P. (2011) Flourish: A new understanding of Happiness and well-being: and how to achieve them, Nicholson BrearleyPublishing.Short, N.P. & Grant, A. (2009) Commentary: Burnard (2007) Auto-ethnography or a realistic account, Journal of Psychiatric and MentalHealth Nursing, 16(2) pg. 196-198.Tarragona, M. (2013) Positive Identities: Narrative Practices and Positive Psychology, Unknown, Positive Acorn

POW119 - Job crafting questionnaire - Polish adaptation of method E. Kasprzak (1), M. Michalak (1)(1) Kazimierz Wielki University, Bydgoszcz, Poland Job crafting is a theoretical model describing employees' behaviour that elevate their satisfaction, productivity, involvement. It alsofavours the development of employees and organisation. According to Wrzesniewski and Dutton (2001) job crafting is the proactivebehaviour of the employee who make changes at work in three ways: changing the boundaries of job tasks (task crafting), changing therelationship boundaries (relational crafting), cognitive changing of the job meaning (cognitive crafting) in order to fit better to job,activities and organisation.

Employees move boundaries of their tasks, relations and perceiving of what they do according to their needsand capabilities. Job crafting is a practical form of functioning employees in organisation. Changes in task crafting include additionaltasks, allocation of time and energy on selected tasks as well as changes in performance of work.Research on job crafting are mainly focused on benefits for employees (satisfaction, involvement, physical feeling, discipline at work andsense of accomplishment) and organisation (productivity, citizenship and counterproductive behaviour at work). The most importantadvantage of job crafting is sense at work - individual and organisational benefit. On the other hand it is noted that job crafting may notalways be beneficial for the organisation, sometimes even harmful. Theoretical bases of theory, state of research and results of Polishadaptation of Job Crafting Questionnaire (Slamp, Vella-Broderick, 2013) will be presented.

Keywords • job crafting, well-being, intrinsic motivation, adaptation of questinnaire References: Slemp, G. R., & Vella-Brodrick, D. A., (2013). The job crafting questionnaire: A new scale to measure the extent to which employees engage in job crafting.International Journal of Wellbeing, 3(2), 126-146.Berg, J. M., Dutton, J. E., & Wrzesniewski, A. (2013). Job crafting and meaningful work. In B.J. Dik, Z. S. Byrne & M. F. Steger (Eds.), Purpose and meaning in the workplace (pp. 81-104).Washington, DC: American Psychological Association.Wrzesniewski, A., Dutton, J.E. (2001). Crafting a job: Revisioning employee as active crafters of theirwork. Academy of Management Review, 26, 2, 179-201.Tims, M., Bakker, A.B., Derks, (2012). D. Development and validation of the job crafting scale, Journal of Vocational Behaviour, 80 173-186.

POW120 - Rasch Analysis and Confirmatory Factor Analysis for the Flourishing Model with French Adult M. Salama-Younes (1), W. A. Massoud (2)1 Department of Psychology, Sociology and Evaluation in Sport Field, Helwan University,Cairo, Egypt, & CRPCC-LAUREPS, Université de Rennes II et CREAD-IUFM de Bretagne, France.2 Testing Center, Qatar University, Doha, Qatar & Research Department, National Center for Examinations and Educational Evaluation(NCEEE), Cairo, Egypt.

In France, in general, few studies are interested in positive psychological factors influencing adults’ athletes (Regourd-Laizeau, Martin-Krumm & Tarquinio, 2012; Gautheur, Oger, Guillet, & Martin-Krumm, 2010; SalamaYounes, 2011; 2013). Flourishing is a positivepsychology concept which is a measure of overall life well-being and is viewed as important to the idea of happiness. In addition, there areno studies examined the flourishing model for masters’ athletes in French culture. The present research. The main objective of the presentresearch was to examine the bipolar flourishing model by using Rasch Analysis and Confirmatory Factor Analysis (CFA).MethodParticipants and procedureIn the present research two studies were conducted. Data were collected from 938 masters athletes in Rennes city (n = 601; n = 337). Thefirst simple consisted of 317 women and 284 men and aged from 35 to 48 years (M= 41.98±6.67 SD). The participants of the second studywere also from Rennes city. It consisted of 177 women and 160 men. They aged from 35 to 45 years (M= 40.09±4.43 SD).Measuresthe Short Flourishing Scale. (Keyes, 2007). The MHC-SF consists of 14 items. An adapted version is used where it use a

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6-point Likert-typescale (from 1 to 6).measuring the emotional, social and psychological well-being aspects (Keyes, 2007).the General Health Questionnaire measuring the psychological distress (Goldberg & Williams, 1988). The GHQ-12 assesses the severity ofa mental problem over the past few weeks. We used an updated version of GHQ12 of 4-point Likert-type scale (from 0 to 3).Both of Rasch analysis and CFA have been performed and, explored the relationship between these two constructs.Results and ConclusionThe CFA performed in the first study showed clearly the bipolarity of the flourishing model. Rasch analysis showed that, for the MHC-SF:3 items were deleted (items 5, 6, 13) out of 14. For GHQ-12: no items were deleted. Their persons’ reliability were .86 and .83 respectively.There were negative significant correlations between the two constructs. (r= -.51; p< .001). Finding in the second study confirmed thestructure of the Short Flourishing Scale. The two French scales have a good structure validity and positively correlated. In addition, theflourishing model has been confirmed by performing the CFA and negative significant correlation. The second CFA confirmed the structureof reduced flourishing scale for masters’ athletes.

Keywords • Keywords: CFA, Rasch Analysis, Short Flourishing Scale, General Health, Masters Athletes.

References: Gautheur, S., Oger, M., Guillet, E., & Martin-Krumm, C. (2010). Validation of a French version of the Athlete Burnout Questionnaire InCompetitive Sport and Physical Education Contexts. European Journal of Psychological Assessment, 26(3), 203-211.Regourd-Laizeau, M., Martin-Krumm, C. et Tarquinio, C. (2012). Interventions dans le domaine du sport : le protocole d’optimisme.Pratiques Psychologiques, 18, 189-204.Salama-Younes, M., (2011).

Towards a Positive Sport Psychology: A Prospective Investigation in Physical Practice, World Journal on SportSciences, 4, 2, 104-115.Salama-Younes, M. & Massoud, W. (submitted). Developing Need for Cognition and Need to Evaluate Scales with French Students UsingItem Response Theory (IRT) Models, Canadian Journal of School Psychology.

Social change SOCIAL CHANGE • KEYNOTE K11 - Aspirational social planning: beyond social problems and living standards N. ThinUniversity of Edinburgh, UK Psychologists understand that mental flourishing is utterly dependent on positive social qualities. Good minds need good societies,and we need to know what positive social qualities we cherish in order to foster them. Yet the positive psychology movement has a weaktrack record in fostering recognition of the social transformations required to support individual flourishing. Social research, socialplanning, and social entrepreneurship, for their part, do address the social embeddedness of individuals. But despite the current fashionfor talking about ‘wellbeing’, the ‘good society’ and ‘empathy’ these disciplines remain mired in a swamp of pathologism and remedialism,and lack any coherent aspirational visions of social progress. In an era when positive psychology and self-help movements inspire peopleworldwide to try living really excellent lives, why is it that so much social planning remains stuck in nonaspirational mode? Why dosociologists, social planners, social innovators, and proponents of corporate social responsibility find it so hard to articulate visions ofreally good social qualities? This presentation will look for more inspiring examples where people are promoting wellbeing and positivesocial qualities together, in such domains as school improvement, nonremedial social entrepreneurship, and workplace wellbeinginterventions.

SOCIAL CHANGE • INVITED SYMPOSIUM IS08A - Positive Psychology in Society and Communities P. HaagSchool for Advanced Studies in the Social Sciences, Paris Positive Psychology in Society and Communities

IS08B - Epistemological reflections on the concept of community G. BruléErasmus University Rotterdam, The Netherlands Communities are often portrayed as a pilar within happiness studies. Through social network, bonding, support, they provide keycomponents to foster happiness. As such, they appear as an ideal candidate for happiness

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studies. However, the concept of communityitself echoes differently in various cultural areas. Since De Tocqueville, we know that communities have a different place within the UnitedStates and France for instance.

Whereas it seems to be a key element of the social life in the United States, it endorses a differentmeaning in France, where it can be seen as negative in a setting impregnated with universal values. This paper attemps to explore theimplications of such a difference, in particular vis-à-vis the reported level of happiness of individuals.

IS08C - Building connections to promote well-being: challenges and resources A. Delle FaveUniversity of Milano, Italy The relevance of relationships to well-being promotion has been repeatedly emphasized in psychological research.

However, littleattention has been devoted to the study of this issue through a mixed method approach and in cross-cultural perspective. Results derivedform a recent investigation conducted by an international group of researchers through the Eudaimonic and Hedonic HappinessInvestigation project (EHHI) highlighted that connectedness is the core component of happiness at the interpersonal level, but also at thepsychological one in terms of inner harmony and balance among different dimensions of the self Delle Fave et al., 2016). These findings,together with those derived from the cross-cultural investigation of flow, support a view of well-being as a complex interplay of multiplecomponents that harmoniously interact with each other (Wissing, 2014). This view paves the way towards a more comprehensiveunderstanding of happiness and optimal human functioning, bridging the western approach and the conceptualizations formulated bynon-western philosophical and medical traditions (Morandi & Nambi, 2013).References: Delle Fave A., Brdar I., WissingM.P., Araujo U., Castro Solano A., Freire T., Hernández-Pozo M.D.R., Jose P., Martos T., Nafstad H.E., Nakamura J., Singh K., & Soosai-Nathan L. (2016) Lay definitions of happiness across nations: The primacy of inner harmony and relational connectedness. Frontiers inPsychology, 7:30.doi:10.3389/fpsyg.2016.00030Morandi A.,& Nambi A.N.N.(Eds) (2013). An integrated view of Health and well-being. Bridging Indian and Western knowledge.Dordrecht, NL: Springer.Wissing, M. P. (2014). Editorial: Meaning and relational well-being in cross-cultural perspective. J. Psychol. Africa, 24(1), III–VI.

IS08D - To affinity and beyond: on the personal and social value of friendship and friendliness N. ThinUniversity of Edinburgh, UK Everyone agrees that relationship quality is central to wellbeing. Though for many years largely neglected as a sociological oranthropological topic, the relevance of friendship to wellbeing and life satisfaction has rapidly been rising as a theme in sociological andpsychological research. Policies and practices promoting good relationships and social competence have also been receiving greaterattention in schooling, in workplaces, and in civil society in many countries. Yet so far, there has been much less systematic attention totheories and assessment strategies relating to the collective social value of friendly social support networks and of convivial institutionsand social contexts. This presentation will briefly review the links and differences between relational wellbeing and the social value offriendliness. The topic will be illustrated with evidence from voluntary befriending and mentoring systems designed to promote benignforms of affinity to people at risk of loneliness.References: Neil Thin is a senior lecturer in Social and Political Science atthe University of Edinburgh. He specialises in crossdisciplinary happiness research, and in ‘appreciative and aspirational social planning’,i.e. engaging multidisciplinary happiness and wellbeing scholarship in public policy and practice. To this end, he is currently a part-timeParliamentary Fellow in the Scottish Parliament. He is currently a trustee of Befriending Network UK, and for over 10 years he served as aDirector/Trustee of Practical Action and also as Chair of Practical Action Publications.

I S15A - Positive Psychology and Heroism M. CsikszentmihalyiClaremont Graduate University, USA

IS15B - The Impact of Heroism on Late-life Moral Exemplars: Narratives of Positive Change J. Nakamura (1), L. Graham (1)(1) Claremont Graduate University, USA In today’s aging societies, individuals motivated to make a significant social or civic contribution in the second half of life facedistinctive challenges. For example, a feature of structural lag is the historical lack of institutional structures to support such pursuits.Equally important may be the lack of role models successfully pursuing social and civic ends, sometimes despite risk and danger. Theexample provided by older moral exemplars is thus particularly important. While older adults face distinctive challenges, they also bringunusual strengths to these

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pursuits by virtue of their long histories of life and work experience. However, heroic older individuals exist ona continuum from those whose prior experience is minimally relevant to their undertakings in later life to those for whom it is directlyrelevant. In lifespan developmental terms, they vary in their late-life pursuits’ manifestation of discontinuity versus continuity with priorexperience.To examine heroic late-life moral exemplars, the proposed presentation employs the exemplar method, which investigates a positivephenomenon through the study of extreme cases that enable elucidation of the phenomenon’s defining features by exemplifying them(Colby & Damon, 1992; Matsuba et al., 2013; Nakamura, Shernoff, & Hooker, 2009). In addition, it adopts a narrative approach, whichaddresses how individuals construct stories that make sense of their lives, bestowing coherence and direction on their lived experience (e.g., Cohler, 1982; McAdams, 2001; Singer, 2004).By definition, narratives about heroes are stories of what was done for someone or something beyond the self (Goethals & Allison, 2011).They focus on what happened to others. At the heart of the narrative, the beneficiary of heroism undergoes a change from beingendangered, in need, hurt towards being safe, sustained, healed. The hero is a powerful agent of positive change – but it is another’schange. In contrast, we asked whether moral heroism is narrated in terms of positive change undergone by the hero. That is, against theobvious alternative possibility that heroes may see themselves as benefitting others while de-forming or diminishing the self, we askedwhether heroic experience ever is associated by heroes with positive personal change.We introduce the notion of late-life heroic chapters to describe moral commitments involving risk and sacrifice that emerge in the secondhalf of adulthood. We compare two cases from a larger study of social purpose in later life, one an individual whose late-life chapter waspart of a longer story of heroic moral commitment and one an individual whose late-life heroic chapter represented a sharp discontinuitywith prior life and a disruption of plans for late adulthood. Interview data demonstrate how, despite these differences, both individualspresented the late-life chapter in terms of positive personal change.

Keywords • positive aging, moral commitment, heroes, narrative psychology, social change References: Cohler, B. J.(1982). Personal narrative and life course. In P. B. Baltes & O. G. Brim (Eds.), Life-span development and behavior (Vol. 4, pp. 205–241).New York: Academic Press.Colby, A., & Damon, W. (1992). Some do care. New York: Free Press.Goethals, G. R., & Allison, S. T. (2012). Making heroes: The construction of courage, competence, and virtue. In J. M. Olson & M. P. Zanna(Eds.), Advances in experimental social psychology (Vol. 46, pp. 183-235).

San Diego: Elsevier.Matusuba, K., King, P.E., & Bronk, K.C. (Eds.). (2013). Exemplar research [special issue]. New Directions for Child and AdolescentDevelopment, 142(4).McAdams, D. P. (2001). The psychology of life stories.

Review of General Psychology, 5, 100-122.Nakamura, J., Shernoff, D., & Hooker, C. (2009). Good mentoring. San Francisco: Jossey-Bass.Singer, J. A. (2004). Narrative identity and meaning making across the adult lifespan: An introduction. Journal of Personality, 72, 437-460.

IS15C - Positively Deviant Heroes: Factors Influencing The Decision to Engage in and Sustain Social Heroism M. CondrenClaremont Graduate University, USA Social heroism tends to occur over a sustained period of time, and while often beneficial for society, frequently results in seriousnegative consequences for the actor. The decision to engage in social heroism is often influenced by the larger social context, in particularother people. However, little is known about what happens during an individual’s private moment of decision to engage in socially heroicactions. What factors influence a person’s decision to engage in socially heroic behavior, and why do people continue to act heroicallydespite the personal cost?This study takes an exemplar approach (Colby & Damon, 1992) to investigate the role of other people in the decision to engage in, andsustain, socially heroic behavior. A qualitative analysis of interviews with 34 leaders of a social activist group found support for theinfluence of “epiphany” moments, elevation (Algoe & Haidt, 2009), and empowerment in their decisions to engage in socially heroicbehavior. I will present a theoretical model describing the relationship between these factors, which incorporates elements of affect(elevation), cognition (epiphany), and behavior (social heroism), as well as the idea of the heroic imagination (Franco, Blau and Zimbardo,2011).

SOCIAL CHANGE • WORKSHOP W10B - Changing State: how positive psychology drives the State of Wellbeing in South Australia- the tacticsand strategy of social change at scale.

G. Kelly (1), D. Kelly (2)(1) SAHMRI Wellbeing and Resilience Centre, Australia

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Adelaide Thinker in Residence Professor Martin Seligman challenged the Premier of South Australia to systematically measure andbuild the wellbeing of its population to drive social change/culture towards better mental health and to become a State of Wellbeing(Seligman 2013). Director of the Wellbeing and Resilience Centre (WRC) at the South Australian Health and Medical Research Institute,Gabrielle Kelly, will describe how the WRC is delivering affordable, universal wellbeing measurement, scale training and education, andaccessible positive psychology interventions and tools for individuals, community groups, and organisations in the public and privatesector. She will explain how after just 18 months, the State of Wellbeing agenda has solid traction and the strategic and political force tomove it forward. She will describe the strategy for widespread community and political engagement. The WRC is researching and creatingnew knowledge for the world, about how to build wellbeing at scale in a democracy, driving a profound social change driven by improveduniversal psychological literacy.Gabrielle will present the case for the development of the PERMA+ model applied to both individual measurement and the research andevaluation of projects. The presentation will highlight how the Wellbeing and Resilience Centre is managing the complexities of demandfor the academic rigour of a research institution, and the dynamism of a psychological services entity driving population behavior changeacross a state. She will describe the large scale affordable resilience training on offer to teachers, aged care workers, employees andmanufacturers and summarise an affordable the strategic approach to building an integrated platform for positive psychology andresilience training and education in South Australia.David Kelly, WRC Head of Projects will describe how research from the U.S. Army’s novel Comprehensive Soldier Fitness initiative, theworld’s largest initiative to measure and build resilience at scale, has been adapted for civilian use in South Australia. He will describe indetail how the WRC is delivering practical, affordable, scalable positive psychology measurement, tools and interventions for individuals,community groups, organization and sectors. He will explain how the ‘Lead Measure Build Research’ approach is adapted for each cohortand present early findings in resilience projects being undertaken in specific cohorts.Cohorts from initial WRC projects include: ageing (with over 400 older people and 8 key organizations); redundant auto-manufacturerworkers (over 400 workers from the failing auto-industry in South Australia), disadvantaged young people (with over 850 young peopleand 5 youth agencies); and over 50 schools in rural, regional, and metro areas.

Keywords • PERMA, positive youth development, ageing, manufacturers, Wellbeing and Resilience Centre, South Australia,resilience training, measurement.

References: Seligman, M. E. (2013). Building the State of Wellbeing: A strategy for SouthAustralia. Adelaide, South Australia, Government of South Australia.

SOCIAL CHANGE • PAPER SESSION P09A - Beliefs underlying the political mind set around trust - A comparative study between a new (Latvia) andan old (Sweden) democracy M. Sandgren (1), H. Montgomery (1, 2), & G. Dimdins (1, 3)(1) Södertörn University, Sweden, (2) Stockholm University, Sweden, (3)University of Latvia, Latvia Trust is often described as a “social glue” in groups and societies, as it ties people together and promotes collective goals. A commonconceptualization of trust concerns expectations of others’ benevolent motives in situations where there is a conflict between self andcollective interests. The role of trust cannot be underestimated for societal development, as research shows trust is related tocooperation, also in circumstances with conflicts and uncertainty (Balliet & Van Lange, 2013).The aim of this presentation is to address cultural differences in a range of variables such as basic values, political core values, worldviews, life satisfaction among which trust is a key factor, based on results from a study with representative samples in a new (Latvia) andan old (Sweden) democracy. Both nations are secularized and parliamentary democracies. To note is that Swedish citizens generally feelgreater trust than any other people, whereas Latvians have a bottom position on that dimension (World Values Survey, 2014).

Theimmediate explanation for different levels of trust between nations may be the difference in general interpersonal trust, yet factors knownfor influencing trust are corruption (Uslaner, 2010), having to deal with economic and physical insecurity (World Values Survey, 2014),whereas genetic influences appear to be absent (Van Lange et al., 2014). There is also a preposition to distrust in authoritarian politicalcultures (Mischler & Rose, 2001) such as Latvia who was under authoritarian rule as recent as until 1991.In the present study with representative samples from Sweden (N = 1294) and Latvia (N = 1045), structural equation models were runseparately for Sweden and Latvia, as our previous studies indicate that the political mind appears to share

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some universal facets yet alsoto be shaped by political history and discourse. In line with previous findings, the results on trust suggest partly different models for thetwo nations. In the Swedish sample, the models included three latent variables linked to trust, whereas only two latent variables in theLatvian sample. In both models, normativism (a belief that the individual is more of evil than good kind) was negatively and humanism (abelief that the individual is more of good than evil kind) was positively linked to trust. The third latent variable related to trust in theSwedish sample can be labelled individualism (based on power, achievement and openness to change).From a wider perspective, there is a negative trend in democratic countries concerning individuals’ trust in societal institutions andgovernment in the last decades, as well in newly formed democracies (Catterberg & Moreno, 2005). Undoubtedly, more research on trustis highly needed to find out how trust as a “social glue” for cooperation in democratic processes can be developed.

Keywords • Trust, life satisfaction, humanism, democratic development, cross-cultural study References: Balliet, D., &Van Lange, P.A.M. (2013). Trust, punishment, and cooperation across 18 societies: A meta-analysis.

Perspectives on PsychologicalScience, 8, 363-379.Catterberg, G., & Moreno, A. (2005). The individual bases of political trust: Trends in new and established democracies. InternationalJournal of Public Opinion Research, 18, 31-48.Mishler, W., & Rose, R. (2001). What are the origins of political trust? Testing institutional and cultural theories in post-Communistsocieties. Comparative Political Studies, 34, 30-62.Van Lange, P. A. M., Vinkhuyzen, A. A. E., & Posthuma, D. (2014). Genetic influences are virtually absent for trust. PLoS ONE, 9(4),e93880. Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0093880World Social Survey (2014).

Retrieved from http://www.worldvaluessurvey.org/WVSContents.jsp?CMSID=FindingsUslaner, E. (2010).

Corruption, inequality, and the rule of law. New York, NY: Cambridge University Press.

P09B - RELATIONSHIP BETWEEN INCOME AND SUBJECTIVE WELLBEING IN A LOW INCOME COUNTRY Aiste Dirzyte (1)Peter Hagerrot (2)(1) Psychological Well Being Research Laboratory, MRU, Lithuania(2) Transition Jarna, Sweden Much of the discussion over subjective wellbeing has focused on the significance of income. Some researchers argue that cognitivefactors (expectations, social comparisons, schemas) are the mediating part between income and subjective wellbeing. However, positivepsychology suggests that happiness determines the effect of social comparison itself. Recent research shows that happy and unhappyindividuals differ considerably in their subjective experience and construal of the world; happy people have been found to use a positiveperspective when evaluating themselves and others; they also tend to judge almost everything about themselves and their lives favorably,including their friendships, recreation, self-esteem, energy levels, and purpose in life; their selfperceptions are relatively invulnerable tosocial comparisons; they tend to be more satisfied with all of their available options (including the option they eventually choose) andonly express dissatisfaction in situations when their sense of self is threatened.The well-known scholar of economic psychology R. A. Easterlin argued that more income could bring greater happiness; nevertheless,aspirations grow along with income: money will not bring happiness if certain expectations prevent that. To explore the relationshipbetween income, cognitions, and happiness, we have conducted a survey in Lithuania which is among the countries demonstrating verylow scores on happiness of population. The data on distribution of annual household income in Europe shows that Lithuania is alsoamong the poorest countries of EU.This abstract presents some results of the survey which was conducted in Lithuania in 2014 – 2015 (representative sample, n=2004). Themeasures used in the study included Satisfaction with Life Scale, Brief Psychological Well Being Scale, Scale of Positive and Negativeexperiences, Economic stress scale, Basic cognitions scale.The results suggested a significant effect of income per month on happiness. Results indicated that happiness mean score wassignificantly lower for low income group to compare to medium or high income group. However, the medium and high income groups didnot differ significantly. It was also found that the mean score of negative emotional experiences was significantly higher for lowhousehold income group to compare to medium income group, but the highest income group did not differ significantly from the mediumincome group.

The results have also demonstrated that very low income per month is related to lower satisfaction with life, negative basiccognitions, and higher economic stress. SEM analysis has demonstrated that income has a significant direct effect on economic stress;however, there is no significant direct effect on satisfaction with life, psychological wellbeing, or positive emotional experiences.

Keywords • income, subjective wellbeing, happiness, satisfaction with life

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References: Antonides, G. (2007). IncomeEvaluation and Happiness in the Case of an Income Decline. Kyklos, 60(4), 467-484. doi:10.1111/j.1467-6435.2007.00381.xBall, R., & Chernova, K. (2008). Absolute Income, Relative Income, and Happiness. Social Indicators Research, 88(3), 497-529.doi:10.1007/s11205-007-9217-0Bartolini, S., Bilancini, E., & Pugno, M. (2013). Did the Decline in Social Connections Depress Americans' Happiness? Social IndicatorsResearch, 110(3), 1033-1059. doi:10.1007/s11205-011-9971-xBartram, D. (2011). Economic Migration and Happiness: Comparing Immigrants' and Natives' Happiness Gains From Income. SocialIndicators Research, 103(1), 57-76. doi:10.1007/s11205-010-9696-2Becchetti, L., Corrado, L., & Rossetti, F. (2011). The Heterogeneous Effects of Income Changes on Happiness. Social Indicators Research,104(3), 387-406. doi:10.1007/s11205-010-97500Becchetti, L., Trovato, G., & Bedoya, D. L. (2011). Income, relational goods and happiness. Applied Economics, 43(3), 273-290.doi:10.1080/00036840802570439Beck, AT (2014). Advances in Cognitive Theory and Therapy.

Annual Review of Clinical Psychology, 10:1–24.Boehm, J. K., & Lyubomirsky, S. (2009). The Promise of Sustainable Happiness. In S. J. Lopez (Ed.), Handbook of Positive Psychology (2nded.). Oxford: Oxford University Press.Boes, S., & Winkelmann, R. (2010). The Effect of Income on General Life Satisfaction and Dissatisfaction. Social Indicators Research, 95(1), 111-128. doi:10.1007/s11205-009-9452-7Brockmann, H., Delhey, J., Welzel, C., & Yuan, H. (2009). The China Puzzle: Falling Happiness in a Rising Economy. Journal of HappinessStudies, 10(4), 387-405. doi:10.1007/s10902-008-9095-4Bruni, L., Stanca, L. (2006). Income Aspirations, Television and Happiness: Evidence from the World Values Survey. Kyklos, 59 (2), 209-225.Budria, S. (2013). Are Relative-Income Effects Constant Across the Well-Being Distribution?. Journal of Happiness Studies, 14(4), 1379-1408. doi:10.1007/s10902-012-9384-9Carr, M. D. (2013). Local Area Inequality and Worker Well-Being. Review of Social Economy, 71(1), 44-64.doi:10.1080/00346764.2012.707399Clark, A. E., Frijters, P., & Shields, M. A. (2008). Relative Income, Happiness, and Utility: An Explanation for the Easterlin Paradox andOther Puzzles. Journal of Economic Literature, 46(1), 95-144. doi:10.1257/jel.46.1.95Cullis, J., Hudson, J., & Jones, P. (2011). A Different Rationale for Redistribution: Pursuit of Happiness in the European Union. Journal ofHappiness Studies, 12(2), 323-341. doi:10.1007/s10902-010-9190-1Diener, E., & Seligman, M. E. P. (2004). Beyond Money: Toward an Economy of Well-being. Psychological Science in the Public Interest, 5,1–31. Republished in E. Diener (Ed.). (2009). The Science of Well-being: The Collected Works of Ed Diener (pp. 201–265). Dordrecht, theNetherlands: Springer.Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71–75.Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2010).

New Well-being Measures: Short Scales toAssess Flourishing and Positive and Negative Feelings. Social Indicators Research, 97, 143–156.Distante, R. (2013). Subjective Well-Being, Income and Relative Concerns in the UK. Social Indicators Research, 113(1), 81-105.doi:10.1007/s11205-012-0083-zDynan, K. E., & Ravina, E. (2007). Increasing Income Inequality, External Habits, and Self-Reported Happiness. American EconomicReview, 97(2), 226231.Easterlin, R. A. (2001). Income and Happiness: Towards a Unified Theory. Economic Journal, 111(473).Ebert, U., & Welsch, H. (2009). How do Europeans evaluate Income Distributions? An Assessment based on Happiness Surveys. Reviewof Income & Wealth, 55(3), 803-819. doi:10.1111/j.1475-4991.2009.00347.xEllis, A., & Blau, S. (2001). The Albert Ellis reader: A Guide to Well-being using Rational Emotive Behavior Therapy. New York: Citadel.Firebaugh, G., & Schroeder, M. B. (2009). Does Your Neighbor's Income Affect Your Happiness? American Journal of Sociology, 115(3),805-831.Fischer, C. S. (2008). What Wealth - Happiness Paradox? A Short Note on the American Case. Journal of Happiness Studies, 9(2), 219-226. doi:10.1007/s10902-007-9047-4Florida, R., Mellander, C., & Rentfrow, P. J. (2013). The Happiness of Cities. Regional Studies, 47(4), 613627.doi:10.1080/00343404.2011.589830Gandelman, N., & Porzecanski, R. (2013). Happiness Inequality: How Much is Reasonable?. Social Indicators Research, 110(1), 257-269.doi:10.1007/s11205-011-9929-zGeorgellis, Y., Tsitsianis, N., & Yin, Y. (2009). Personal Values as Mitigating Factors in the Link Between Income and Life Satisfaction:Evidence from the European Social Survey. Social Indicators Research, 91(3), 329-344. doi:10.1007/s11205-008-9344-2Gleibs, I. H., Morton, T. A., Rabinovich, A., Haslam, S. A., & Helliwell, J. F. (2013).

Unpacking the Hedonic Paradox: A Dynamic Analysis ofthe Relationships between Financial Capital, Social Capital and Life Satisfaction. British Journal of Social Psychology, 52(1), 25-43.doi:10.1111/j.20448309.2011.02035.xGraham, C. (2010). Happiness around the World: The Paradox of Happy Peasants and Miserable Millionaires. Oxford: Oxford UniversityPress.Greve, B. (2012). The Impact of the Financial Crisis on Happiness in Affluent European Countries. Journal of Comparative Social Welfare,28(3), 183-193. doi:10.1080/17486831.2012.736354Gudmundsdottir, D. (2013). The Impact of Economic Crisis on Happiness.

Social Indicators Research, 110(3), 1083-1101.doi:10.1007/s11205-011-9973-8Guillen-Royo, M., Velazco, J., & Camfield, L. (2013). Basic Needs and Wealth as Independent Determinants of Happiness: An Illustrationfrom Thailand. Social Indicators Research, 110(2), 517-536. doi:10.1007/s11205-011-9941-3Gundlach, E., & Opfinger, M. (2013). Religiosity as a Determinant of Happiness. Review of Development Economics, 17(3), 523539.doi:10.1111/rode.12047Guven, C., & Sørensen, B. (2012). Subjective Well-Being: Keeping up with the Perception

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of the Joneses. Social Indicators Research, 109(3), 439-469. doi:10.1007/s11205-011-9910-xHayborn, D. M. (2008). The Pursuit of Unhappiness . Oxford, UK: Oxford University Press.Headey, B., Muffels, R., & Wooden, M. (2008). Money Does not Buy Happiness: Or Does It? A Reassessment Based on the CombinedEffects of Wealth, Income and Consumption. Social Indicators Research, 87(1), 65-82. doi:10.1007/s11205-007-9146-yKapteyn, A., Smith, J. P., & Van Soest, A. (2013). Are Americans Really Less Happy with Their Incomes?. Review of Income & Wealth, 59(1),44-65. doi:10.1111/j.1475-4991.2012.00532.xKnight, J., & Gunatilaka, R. (2010). The Rural-Urban Divide in China: Income but Not Happiness?. Journal of Development Studies, 46(3),506-534. doi:10.1080/00220380903012763Kuroki, M. (2013). Crime Victimization and Subjective Well-Being: Evidence from Happiness Data. Journal of Happiness Studies, 14(3),783-794. doi:10.1007/s10902-012-9355-1Liberman, V., Boehm, J. K., Lyubomirsky, S., & Ross, L. (2009). Happiness and Memory: Affective Significance of Endowment andContrast. Emotion, 9, 666-680.Lyubomirsky, S. (2001). Why are some People Happier than Others?: The Role of Cognitive and Motivational Processes in Well-being.American Psychologist, 56, 239-249.Lyubomirsky, S., & Kasri, F. (2006). Levels of Private Self-consciousness and Mood Awareness among Happy and Unhappy Individuals.Unpublished raw data.Lyubomirsky, S., & Tucker, K. L. (1998). Implications of Individual Differences in Subjective Happiness for Perceiving, Interpreting, andThinking about Life Events. Motivation and Emotion, 22, 155-186.Lyubomirsky, S., King, L., & Diener, E. (2005). The Benefits of Frequent Positive Affect: Does Happiness lead to Success? Psychological

P09C - The role of passion in environmental behaviors: A look at emotions related to passionate activity.

A. Junot (1)Y. Paquet (2)(1) 6 Rue Joseph Lambriquet, Appt 2 Résidence Arbre du Voyageur 97410 St Pierre, France(2) 117 rue du Général Ailleret, Le Tampon 97430, Université de la Réunion, France Nowadays, nature experiences are considered as a way to create environmental awareness. Researches have shown natureexperiences lead to more interests and values towards environment, special links with natural environments and ultimately moreenvironmental behaviors. However, this scheme is not always observed. Quality of experience could be involved; these can be positive ornegative according to some circumstances. Nature experiences often take shape through activities which if they are passionate might leadto different emotional consequences and interfere with development of environmental awareness.Based on dualistic model of passion (Vallerand & al., 2003) and broaden-and-build theory (Fredrickson, 2001), this study aimed to testthe role of passion for an activity on emotions and development of environmental behaviors.Firstly, how activities are internalized in the self can lead to different emotional states. Harmonious passion, because of autonomousinternalization allows openness that lead to experience positive emotions (Mageau, Vallerand, Rousseau, Ratelle, & Provencher, 2005).Conversely, because of controlled internalization, obsessive passion leads to compelled engagement and negative emotions (Mageau &al., 2005)Secondly, emotions experienced in a given context have an effect on the thought-action repertoires. On the one hand, positive emotionsbroaden the repertoires; mind opens, individuals transcend self-interest and feel closer to others (Fredrickson, 2001). On the other hand,negative emotions narrow the repertoires, mind closes, individuals are self-oriented and shut off from others (Fredrickson & Branigan,2005)As emotions inspire more or less overlaps between self and others, Carter (2011) think that emotions might inspire more or less overlapsbetween self and nature. So, it is postulated that experience of emotions triggered by passion could influence the degree of openness tonatural world and development of affiliation with nature and environmental behaviors.The survey was conducted with 212 people realizing their passionate activity in nature.Results of the path analysis revealed a satisfactory fit of the model (CFI =.96, NFI= 0.93, NNFI=.94, GFI= .93 and RMSEA= .075). Analysesindicate that harmonious passion is positively related to positive emotions which play a role of mediator between harmonious passionand affiliation with nature.

Conversely, obsessive passion predicted negative emotions which are negatively related to affiliation withnature.

Finally, affiliation with nature is positively related to environmental behaviors.This study allows to better understand the influence of nature experiences on environmental behaviors which is particularly interestingdeal with rising of these experiences especially in the awareness program framework.

Keywords • passion, emotions, affiliation with nature, environmental behaviors References: Carter, D. M. (2011).Recognizing the role of positive emotions in fostering environmentally responsible behaviors.

Ecopsychology, 3(1), 65–69.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist, 56(3), 218–226.Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition

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&Emotion, 19(3), 313–332.Mageau, G. A., Vallerand, R. J., Rousseau, F. L., Ratelle, C. F., & Provencher, P. J. (2005).

Passion and Gambling: Investigating theDivergent Affective and Cognitive Consequences of Gambling1. Journal of Applied Social Psychology, 35(1), 100–118.Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., … Marsolais, J. (2003). Les passions de l’ame: onobsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756.

P09D - Money, Value and Needs – in the Light of Self-Determination Theory I. RavnAarhus University, Denmark In economics, there is a long history of philosophizing over goods, values and human needs. Many classical economists found thefulfilment of basic human needs to be a key purpose of economic activity. Two recent scholarly developments invite us to consider afreshthe relation of economics to human needs.One is SelfDetermination Theory and its identification of the basic psychological needs of competence, autonomy and relatedness (Deciand Ryan, 2000; Vansteenkiste & Ryan, 2013). The other is a resurgence of scientific interest in the creation of money by central andcommercial banks (Werner, 2005; Turner, 2015), including the role of money and economic growth in meeting human biological needs anddiverting attention away from basic psychological needs (Shah & Marks, 2004).Replacing needs by utility, neoclassical economics exalted market demand, arguing tautologically that what rational actors want topurchase in a capitalist market is what gives them utility and is thus valuable and worth pursuing. In contrast, in SDT’s Goal ContentsTheory (Kasser & Ryan, 1996), the pursuit of market goods and wealth is an extrinsic endeavor that does not serve basic psychologicalneeds.In SDT, value would be defined as what serves (psychological) needs, to be compared and contrasted with the goods for which therehappens to be a (often contrived) demand in a market. It follows that for money to serve human needs, it must be created fortransactions that are productive to human wellbeing and sustainable to the planet (Werner, 2014). Banks should be prevented fromcreating money for speculation and housing bubbles that harm entire populations (Minsky, 1978). Money and economic activity mustserve human needs; value in economics must be defined as that which serves human needs (Sen, 1999), in the manner of SDT, andeconomic activity must be designed to deliver maximum need support.

Keywords • Value, needs, money, banks, flourishing, economics, well-being, goals References: Deci, E. L., & Ryan, R.M.(2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals.Personality and Social Psychology Bulletin, 22(3), 280-287.Minsky, H. P. (1978). The financial instability hypothesis: A restatement. Hyman P. Minsky Archive. Paper 180. www.kortlink.dk/dx2vSen, A. (1999). Commodities and capabilities. Oxford: Oxford University Press.Shah, H., & Marks, N. (2004). A well-being manifesto for a flourishing society. London, UK: New Economics Foundation.Turner, A. (2015). Between debt and the devil: Money, credit, and fixing global finance. Princeton, NJ: Princeton University Press.Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and needfrustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263.Werner, R. A. (2005). New paradigm in macroeconomics. Houndmills, UK: Palgrave Macmillan.Werner, R. A. (2014). Can banks individually create money out of nothing? — The theories and the empirical evidence. InternationalReview of Financial Analysis, 36, 1-19. www.kortlink.dk/frkw.

P18B - Spillover effects within family microsystems: Intergenerational involvement, martial satisfaction andparenting behaviour.

Lin, T. Y. (1), Lin, W. F. (2), Chen, F. M. (1), & Li, T. S. (1)(1) Fu-Jen Catholic University, No. 510 Zhongzheng Rd , Xinzhuang Dist., NewTaipei City, 24205 Taiwan(2) University of California Santa Barbara, Santa Barbara, CA 93106, United States Harsh parenting causes a great number of negative outcomes on child development and parent-child relationships (Rhoades, Leve,Harold, Neiderhiser, Shaw & Reiss, 2012). Yet, the triggers for harsh parenting seem to be underestimated. While investigating the causesof negative parenthood, spillover effects within generations should not be ignored as intergenerational interactions become moreinterwove (Yi & Wu, 2003), in terms of longer life expectancy and lower fertility.Intergenerational relationship is an increasingly crucial issue worldwide. Specifically, multigenerational interaction is of great importantdue to the predominance of family bonds in Chinese society.

Thus, Taiwan, as a Chinese-oriented society that not only emphasises theseniors’ influence on juniors but also

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experiences various social and demographic changes, is selected as the case-study for this research.Analysing two sequent datasets from a longitudinal database, that recruited child-rearing couples in Taipei City and New Taipei City, thisresearch examines the older generation’s involvement in the middle generation’s marriage (G1 G2) and the impact of the middlegeneration’s marital satisfaction (G2) on their parenting behaviour of the younger generation (G2 G3). Essentially, it seeks to explore thedepth and width of spillover effects on family members.The research findings indicate that the more intergenerational involvement in marriage from the older generation to the middle on ishighlighted, the lower the marital satisfaction is underscored. At the same time, negative wife-husband relationship explains harshparenting. More importantly, accessing marital satisfaction as a mediator, gender plays a significant role. From both datasets, when wivesare aware of more marital involvement from the older generation, harsh parenting behaviour of the younger generation is increased, dueto their lower marital satisfaction. However, husbands’ data fails to show the indirect impacts from intergenerational marital involvementon strict parenting through negative marital relationship. The study concludes spillover effects within family intergeneration may actdifferently within female and male members.

Keywords • harsh parenting, marital satisfaction, intergenerational involvement, spillover effects References: Rhoades,K. A., Leve, L. D., Harold, G. T., Neiderhiser, J. M., Shaw, D. S., & Reiss, D. (2011). Longitudinal pathways from marital hostility to childanger during toddlerhood: Genetic susceptibility and indirect effects via harsh parenting. Journal of Family Psychology, 25 (2), 282-291.Wu, M., & Yi, C. (2003). A marriage is more than a marriage: The impacts of familial factors on marital satisfaction. Journal of PopulationStudies, 26, 71-95.

P18C - Happiness from experiential and material purchases: inherent asymmetries and potential S. Kousi (1), F. Kokkinaki (1)(1) Athens University of Economics & Business, Department of Marketing & Communication, Patission 76,Athens, 104 34, Greece Experiential purchases have been found to make people happier than material purchases. However, it has been asserted that thedirect comparison between these two types of purchases is problematic, due to their inherent differences. The aim of the present researchis to further explore and empirically test this hypothesis, and analyze the impact of this different nature on happiness. To this end, twostudies were conducted:Study 1. Through a series of 18 in-depth interviews two key areas of differences between experiential purchases and materials werehighlighted. The first one focused on the nature of the purchases themselves. Experiential purchases were described as more hedonic andextraordinary, while material purchases were described as ordinary and utilitarian.

The second point of difference was the motivationbehind each type of purchase. While experiential purchases were motivated by pleasure and leisure considerations, material purchaseswere motivated primarily by practical needs.Study 2. The results of the qualitative study were empirically tested through a 2x2 experiment. Experiences were indeed found to be morehedonic and extraordinary, but also more self-expressing, with a higher involvement than material possessions. Material purchases, onthe other hand, were more ordinary and utilitarian. Moreover, experiential purchases were more highly motivated by both happinessseeking and meaning seeking than material purchases. Respondents seem to have a stronger, more conscious motivation behind theirexperiential purchases.

At the same time, both types of purchases were equally motivated by a sense of need. All the above propertiesgive experiences a natural advantage, as they correlate highly with happiness. At the same time, the properties that were morepronounced in material purchases, such as the ordinary, utilitarian nature and a need motivation, were not correlated with happiness.When these asymmetries were corrected, experiential and material purchases contributed equally to happiness: material and experientialpurchases resulted in similar levels of happiness when they were equally highly hedonic, self-expressing, extraordinary, involving andstrongly motivated by happiness and meaning. This points to the mediating role of these properties, and highlights the fact that bothtypes of purchases have the capacity to contribute to wellbeing.The natural happiness advantage of experiential purchases can be a useful guide to learning how to maximize the happiness derived fromour purchases. Studying experiential purchases more closely can give us a deeper understanding of the specific elements of consumptionthat enhance wellbeing. These elements can then be adapted to material purchases in order to increase the wellbeing elicited by them.

Keywords • happiness, experiential purchases, material possessions

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References: Bhattacharjee, A., & Mogilner, C. (2014).Happiness from ordinary and extraordinary experiences. Journal of Consumer Research, 41(1), 1-17.Caprariello, P., & Reis, H.T. (2013). To do, to have, or to share? Valuing experiences over material possessions depends on theinvolvement of others. Journal of Personality and Social Psychology, 104(2), 199-215.Carter, T.J., & Gilovich, T. (2010). The relative relativity of material and experiential purchases.

Journal of Personality and SocialPsychology, 98, 146–159.Carter, T.J., & Gilovich, T. (2012). I am what I do, not what I have: The centrality of experiential purchases to the self-concept. Journal ofPersonality and Social Psychology, 102(6), 1304-1317.Gilovich, T., Kumar, A., & Jampol, L. (2014). A wonderful life: experiential consumption and the pursuit of happiness. Journal of ConsumerPsychology,25(1), 152-165.Hirschman, E. C., & Holbrook, M. B. (1982). Hedonic consumption: Emerging concepts, methods and propositions. Journal of Marketing,46, 92 101.Howel, R.T.,& Hill, G. (2009). The mediators of experiential purchases: Determining the impact of psychological needs satisfaction andsocial comparison. The Journal of Positive Psychology, 4(6), 511522.Howell, R.T., & Guevarra, D.A. (2013). Buying happiness: Differential consumption experiences for material and experiential purchases. InA. M. Columbus (Ed.), Advances in psychology research, 98, 57-69. Hauppauge, NY US: Nova Science Publishers.Kasser, T., & Ryan, R.M. (1993). A dark side of the American dream: Correlates of financial success as a central life aspiration. Journal ofPersonality and Social Psychology, 65(2), 410-422.Nicolao, L., Irwin, J.R., & Goodman, J.K. (2009). Happiness for sale: Do experiential purchases make consumers happier than materialpurchases? Journal of Consumer Research, 36, 188–198.Schmitt, B., Brakus, J.J., & Zarantonello, L. (2015). From experiential psychology to consumer experience. Journal of ConsumerPsychology, 25, 166-171.Van Boven, L. (2005). Experientialism, materialism, and the pursuit of happiness. Review of General Psychology, 9, 132–142.Van Boven, L., & Gilovich, T. (2003). To do or to have? that is the question. Journal of Personality and Social Psychology, 85, 1193–1202.Voss, K.E., Spangenberg, E.R., Grohmann, B. (2003). Measuring the hedonic and utilitarian dimensions of consumer attitude. Journal ofMarketing Research, 40(3), 310-320.Zaichkowsky, J.L. (1994). The Personal Involvement Inventory: Reduction, revision and application to advertising. Journal of Advertising,23(4), 59-70.

P18D - Inequalities in well-being across Europe and the impact of the financial crisis K. Ruggeri (1), E. Garcia Garzon (1), Á. Maguire (1), F. A. Huppert (2, 3)(1) - Policy Research Group, Department of Psychology,University of Cambridge, UK(2) - Well-being Institute, University of Cambridge, UK(3) - Centre for Positive Psychology and Education, Australia Catholic University, Australia There are many concerns that the economic crisis of the past decade had great impact on the most vulnerable populations, resultingin greater inequalities across Europe. This has major implications for those calls for wellbeing to be central to all economic policies. Usingdata from the 2006 and 2012 rounds of the European Social Survey, a ten-item measure of comprehensive psychological well-being wasused to test these concerns across specific groups as well as national populations. To simplify analyses rather than isolate each item forall countries and sub-populations, the ten dimensions were condensed into a single score. Using this method, clear patterns emergewithin and between countries. This is particularly true in the case of inequalities, which is especially relevant to policymakers consideringvariables such as employment and education were clear predictors. To explore this further, each dimension is considered for what rolepotential they play as levers for policymakers aiming to improve well-being within particular groups. What is evident is that a multidimensionalapproach to wellbeing offers considerable insights over single-item measures based on the different ways in which countriesreach similar outcomes. What remains to be debated is if interventions targeting specific dimensions can have a sustainable effect onwell-being on a population level.

Keywords • well-beingeconomic policyfinancial crisisinequalitiesfactor score References: Alesina, A., Di Tella, R., & MacCulloch, R. (2004). Inequality and happiness: are Europeans andAmericans different?. Journal of Public Economics,88(9), 2009-2042.Arechavala, N. S., Espina, P. Z., & Trapero, B. P. (2015).

The economic crisis and its effects on the quality of life in the European Union.Social Indicators Research, 120(2), 323-343.Diener, E. (2012). New findings and future directions for subjective well-being research. American Psychologist, 67(8), 590.Gudmundsdottir, D. G. (2013). The impact of economic crisis on happiness. Social Indicators Research, 110(3), 1083-1101.Huppert, F. A., & So, T. T. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. SocialIndicators Research, 110(3), 837-861.

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SOCIAL CHANGE • POSTER POF107 - Exploring the Intersection of Positive Psychology and International Relations: Is a shift to the positiverealistic?

L. Lambert (1), A. Mulay-Shah (1)(1) Canadian University Dubai, Dubai, United Arab Emirates A focus on the negative is not unique to psychology; the default view of human/group/national behaviour in international affairs ismuch the same. Realism holds that the international system, and indeed the world of international relations (IR) must be negative. Statesand their decision-makers are foolhardy to assume the world is anything but dangerous. Realists argue that despite positive cooperativeendeavours, states must conceive of the world as dangerous for fear of being exploited. As such, states fear each other and worry aboutwar. In fact, there is no possibility of instilling trust amongst states as they survive in the absence of authority to police state behaviourand actions. These state operations remain the prevailing worldview of policy-makers informed by decades of realist thought leadership;thus, as Wendt (1992) and other constructivists argue, states have always conceived of their world as negative and cannot conceive of amore positive one. While IR practise and its scholars have been influenced by this dominant view, other disciplines have sought to betterunderstand positivity as a counterpoint. Positive Psychology (Seligman & Csikszentmihalyi, 2000) is one such discipline; thus, the purposeof this talk is to consider how positive psychology can be used as an explanatory tool to reveal how states and other international playerscan create more amicable, or at a minimum, neutral worlds (Wendt, 1992).

Keywords • positive psychology, international relations, constructivism References: Aknin, L. B., Dunn, E. W., & Norton,M. I. (2012). Happiness runs in a circular motion: Evidence for a positive feedback loop between prosocial spending and happiness.Journal of Happiness Studies, 13, 347-355.American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.Barsade, S. (2002). The ripple effect: Emotional contagion and its influence on group behavior.

Administrative Science Quarterly, 47, 644-675.Bauer, J. J., McAdams, D. P., & Pals, J. L. (2008). Narrative identity and eudaimonic well-being. Journal of Happiness Studies, 9(1), 81-104.Biswas-Diener, R., Linley, P. A., Govindji, R., & Woolston, L. (2011). Positive psychology as a force for social change. In K. M. Sheldon, T.Kashdan, & M. Steger (Eds.), Designing positive psychology: Taking stock and moving forward (pp. 410-419). Oxford, UK: OxfordUniversity Press.Boehm, J. K.; & Kubzansky, L. D. (2012). The heart's content: The association between positive psychological well-being andcardiovascular health. Psychological Bulletin, 138, 655- 691.Boehm, J. K., & Lyubomirsky, S. (2008). Does happiness lead to career success? Journal of Career Assessment, 16, 101-116.Boehm, J., & Lyubomirsky, S. (2009). The promise of sustainable happiness. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook ofpositive psychology (2nd ed., pp. 667-677). Oxford, UK: Oxford University Press. doi:10.1093/oxfordhb/9780195187243.013.0063Bower, J., Moskowitz, J., & Epel, E. (2009). Is benefit finding good for your health? Pathways linking positive life changes after stress andphysical health outcomes. Current Directions in Psychological Science, 18, 337–341.Brown, N. J. L., Sokal, A. D., & Friedman, H. L. (2013). The complex dynamics of wishful thinking: The critical positivity ratio. AmericanPsychologist, 68(9), 801-813. doi:10.1037/a0032850Carnevale, P. J. (2008). Positive effect and decision frame in negotiation. Group Decision and Negotiation, 17, 51-63.Carrere, S., & Gottman, J.M. (1999). Predicting divorce among newlyweds from the first three minutes of a marital conflict discussion.Family Process, 38(3), 293-301.Cohn, M. A., Fredrickson, B. L., Brown, S. L., Mikels, J. A., & Conway, A. M. (2009). Happiness unpacked: Positive emotions increase lifesatisfaction by building resilience. Emotion, 9(3), 361–368. doi:10.1037/a0015952Csikszentmihalyi, M. (1990).

Flow: The psychology of optimal experience. New York, NY: Harper & Row.Csikszentmihalyi, M. (2009). The promise of positive psychology. Psychological Topics, 18(2), 203-211. Retrieved from http://www.enpp.eu/journals18.htmlDavidson, L., Shahar, G., Staeheli-Lawless, M., Sells, D., & Tondora, J. (2006). Play, pleasure, and other positive life events: "Non-specific"factors in recovery from mental illness. Psychiatry, 69(2), 151-163. doi:10.1521/psyc.2006.69.2.151Davis, M. A. (2009). Understanding the relationship between mood and creativity: A meta-analysis. Organizational Behavior and HumanPerformance, 108, 25-38.DeNeve, J - E., Diener, E., Tay, L., & Xuereb, C. (2013). The objective benefits of subjective well-being. In J. F. Helliwell, R. Layard, & J.Sachs (Eds.), World happiness report 2013 (Vol. 2, pp. 54-79). New York: UN Sustainable Network Development Solutions Network.Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. doi:10.1037/00332909.95.3.542Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth.

Malden, MA: Blackwell Publishing.Diener, E., & Chan, M. (2011). Happy people live longer: Subjective well-being contributes to health and longevity. Applied Psychology:Health and Well-being, 3, 1-43.Diener, E., Kanazawa, S.,

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Suh, E. M., & Oishi, S. (2014). Why people are in a generally good mood. Personality and Social PsychologyReview, doi:10.1177/1088868314544467Diener, E., & Tay, L. (2013). The benefits of happiness for successful and healthy living. Report on wellbeing and happiness: Contributionstoward the Royal Government of Bhutan’s NDP Report by IEWG members of the well-being and happiness working group. Retrieved fromhttps://internal.psychology.illinois.edu/reprints/index.php?site_id=24Diener, E., & Tov, W. (2012). National accounts of well-being. In K. C. Land, A. C. Michalos, & M. J. Sirgy (Eds.), Handbook of socialindicators and quality-of-life research. New York: Springer. doi:10.1007/ 978-94-007-2421-1_7.Driver, J. L., & Gottman, J. M. (2004). Daily marital interactions and positive affect during marital conflict among newlywed couples.Family Process, 43(3), 301-314.Estrada, C. A., Isen, A. M., & Young, M. J. (1997). Positive affect facilitates integration of information and decreases anchoring inreasoning among physicians. Organizational Behavior and Human Decision Processes, 72, 117-135.Fishbach, A., & Labroo, A. (2007). Be better or be merry? How mood influences self-control. Journal of Personality and Social Psychology,93(2), 158-173. doi:10.1037/0022-3514.93.2.158Fowler, J. H., & Christakis, N. A. (2008). Dynamic spread of happiness in a large social network: Longitudinal analysis over 20 years inthe Framingham Heart Study. British Medical Journal, 337, a2338.Fredrickson, B. L. (2001). The role of positive emotion in positive psychology: The broaden and build theory of positive emotions.American Psychologist, 56(3), 218-226.Fredrickson, B. L. (2006). The broaden and build theory of positive emotions. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), A lifeworth living: Contributions to positive psychology (pp. 85103). New York: Oxford University Press.Fredrickson, B. L. (2009). Positivity: The path to flourishing. Paper presented at the meeting of the First World Congress on PositivePsychology, Philadelphia, PA.Fredrickson, B. L. (2013). Updated thinking on positivity ratios. American Psychologist, 68, 814-822.Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition andEmotion 19, 313–332.Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced throughloving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95, 1045–1062.doi:10.1037/a0013262Fredrickson, B. L., & Joiner, T. (2002).

Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 120–134). New York, NY: Oxford University Press.Fredrickson, B. L., Mancuso, R. A., Branigan, C., & Tugade, M. M. (2000). The undoing effect of positive emotions. Motivation andEmotion, 24, 237-258.Gable, S., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103-110. doi:10.1037/1089-2680.9.2.103Garland, E. L., Fredrickson, B. L., Kring, A. M., Johnson, D. P., Meyer, P. S., & Penn, D. L. (2010). Upward spirals of positive emotionscounter downward spirals of negativity: Insights from the broaden-and build theory and affective neuroscience on the treatment ofemotion dysfunctions and deficits in psychopathology. Clinical Psychology Review, 30(7), 849–864. doi:10.1016/j.cpr.2010.03.002Giltay, E., Geleijnse, J., Zitman, F., Buijsse, B., & Kromhout, D. (2007). Lifestyle and dietary correlates of dispositional optimism in men:The Zutphen Elderly Study. Journal of Psychosomatic Research 63, 483–490.Gottman, J. M. (1994). What predicts divorce? Hillsdale, NJ: Lawrence Erlbaum Associates.Gottman, J. M., & Levenson, R. W. (2000). Timing of divorce: Predicting when a couple will divorce over a 14-year period. Journal ofMarriage and the Family, 62, 737-745.Gottman, J. M., & Levenson, R. W. (2002). A two-factor model for predicting when a couple will divorce: Exploratory analyses using 14-year longitudinal data. Family Process, 41(1), 83-96.Gottman, J. M., Coan, J., Carrere, S., & Swanson, C. (1998).

Predicting marital happiness and stability from newlywed interactions.Journal of Marriage and the Family, 60(1), 5-22.Gottman, J., Swanson, C., & Murray, J. (1999). The mathematics of marital conflict dynamic mathematical nonlinear modeling ofnewlywed marital interaction. Journal of Family Psychology, 13(1), 3-19.Gotlib I. H., & Hammen, C. L. (Eds.). (2009). Handbook of depression. New York, NY: Guilford Press.Green, S., Oades, L., & Robinson, P. (2011). Positive education: Creating flourishing students, staff and schools. In Psych, 16–17, April.Gruber, J. (2011). When feeling good can be bad: Positive emotion persistence (PEP) in bipolar disorder.

Current Directions inPsychological Science, 20, 217-221.Gruber, J., Mauss, I.B., & Tamir, M. (2011). A dark side of happiness? How, when, and why happiness is not always good. Perspectives onPsychological Science, 6, 222233.Guven, C. (2012). Reversing the question: Does happiness affect consumption and savings behavior? Journal of Economic Psychology, 33(4), 701-717. doi:10.1016/j.joep.2012.01.002Hart, K. E., & Sasso, T. (2011). Mapping the contours of contemporary positive psychology. Canadian Psychology, 52(2), 82-92.doi:10.1037/a0023118Headey, B. (2010). The set point theory of well-being has serious flaws: On the eve of a scientific revolution? Social Indicators Research,97, 7-21.

POF108 - A New Criminal Justice System: Moving Away from Blame, Hate, and Harm A. BenforadoDrexel University Kline School of Law3320 Market StreetPhiladelphia, PA 19104, USA A child is gunned down by a police officer; an investigator ignores critical clues in a case; an innocent man confesses to a crime he didnot commit; a jury acquits a killer. The evidence is all around us: Our system of justice

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is fundamentally broken.But it’s not for the reasons we tend to think. Even if the system operated exactly as it was designed to, we would still end up withwrongful convictions, trampled rights, and unequal treatment. This is because the roots of injustice lie not inside the dark hearts of racistpolice officers or dishonest prosecutors, but within the minds of each and every one of us.Our existing legal structures and tools fail us because they are based on an incorrect understanding of human nature—flawedassumptions about how police officers assess risk, why criminals commit crimes, what deceit looks like, how eyewitness memories work,what drives us to punish, and how best to deter repeat offenders.This is difficult to accept. We assume that the law is impartial, that legal cases are won or lost on the basis of evidence, careful reasoningand nuanced argument. But they may, in fact, turn on the camera angle of a defendant’s taped confession, the number of photos in a mugshot book, or a simple word choice during a cross-examination. Over the last two decades, psychologists and neuroscientists haveuncovered many cognitive forces that operate beyond our conscious awareness. Until we address these issues head-on, the socialinequality we see now will only widen, as powerful players and institutions find ways to exploit the weaknesses of our legal system.Moving forward, we must adopt an evidence-based approach to justice, embracing progress and creating best practices for our policeofficers, prosecutors, judges, and others. More broadly, we must implement a public health model of addressing crime. Instead offocusing our attention on blaming, hating, and hurting the offender, we should reorient our practices and procedures toward remedyingthe harm, rehabilitating the criminal, discouraging others from taking similar actions, and treating the conditions that precipitated thecrime in the first place.

Keywords • Racism; failed justice system; false confession; injustice; lawyers; prosecution; public defenders; wrongful conviction;unconscious bias; subconscious; legal psychology; social inequality; income inequality; court; trial; police; judge; detective;murder; theft; larceny; equality; Constitution; Fourth Amendment; Bill of Rights; due process; prejudice; case; jury bias; crime;punishment; criminal justice reform; mass incarceration; false memory; how reliable is DNA testing; forensic evidence; white coatsyndrome; homicide; lie detection; mug shot; psychopathy; Whitey Bulger; conviction; tampering; eyewitness testimony; armedrobbery; police brutality; corruption; do lie detectors work; Supreme Court; judicial activism; judicial bias; prisons; imprisonment;deterrence; solitary confinement; mental illness; capital punishment; broken windows theory; discrimination; misconduct; victimblaming; false confession; expert testimony; black lives matter; implicit bias; adversary system; camera perspective bias; policecameras; criminal mind; criminality; death penalty; dishonesty; evidence based justice; criminal law; interrogation; ReidTechnique; polygraph; plea bargaining; belief in evil

POF109 - Single and happy? Predictors of satisfaction with life and the role of satisfaction with being single inmen and women.

D. Ochnik (1), E. Mandal (2)(1) Katowice School of Economics, Poland(2) University of Silesia in Katowice, Poland Studies show that singles are generally less happy comparing married (Waite, Gallagher, 2000; Hooghe, Vanhoutte, 2011) or coupled(Braithwaite, Delevi, Fincham, 2010) people. That leads to negative stereotypisation through building social image of unhappy singles. Theaim of this study is to reveal whether single people are happy and how sex differentiates satisfaction with life predictors. The additionalaim is to show satisfaction with being single as a distinctive phenomenon to satisfaction with life and its role in single men and women.The study involved 196 participants, never-married childless single people over 30 years old (Mage = 34). Methods used in the studywere: Satisfaction with Life Scale (SWLS)(Diener et al., 1985), Inventory to assess Psychological Gender (IPP) (Polish adaptation of BemSex Role Inventory BSRI) (Kuczy ska,1992), Multidimensional Self-Esteem Inventory (MSEI)(O’Brien, Epstein, 1986), UCLA Loneliness ScaleIII (Russell, 1996), The Multidimensional Sexuality Questionnaire (MSQ)(Snell, 1993), Romantic Beliefs Scale (Sprecher, Metts, 1989), andSatisfaction with being single (Ochnik, 2012). There were additional variables introduced to research model connected with being single:choice as a reasons for being single, living arrangements, period of living alone, number of previous longterm relationships, the will ofbeing in long-term relationship or marriage.Research showed that singles have the same level of satisfaction with life as standardisation group. However, single men havesignificantly lower level of satisfaction with life comparing to single women and other men. Regression analysis revealed differentpredictors of satisfaction with life in single men and women. Among single women predictors were: loneliness, psychological masculinity,self-esteem, satisfaction with being single and external sexual control. In single men group the predictors of satisfaction with life were:loneliness, psychological masculinity, self-esteem, satisfaction with being single as well. External sexual control turned out to be irrelevantpredictor of satisfaction with life in single men.

Keywords • satisfaction with life, being single, single women, single men, satisfaction with being single

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References: 1.Braithwaite, S.R., Delevi, R., Fincham F.D. (2010). Romantic relationships and the physical and mental health of college students.Personal Relationships, 17, 1-12.2. Hooghe, M., Vanhoutte, B. (2011). Subjective Well-Being and Social Capital in Belgian Communities. The Impact of CommunityCharacteristics on Subjective Well-Being Indicators in Belgium. Social Indicators Research, 100,1, 17-36.3. Waite, L.J., Gallagher, M. (2000). The Case of Marriage: Why Married People Are Happier, Healthier, and Better Off Financially.New York: Doubleday.

POF110 - How a manner is established in Japan? : On the matter of no-smoking and antilittering of cigarettebutts on the street.

Y. Kojima(1)332-485 Makomanai, Minami-ku, Japan(2)Hokkai-Gakuen University, Japan Manners are something used every day to make a good impression on others and to feel good about oneself. If you practice goodmanners, you are showing those around you that you are considerate of their feelings and respectful. Being polite and courteous meansconsidering how others are feeling.As Nitobe says in Bushido: the Soul of Japan, courtesy is deeply rooted in Japanese culture. He wrote in the book, “Modesty andcomplaisance, actuated by respect for others’ feelings, are at the root of politeness, that courtesy and urbanity of manners whichsometime has been noticed by many foreign tourist as a marked Japanese trait” (Nitobe, I. 2005. Bushido: the soul of Japan. Whitefish,MT: Kessinger Publishing.). Observance of manners holds great significance for the Japanese people for whom avoiding the type ofbehavior that causes others to feel uncomfortable is an important matter of courtesy (Kendall, P.2016. JAPANTODAY. http://www.japantoday.com/category/lifestyle/view/switching-to-manner-mode-the-importance-of-socialetiquette-in-urban-japan.).How a manner is established in a certain society, particularly in Japan? This study examines how the manner of non-smoking in public andnot littering cigarette butts on the street is taken root in Japan. This manner was not generally fixed until late 90’s and gradually maderoot in 2000’s.In the year 2002, Department of Environmental Services of Chiyoda City (Tokyo) set an ordinance (with penalty) against smoking andlittering cigarette butts on a public road. It was the first trial in Japan owing to reports that the incompleteness of campaign (withoutpenalty) of no-smoking and making a clean sweep of cigarette butts for several years from the late 90’s. As a result, smoking and litteringcigarette butts on a public road has been reduced very much.6 smokers (5 males and 1 female: 27~60 yrs. old) and 5 smoking cessation (4 males and 1 female: 33~65 yrs. old) were interviewed bysemi-structured interview method how they changed their smoking behavior, what kind of factor most affected their change of behavior.Interview data was analyzed into 4 categories like these, “stress” ”family” ”human relations” “manner”.Penalty didn’t work well in itself for the manner establishing. It could work via family’s advice or mentor’s caution, so to say closecommunication. In Japan, it is suggested that feeling of embarrassed by close communication is more effective than penalty itself orfeeling of social discipline.

Keywords • manner, non-smoking, moral, rule

POF111 - Prosocial disobedience behaviors of Eminent Creators I. LebudaThe Maria Grzegorzewska UniversityUl. Szczesliwicka 4002-353 WarszawaPoland In this presentation I will provide displays of heroism understood as prosocial disobedience behaviors of creators.

Based on analysesof interviews with eminent creators (Csikszentmihalyi, 1996), and Polish esteemed artists (Lebuda, 2014), supported by availablebiographical material about eminent creators I would like to closely look at forms of social heroism of the eminent creators, innovators,researchers, and at social conditions that facilitate their engagement in heroic actions.

Keywords • creativity, disobedience, heroism, social context References: Csikszentmihályi, M. (1996). Creativity: Flow andthe psychology of discovery and invention. New York: Harper/Collins.Lebuda, I. (2014). Big-C research – the big challenge? Reflections from research into eminent creativity in the light of the investmenttheory of creativity. Creativity: Theories-Research-Application, 1, 33-45.

POF112 - Is trusting person also a happy one?

D. JasielskaInstytut Psychologii Stosowanej, Akademia Pedagogiki Specjalnej, Poland Research shows that happiness and positive mood are related to positive attitude towards people which is reflected in affirmativeperception of others, sympathy and kindness (Baron, 1993; Waugh & Fredrickson, 2006;

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Kashdan & Roberts, 2004). It is worthinvestigating whether trust – a construct closely linked to kindness (Ashraf, 2006) is also related to happiness?The aim of the presented study was to measure the relationship between happiness and situational trust assessed by the participation ina trust game. Additionally it was tested, whether engagement in doing good things for others would be a moderator of this relation.Students (N= 90) participated in the study where the following measures were used: 1) to assess the level of happiness – SubjectiveHappiness Scale, (Lyubomirsky & Lepper, 1997); 2) to assess the level of situational trust – “Trust game” (Dasgupta, 1988; Snijders, 1996).Additionally the level of dispositional trust was measured (by the item from World Values Survey) and the level of engagement in doinggood things for others was tested (by the Balance of Life technique – Grzelak, 2001).The results showed that happiness was related both to the level of trust (situational and dispositional) and to the engagement in doinggood things for others. Moderation analysis indicated a significant interaction between situational trust and engagement for others. Themore participants declared they were doing for others, the stronger the relationship between happiness and trust. Those results provideinteresting insights and indicate a direction for future analyses.

Keywords • happiness , trust, kindness References: Ashraf, N., Bohnet, I., & Piankov, N. (2006). Decomposing trust andtrustworthiness. Experimental Economics, 9(3), 193-208.Baron, R.A. (1993). Interviewers’ moods and evaluations of job applicants. The role of applicant qualifications, Journal of Applied SocialPsychology, 23, pp. 253–271.Dasgupta, P. (1988). Trust as a commodity. In: D. Gambetta (ed.), Trust. Making and breaking cooperative relations. Oxford: BasilBlackwell, pp 49-72.Grzelak, J. .

(2001). O intencjach, kontroli i zaufaniu, In: D. Doli ski, B. Weigl (eds.). Odmy li i uczu do decyzji i dzia a , Warszawa:Wydawnictwo IP PAN, pp. 91-110.Kashdan, T. B., Roberts,. J. E. (2004). Trait and state curiosity in the genesis of intimacy. Differentiation from related constructs,Journal of Social and Clinical Psychology,23, 792– 816.Lyubomirsky, S., Lepper H. S. (1999). A measure of subjective happiness. Preliminary reliability and construct validation, Social IndicatorsResearch, 46, pp. 137–155.Snijders, C. (1996) Trust and commitments. Amsterdam: Thela Thesis.Waugh, C. E., Fredrickson, B. L. (2006), Nice to know you: Positive emotions, self – other overlap, and complex understanding in theformation of a new relationship, TheJournal of Positive Psychology, 1(2), pp. 93–106.

POF113 - Role of gratitude in direct and indirect reciprocity – Empirical evidence M. Szcze niak (1)S. Go b (2)A. H. wi tek (1)L. Kaliczy ska Laura (1)M. Kolebuk (1)A. Szumaczuk (1)A. Bry (1)(1) University of Szczecin, Poland(2) West Pomeranian University of Technology Szczecin, Poland A social psychological perspective on gratitude emphasizes its role in establishing and maintaining relationships (Emmons, 2004).Gratitude is usually rooted in an interaction between two (direct reciprocity) or among three parties (indirect reciprocity). When A isgrateful to B for intentionally benefiting A we have “reciprocal gratitude”.

When A, being grateful to B, passes something good to C(upstream reciprocity) or when A is grateful to B for intentionally benefiting C (downstream reciprocity) we have “third-party gratitude”(McAleer, 2016).The present study aims to assess how gratitude is related to positive and negative forms of direct reciprocity and indirect reciprocity. Theresearch was conducted on the group of 336 students. The mean age was M=20,22 with SD=1,70 (range=18-36 years). The data wascollected with the Short Scale of Direct and Indirect Reciprocity in its pilot form (Szcze niak, 2016) and a Polish version of InternationalPersonality Item–Values in Action questionnaire (IPIP-VIA).

Respondents were divided into two groups, according to their level ofgratitude. A two independent means t-test was conducted showing that students with lower gratitude (N=189) scored significantly lesserin positive direct, positive upstream, and positive downstream reciprocity than students with higher gratitude (N=146). At the same time,they scored significantly higher in negative direct, negative upstream, and negative downstream reciprocity than their more gratefulcounterparts. Such outcomes may indicate that “increased” gratitude motivates individuals to prosocial behaviors toward benefactors orstrangers but “reduced” seems to inhibit antisocial tendencies, confirming previous research (Tsang, 2006; Bartlett, DeSteno, 2006;Watkins, 2014).

Keywords • gratitude, prosocial behaviors, indirect reciprocity

POT126 - Positive Social Psychology: A Multilevelled Inquiry into Socio-Cultural Wellbeing Initiatives T. LomasDepartment of Psychology, University of East London, UK

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Although the field of positive psychology has made great strides in developing interventions for wellbeing, many of these are aimed atindividuals, designed to engender adaptive psychological qualities and skills. As such, relatively little attention has been paid within thefield to the socio-cultural factors that influence health and wellbeing.

However, there is an emergent body of work that does focus onthese factors, as summarised in this paper. Using Urie Bronfenbrenner’s (1977) multileveled ecological systems theory as a framework, thepaper provides an overview of socio-cultural wellbeing interventions and research at multiple levels of scale (microsystems, mesosystems,exosystems, macrosystems, and ecosystems). In doing so, the paper has two main aims: (a) to show how positive change in wellbeing canbe affected by the strategic manipulation of socio-cultural contextual factors; and (b) to suggest ways in which the adoption of such acontextual approach can inform policy making.

Keywords • society; culture; wellbeing; intervention; politics; economics; systemic References: Abdallah, S., Thompson,S., Michaelson, J., Marks, N., & Steuer, N. (2009). The Happy Planet Index 2.0: Why Good Lives don’t have to Cost the Earth. London:NEF (New Economics Foundation).Arrindell, W. A., & Luteijn, F. (2000).

Similarity between intimate partners for personality traits as related to individual levels ofsatisfaction with life.

Personality and Individual Differences, 28(4), 629-637.American Psychological Association (1999). What is a Psychologically Healthy Workplace? Washington: American PsychologicalAssociation.Audrey, S., Procter, S., Cooper, A., Mutrie, N., Hollingworth, W., Davis, A., . . . Campbell, R. (2015). Employer schemes to encouragewalking to work: Feasibility study incorporating an exploratory randomised controlled trial. NIHR Journals Library, Southampton.Bache, I., & Reardon, L. (2013). An idea whose time has come? Explaining the rise of well-being in British politics. Political Studies, 61(4),898-914.Becker, D., & Marecek, J. (2008). Dreaming the American dream: Individualism and positive psychology. Social and PersonalityPsychology Compass, 2(5), 17671780.Becker, L. C. (1992). Good lives: Prolegomena. Social Philosophy and Policy, 9(2), 15-37.Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning.Columbia: Center for Benefit-Cost Studies in Education.Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1996). Habits of the Heart: Individualism and Commitment inAmerican Life. Berkeley, CA: University of California Press.Berry, L., Mirabito, A. M., & Baun, W. B. (2010). What's the hard return on employee wellness programs? Harvard Business Review,December, 2012-2068.Bladen, J., Hansen, D., & Machin, S. (2008). The GDP Cost of the Lost Earning Potential of Adults who grew up in Poverty. York: TheJoseph Rowntree Foundation.Blanchflower, D. G., & Oswald, A. J. (2004). Well-being over time in Britain and the USA. Journal of Public Economics, 88(7–8), 1359-1386.Bögels, S., Lehtonen, A., & Restifo, K. (2010). Mindful Parenting in Mental Health Care. Mindfulness, 1(2), 107-120.Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp.241-258). New York: Greenwood.Boyd, J., & Banzhaf, S. (2007). What are ecosystem services? The need for standardized environmental accounting units.

EcologicalEconomics, 63(2), 616-626.Brandon, P. D., & Temple, J. B. (2007). Family provisions at the workplace andtheir relationship to absenteeism, retention, andproductivity of workers: Timely evidence from prior data.

Australian Journal of Social Issues, 42(4), 447-460.Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531.Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program’s effect on depressivesymptoms. Journal of Consulting and Clinical Psychology, 77(6), 1042-1054.Burke, J., O'Campo, P., Salmon, C., & Walker, R. (2009). Pathways connecting neighborhood influences and mental well-being:Socioeconomic position and gender differences. Social Science & Medicine, 68(7), 1294-1304.Burton, J. (2010). WHO Healthy Workplace: Background and Supporting Literature and Practice. Geneva: World Health Organization.Caldow, J. (2009). Working Outside the Box: A Study of the Growing Momentum in Telework. New York: Institute for ElectronicGovernment, IBM Corporation.Cameron, K. S., Dutton, J. E., & Quinn, R. E. (2003). Foundations of positive organizational scholarship. In K. S. Cameron, J. E. Dutton &R. E. Quinn (Eds.), Positive Organizational Scholarship: Foundations of a New Discipline (pp. 3-13).

Berrett-Koehler: San Francisco.Carson, R. (1962). Silent Spring. New York: First Mariner Books.Centre for Local Economic Strategy and New Economics Foundation (2013). Big Lottery Fund National Well-being Evaluation: Finalreport. CLES European Research Network: London.Challen, A., Noden, P., West, A., & Machin, S. (2011). UK Resilience Programme Evaluation: Final Report. London: Department forEducation.Chartered Institute of Personnel and Development (2011). A Barometer of HR Trends and Prospects 2011. London: CIPD.Coutts, A. P., Stuckler, D., & Cann, D. J. (2014). The health and wellbeing effects of active labor market programs. In F. A. Huppert & C. L.Cooper (Eds.), Interventions and Policies to Enhance Wellbeing (Vol. VI, pp. 465-482). Chichester, UK: Wiley-Blackwell.Cox, H. (1999). The market as God. The Atlantic Monthly, 283(3), 18-23.Crabb, S. (2011). The use of coaching principles to foster employee engagement. The Coaching Psychologist, 7(1), 27-34.DeLuca, K. M., Lawson, S., & Sun, Y. (2012). Occupy Wall Street on the public screens of social media: The many framings of the birth ofa protest movement. Communication, Culture & Critique, 5(4), 483-509.Demerouti, E., Bakker, A. B.,

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Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of AppliedPsychology, 86(3), 499-512.Department for Transport (2011). Shared Space. London: The Stationery Office.Department for Work and Pensions (2011). A New Approach to Child Poverty: Tackling the Causes of Disadvantage and TransformingFamilies' Lives. London: HM Government.Devereux, S., & McGregor, J. A. (2014).

Transforming social protection: Human wellbeing and social justice. European Journal ofDevelopment Research, 26(3), 296-310.Diener, E., Diener, M., & Diener, C. (2009). Factors predicting the subjective well-being of nations.

Culture and well-being, 38, 43-70.Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75.Duncan, G. (2010). Should happiness-maximization be the goal of government? Journal of Happiness Studies, 11(2), 163-178.Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and socialskills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294-309.Easterlin, R. A. (2001). Income and happiness: Towards a unified theory. The Economic Journal, 111(473), 465-484.Equality and Human Rights Commission (2011). How Fair is Britain? Equality, Human Rights and Good Relations in 2010 Triennial Review2010.Everett, G. (2015). Measuring national well-being: A UK perspective. Review of Income and Wealth, 61(1), 34-42.Fischer, C. (2008). Feedback on household electricity consumption: A tool for saving energy? Energy efficiency, 1(1), 79-104.Gillham, J. E., Jaycox, L. H., Reivich, K. J., Seligman, M. E. P., & Silver, T. (1990). The Penn Resiliency Program: Unpublished Manual,University of Pennsylvania, Philadelphia.Gillham, J. E., Reivich, K. J., Freres, D. R., Lascher, M., Litzinger, S., Shatté, A., & Seligman, M. E. P. (2006). School-based prevention ofdepression and anxiety symptoms in early adolescence: A pilot of a parent intervention component. School Psychology Quarterly, 21(3),323-348.Gilson, N. D., Suppini, A., Ryde, G. C., Brown, H. E., & Brown, W. J. (2012).

Does the use of standing ‘hot’ desks change sedentary worktime in an open plan office? Preventive Medicine, 54(1), 65-67.Grimshaw, D., & Rubery, J. (2012). Reinforcing neoliberalism: Crisis and austerity in the UK. In S. Lehndorff (Ed.), A triumph of failedideas European models of capitalism in the crisis (pp. 41-58). Brussels: European Trade Union Initiative.Griswold, E. (2012, 23 September 2012.). How ‘Silent Spring’ ignited the environmental movement, New York Times.Hamilton-Baillie, B. (2008). Shared space: Reconciling people, places and traffic. Built environment, 34(2), 161-181.Haque, U. (2011). Betterness: Economics for Humans. Cambridge: Harvard Business Press.Harcourt, B. E. (1998). Reflecting on the subject: A critique of the social influence conception of deterrence, the broken windows theory,and order-maintenance policing New York style. Michigan Law Review, 97(2), 291-389.Helliwell, J. F., & Putnam, R. D. (2004). The social context of well–being. Philosophical Transactions of the Royal Society of London. SeriesB: Biological Sciences, 359(1449), 1435-1446.Hopper, J. R., & Nielsen, J. M. (1991). Recycling as altruistic behavior: Normative and behavioral strategies to expand participation in acommunity recycling program. Environment and Behavior, 23(2), 195-220.Jacobs, A., B. (1985). Looking at Cities. Cambridge, MA: Harvard University Press.Jessop, B. (2002). Liberalism, neoliberalism, and urban governance: A state–theoretical perspective. Antipode, 34(3), 452-472.Kaufmann, D., Kraay, A., & Mastruzzi, M. (2009). Governance matters VIII: Aggregate and individual governance indicators, 1996-2008.World bank policy research working paper(4978).Kearney, A. R., & De Young, R. (1995). A knowledge-based intervention for promoting carpooling. Environment and Behavior, 27(5), 650-678.Kelling, G. L., & Bratton, W. J. (1998). Declining crime rates: Insiders' views of the New York City story. The Journal of Criminal Law andCriminology (1973-), 88(4), 1217-1232.

POT127 - The battle against HIV/AIDS continues on all fronts: Students’ attitudes towards people living withHIV/AIDS M. Mokgobi (1), N. Khamisa (1), C. Nyuyki (1)(1) School of Health Sciences, Monash University (South Africa Campus) The current study is part of a larger study that investigated university students’ knowledge, attitudes and behaviours (KAB) in relationto HIV/AIDS. The primary aim of this study was to assess students’ attitudes towards people living with HIV. Three hundred and fortythree students (66.8% male & 33.2% female) in the foundation program at a private higher education institution in South Africa took partin this study. Participants were invited to complete an online KAB survey (designed for the purposes of this study) that could only beaccessed by enrolled students via their university website. Data was analysed using SPSS v21. Preliminary analysis employing the Chisquaretest for independence (with alpha = 0.05) indicated that generally, there were significant differences between males and femalesin terms of their attitudes towards people living with HIV/AIDS, X2 (1, n = 343) = 27.24, p< 0.001. Females tended to have more favourableattitudes towards people living with HIV/AIDS than males. To combat the stigma and unfavourable attitudes towards people living withHIV/AIDS, higher education institutions need to develop and implement HIV/AIDS programmes that are aimed at educating studentsabout HIV/AIDS.

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Keywords â&#x20AC;˘ HIV/AIDS, Students, Attitudes

POT128 - Understanding the diffusion of social innovation: a positive approach R. Taylor (1)(1) Faculty of Business and Law, Swinburne University of Technology, Australia Social innovation can be defined as a novel change that improves the quality of life (Pol & Ville, 2009), or that generates value tosociety (Phills, Deiglmeier & Miller, 2008, p. 36). Social innovation is a multidimensional and dynamic interplay between economic,political and cultural forces (Wessels, 2014). The recent application and adaptation of positive psychology to the discipline of socialchange provides new insights and frameworks from which to explore social innovation and social impact. For example, studies applying apositive lens to social change have revealed the roles played by hope (Branzei, 2012), generative dialogue, positive reframing, and positiveinfluencing (Sonenshein, 2012), distributed and personal agency and socialisation practices (Rimac, Mair & Battilana, 2012),organisational virtuousness, trust, resilience and positive regard (Hoffman, Badiane & Haigh, 2010) in 'positively deviant' examples ofeffective social change.Social entrepreneurship has gained increasing traction in recent decades as a catalyst for social innovation and transformation (Alvord,Brown & Letts, 2004).

Social entrepreneurs create social innovation through the successful breakthrough of an entrepreneurial idea; bybuilding capacity; via the outcomes of their activities; and by providing a 'proof of concept' of the quality of their idea (Perrini & Vurro,2006, p. 69).Social entrepreneurs aim to create social innovation and social impact at micro, meso and macro levels (Douglas & Grant, 2014). At themicro (individual) level, they build capacity, and can foster changes in attitudes, expectations and actions in individuals. At the meso(organisations and organising) level, they can influence through supply chain relationships, provide advice and role modelling to othergroups, and act as catalysts in an industry or sector. At the macro (institutions, culture and society) level, they can act as exemplars,foster and catalyse discourse and systemic improvements, and provide advocacy and activism using political systems and the media.Understanding how social entrepreneurs achieve these outcomes is an important step to unlocking the true value of socialentrepreneurship and building capacity in the sector.This paper will present a review of the extant literature on the intersections between positive psychology, social innovation, socialentrepreneurship and early findings on the application of Positive Psychology tools, findings, theories and frameworks to the fields ofsocial entrepreneurship and social innovation. This research is as part of a PhD project investigating how social entrepreneurs diffusesocial innovation through their networks.

Keywords â&#x20AC;˘ social innovation, social change, social entrepreneurs References: Alvord, S. H., Brown, L. D., & Letts, C. W.(2004). Social entrepreneurship and societal transformation an exploratory study. The journal of applied behavioral science, 40(3), 260-282.Branzei, O. (2012). Social change agency under adversity: How relational processes (re) produce hope in hopeless settings. Using apositive lens to explore social change and organizations: Building a theoretical and research foundation, 21-47.Douglas, H., & Grant, S. (2014). Social Entrepreneurship and Enterprise: Concepts in Context: Tilde University Press.Hoffman, A. J., Badiane, K. K., & Haigh, N. (2010). Hybrid organizations as agents of positive social change: Bridging the forprofit & nonprofitdivide. Ross School of Business Paper(1149).Perrini, F., & Vurro, C. (2006). Social entrepreneurship: Innovation and social change across theory and practice. Socialentrepreneurship, 23(1), 5785.Phills, J. A., Deiglmeier, K., & Miller, D. T. (2008). Rediscovering social innovation. Stanford Social Innovation Review, 6(4), 34-43.Pol, E., & Ville, S. (2009). Social innovation: Buzz word or enduring term? Journal of SocioEconomics, 38, 878-885. doi: 10.1016/j.socec.2009.02.011Rimac, T., Mair, J., & Battilana, J. (2012). Social entrepreneurs, socialization processes, and social change: the case of SEKEM. Using aPositive Lens to Explore Social Change and Organizations, Golden-Biddle K, Dutton JE (eds). Routledge: New York, 71-89.Sonenshein, S. (2012). Being a positive social change agent through issue selling. Using a positive lens to explore social change andorganizations: Building a theoretical and research foundation, 49-69.Wessels, B. (2014). Exploring Social Change: Process and Context: Palgrave Macmillan.

POT129 - Cities that improve us: linking Psychological Restoration with Prosociality M. Subiza, L. Vozmediano, C. San Juan, N. Alonso-AlbercaUniversity of the Basque CountryAvd. Tolosa, 7020018, San SebastiĂĄn, Spain Self-regulation is a process very related to Empathy and Prosociality and both processes require the implication of cognitive andemotional resources (Davis et al., 1999; Eisenberg et al., 1994). Some studies about self-regulation suggest that the individual has limitedpsycho-physiological resources to meet everyday demands and that, when

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used repeatedly, a state of psychological impairment wouldarise and prevent from any subsequent executive function performing (Baumeister, Bratslavsky, Muraven, & Tice, 1998; Hagger, Wood,Stiff, & Chatzisarantis, 2010).

To be empathetic and prosocial, one needs to deactivate or inhibit self-centered ways of functioning and toactivate other-centered responses like helping or caring (Dewall, Baumeister, Gailliot, & Maner, 2008), and egodepletion could be asignificant barrier to do so. Supporting evidence to that can be found in a recent research (Achtziger, Alós-Ferrer, & Wagner, 2015) whereego-depleted people, compared with the non-depleted, performed more selfish and subsequently less prosocial when distributing fakemoney between them and other subjects.Gathered evidence from Environmental Psychology can result an interesting input in order to address the issue involving PB and Egodepletion.Attention Restoration Theory (R. Kaplan & Kaplan, 1989; S. Kaplan, 1995) postulates that places that are experienced aspsychologically distant from daily context (being away), have a rich, complex and well-organized content (extent), are aesthetic andinteresting (fascination) and fit the needs and inclinations of people (compatibility) can restore the cognitive and emotional capacity thatpeople use in their daily performance and therefore, help to recover from ego-depletion. Recent research has also been conducted tryingto link restoration in natural places to Prosociality (Joye & Bolderdijk, 2015; Weinstein, Przybylski, & Ryan, 2009; Zelenski, Dopko, &Capaldi, 2015).Evidence about restoration in natural environments has been repeatedly found, but to address restoration in urban contexts remains achallenge for Environmental Psychology (Fornara & Troffa, 2009; Karmanov & Hamel, 2008; Staats, Jahncke, Herzog, & Hartig, 2016). Thisproposal addresses the relation between Ego-Depletion, Prosociality and the Restorative Potential of Urban Places under the generalpremise than restorative urban places could be a key factor to promote those behaviors in cities. In the poster, the relation between thevariables abovementioned will be further exposed and the research agenda of an on-going project about that issue will be presented. Theimage of city that this line of research pursues is a healthy one whose public spaces help people in the recovery of expendedpsychological resources turning them healthier, happier and more prosocial. This could be and step towards a better city life and lead toan increase of social capital availability.

Keywords • Empathy, Prosociality, Restorative Environment, Ego-Depletion, Cities References: Achtziger, A., Alós-Ferrer,C., & Wagner, A. K. (2015). Money, depletion, and prosociality in the dictator game.

Journal of Neuroscience, Psychology, and Economics,8(1), 1–14. http://doi.org/10.1037/npe0000031Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: is the active self a limited resource?

Journal ofPersonality and Social Psychology, 74(5), 1252–1265. http://doi.org/10.1037/0022-3514.74.5.1252Davis, M. H., Mitchell, K. V, Hall, J. a, Lothert, J., Snapp, T., & Meyer, M. (1999). Empathy, expectations, and situational preferences:personality influences on the decision to participate in volunteer helping behaviors. Journal of Personality, 67(3), 469–503. http://doi.org/10.1111/1467-6494.00062Dewall, C. N., Baumeister, R. F., Gailliot, M. T., & Maner, J. K. (2008). Depletion makes the heart grow less helpful: helping as a functionof self-regulatory energy and genetic relatedness. Personality and Social Psychology Bulletin, 34(12), 1653–1662. http://doi.org/10.1177/0146167208323981Eisenberg, N., Fabes, R., Murphy, B., Karbon, M., Maszk, P., Smith, M., … Suh, K. (1994). The relations of emotionality and regulation todispositional and situational empathy-related responding. Journal of Personality and Social Psychology, 66(4), 776–797. http://doi.org/10.1037/00223514.66.4.776Fornara, F., & Troffa, R. (2009). Restorative experiences and perceived affective qualities in different built and natural urban places. InInternational IAPS-CSBE & HOUSING Network 2009 (pp. 1–10).Hagger, M. S., Wood, C., Stiff, C., & Chatzisarantis, N. L. D. (2010). Ego depletion and the strength model of self-control: A metaanalysis.Psychological Bulletin, 136(4), 495–525. http://doi.org/10.1037/a0019486Joye, Y., & Bolderdijk, J. W. (2015). An exploratory study into the effects of extraordinary nature on emotions, mood, and prosociality.Frontiers in Psychology, 5(January). http://doi.org/10.3389/fpsyg.2014.01577Kaplan, R., & Kaplan, S. (1989). The Experience of Nature - a Psychological Perspective. New York: Cambridge University Press.Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(1995),169–182. http://doi.org/10.1016/0272-4944(95)90001-2Karmanov, D., & Hamel, R. (2008). Assessing the restorative potential of contemporary urban environment(s): Beyond the nature versusurban dichotomy.

Landscape and Urban Planning, 86(2), 115–125. http://doi.org/10.1016/j.landurbplan.2008.01.004Staats, H., Jahncke, H., Herzog, T. R., & Hartig, T. (2016). Urban Options for Psychological Restoration: Common Strategies in EverydaySituations. Plos One, 11(1), e0146213. http://doi.org/10.1371/journal.pone.0146213Weinstein, N., Przybylski, A. K., & Ryan, R. M. (2009). Can Nature Make Us More Caring? Effects of Immersion in Nature on IntrinsicAspirations and Generosity. Personality and Social Psychology Bulletin, 35(10), 1315–1329. http://doi.org/10.1177/0146167209341649Zelenski, J. M., Dopko, R. L., & Capaldi, C. A. (2015). Cooperation is in our nature: Nature exposure may promote cooperative andenvironmentally sustainable behavior. Journal of Environmental Psychology, 42, 24–31. http://doi.org/10.1016/j.jenvp.2015.01.005

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POT130 - Closeness in relationship leads to inhibition of aggressive behavior but do not buffer againstdiminishing of prosocial behavior J. Rajchert (1)(1) Institute of Applied Psychology, The Maria Grzegorzewska University, Warsaw, Poland Interpersonal exclusion is a powerful negative event which leads to experiences of lowered mood, anger and hurt feelings but alsodiminished sense of control and belonging. Along with these feelings intensified aggressive behavior and diminished prosocial engagementwas observed. The results concerning aggressive behavior after exclusion were interpreted as strives for rebuilding the feeling of control.However there is also evidence that exclusion results in compliance, conformity and in particular conditions also more prosocial behaviorwhat was explained as way to rebuild threatened belonging. In two studies we tested whether closeness with the excluding peer wouldinfluence the feeling of control and thus decrease antisocial and increase prosocial behavior. In two studies participants were paired witha peer who they did not know well and half of them went through Aaron and Aaron (1997) closeness intensification procedure. Nextparticipants were told that the interaction partner did not want to continue their relationship (rejection) or were given reversedinformation (acceptance). After this information the measurement of aggressive and prosocial behavior toward the peer was conductedusing Tangram Help/Hurt task (Saleem, Anderson & Barlett, 2015). Emotions, belonging and control feelings were also measured beforeand after exclusion. Results were analyzed using structural equation modeling. In the study 1 closeness induction procedure was noteffective but in study 2 closeness was increased. Thus in the study 1 aggression was mediated by positive and negative affect only, but instudy 2 behavior was mediated by angry affect and also the interaction between closeness and rejection was observed. Higher closenessinhibited aggressive behavior but did not buffer against diminishing of prosocial behavior after rejection. The results may shed some lighton the mechanism through which exclusion works but also inform on the protecting agents against antisocial behavior after rejection.

Keywords • aggressive behavior, prosocial behavior, interpersonal closeness, social exclusion

POT131 - Nostalgia effect on the members of an ended couple M. Rapaport (1) (2), R.J. Vallerand (1) (2) (3), N. Carbonneau (4), C. Sedikides (5), J. Verner-Filion(1) Université du Québec à Montréal,Canada(2) Laboratoire de Recherche sur le Comportement Social, Canada(3) Australian Catholic University, Australia(4) Université du Québec à Trois-Rivières, Canada(5) University of Southampton, UK The Dualistic model of passion (DMP, Vallerand et al., 2003), applied to romantic relationships (Ratelle, Carbonneau & Vallerand,2013), proposes 2 types of passion toward the romantic partner: harmonious (HP) and obsessive (OP), leading to more and less positiveoutcomes, respectively. Once the romantic relationship has ended, however, is it advantageous or harmful to remind oneself of a pastromantic relationship? Further, does the type of romantic passion one had for the past relationship affect the outcomes of the nostalgicepisode? Finally, does initiating the romantic break up make a difference in the outcomes initiated by nostalgia in passionate lovers? Twostudies were conducted to address these issues. Nostalgia is defined as a predominantly positive, selfrelevant, and social emotionserving key psychological functions (Sedikides et al., 2015). Nostalgia about a past romantic relationship was experimentally manipulatedin two studies. In line with the nostalgia and passion literatures it was expected in Study 1 that nostalgia would lead to more positivepsychological effects (i.e., perceptions of self-continuity, self-esteem, meaning in life, social connectedness) but only when the pastrelationship was perceived as harmoniously passionate. When the past relationship was perceived as obsessively passionate, it wasexpected that nostalgia would lead to less negative outcomes (i.e., less rumination and regrets). These hypotheses were supported inStudy 1. Furthermore, they were replicated in Study 2 but only when the breakup was initiated by the romantic partner and not byoneself. These findings are discussed in light of the romantic, passion and nostalgia literatures.

Keywords • nostalgia, passion, romantic relationships References: Ratelle, C. F., Carbonneau, N., Vallerand, R. J., &Mageau, G. A. (2013). Passion in the romantic sphere: A look at relational outcomes. Motivation and Emotion, 37(1),106–120.Sedikides, C., Wildschut, T., Routledge, C., Arndt, J., Hepper, E. G., & Zhou, X. (2015). To Nostalgize. Advances in Experimental SocialPsychology (1st ed., Vol. 51).

Elsevier Inc.Vallerand, R. J., Blanchard, C. M., Mageau, G. A., Koestner, R., Ratelle, C. F., Léonard, M., ...

Marsolais, J. (2003). Les Passions de l’âme:On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767.

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POW121 - Positive politics: Exploring the wellbeing implications of left-wing versus right-wing political agendas T. LomasDepartment of Psychology, University of East London, UK The impact of politics on wellbeing has perennially been a topic of intense debate in society, and has more recently been a focus ofconcern in academia too. This presentation considers this academic literature, drawing it together under the proposed rubric of ‘positivepolitics,’ defined as the study of the impact of political policies and processes upon wellbeing. The aim of this presentation, and ofpositive politics generally, is to encourage the use of wellbeing research to inform: (a) politicians and policy makers (with regard to policymaking); and (b) citizens (with regard to democratic choices). To do this, the presentation offers a set of orienting analyses concerning thedifferences between left-wing and right-wing political perspectives. Rather than presenting left versus right as a unidimensional spectrum,the paper suggests that the left-right polarity plays out on multiple spectra. Twelve different spectra are identified, three of which areconstructed as overarching, with the remainder positioned as subsidiary to these: attributions (encompassing justness and equality),locus of concern (encompassing taxation, welfare, and institutional balance), and directionality (encompassing religion, freedom,statehood, and immigration). The presentation explores the implications that different perspectives on these twelve spectra have forwellbeing, thereby setting out an agenda for further research into the impact of politics upon wellbeing.

Keywords • politics; policy; positive psychology; wellbeing; democracy.

References: Akay, A., Bargain, O., Dolls, M.,Neumann, D., Peichl, A., & Siegloch, S. (2012). Happy taxpayers? Income taxation and well-being. Income Taxation and Well-Being(December 1, 2012). SOEPpaper(526).Alesina, A., & Angeletos, G.M. (2005). Fairness and redistribution: US vs. Europe. American Economic Review, 95(4), 960-980.Ayers, D. F. (2005). Neoliberal ideology in community college mission statements: A critical discourse analysis. The review of highereducation, 28(4), 527-549.Bache, I., & Reardon, L. (2013). An idea whose time has come? Explaining the rise of well-being in British politics. Political Studies, 61(4),898-914. doi: 10.1111/1467-9248.12001Barnett, C. (2005).

The consolations of ‘neoliberalism’. Geoforum, 36(1), 7-12.Bauman, Z. (2013). Liquid Modernity. London: John Wiley & Sons.BBC. (2006). The happiness formula: Opinion poll. GfK-NOP poll 421059: BBC.Beck, U., & BeckGernsheim. (2002). Individualization. London: Sage.Benabou, R., & Tirole, J. (2005). Belief in a just world and redistributive politics. Cambridge, MA: National Bureau of Economic Research.Benforado, A., Hanson, J., & Lane, R. E. (2011). Attributions and ideologies: Two divergent visions of human behavior behind our laws,policies, and theories. In J. Hanson (Ed.), Ideology, Psychology, and Law (pp. 298-337). New York: Oxford University Press.Betz, H.-G. (1993). The new politics of resentment: Radical right-wing populist parties in Western Europe. Comparative Politics, 25(4), 413-427. doi: 10.2307/422034Birdsall, N., & Nellis, J. (2003). Winners and losers: Assessing the distributional impact of privatization. World development, 31(10), 1617-1633.Blumenthal, D., & Hsiao, W. (2005).

Privatization and its discontents—The evolving Chinese health care system. New England Journal ofMedicine, 353(11), 1165-1170.Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp.241-258). New York: Greenwood.Brinkley, A. (1994). The problem of American conservatism. The American Historical Review, 409-429.Campbell, J. L., & Pedersen, O. K. (Eds.). (2001).

The Rise of Neoliberalism and Institutional Analysis. Princeton, NJ: Princeton UniversityPress.Cappelen, A. W., Hole, A. D., Sørensen, E. Ø., & Tungodden, B. (2005). The pluralism of fairness ideals: An experimental approach CESifoWorking Paper Series No. 1611, Available at SSRN: http://ssrn.com/abstract=875303.Carney, D. R., Jost, J. T., Gosling, S. D., & Potter, J. (2008). The secret lives of liberals and conservatives: Personality profiles, interactionstyles, and the things they leave behind. Political Psychology, 29(6), 807-840.Chakrabortty, A. (2015, 16 June). George Osborne’s Tea Party settlement is the stuff of cold sweats, The Guardian.Clarke, J. M., Brown, J. C., & Hochstein, L. M. (1989). Institutional religion and gay/lesbian oppression. Marriage & Family Review, 14(3-4), 265-284. doi: 10.1300/J002v14n03_13Clarkson, J. J., Chambers, J. R., Hirt, E. R., Otto, A. S., Kardes, F. R., & Leone, C. (2015). The self-control consequences of political ideology.Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1503530112Cohrs, J. C., Kielmann, S., Maes, J., & Moschner, B. (2005). Effects of right-wing authoritarianism and threat from terrorism on restrictionof civil liberties. Analyses of Social Issues and Public Policy, 5(1), 263-276. doi: 10.1111/j.1530-2415.2005.00071.xCrandall, C. S., & Reser, A. H. (2005). Attributions and weight-based prejudice. In K. D. Brownell, R. M. Puhl, M. B. Schwartz & L. Rudd(Eds.), Weight bias: Nature, consequences, and remedies (pp. 83-96). New York: Guilford Press.Cutcliffe, J. R. (2003). Reconsidering reflexivity: Introducing the case for intellectual entrepreneurship. Qualitative Health Research, 13(1),136-148. doi: 10.1177/1049732302239416Danziger, S., Corcoran, M., Danziger, S., Heflin, C., Kalil, A., Levine, J., . . . Tolman, R. (2000). Barriers to the employment of welfarerecipients. In R. Cherry & W. M. Rodgers (Eds.), Prosperity for all?

The Economic Boom and African Americans (pp. 245-279). New York:Russell Sage Foundation.Doyle, M. W., &

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Sambanis, N. (2006). Making War and Building Peace: United Nations Peace Operations. New York: Princeton UniversityPress.Driver, S., & Martell, L. (2000). Left, right and the third way. Policy & politics, 28(2), 147161.Duggan, L. (2012). The Twilight of Equality? Neoliberalism, Cultural Politics, and the Attack on Democracy.

London: Beacon Press.Duncan, G. (2010). Should happiness-maximization be the goal of government? Journal of Happiness Studies, 11(2), 163-178.Eden, D., & Aviram, A. (1993). Self-efficacy training to speed reemployment: Helping people to help themselves. Journal of AppliedPsychology, 78(3), 352-360. doi: 10.1037/00219010.78.3.352Ehrenreich, B. (2009). Smile or Die: How Positive Thinking Fooled America and the World. London: Granta.Elgar, F. J. (2010). Income inequality, trust, and population health in 33 countries. American Journal of Public Health, 100(11), 2311.Ellison, C. G., & Levin, J. S. (1998). The religion-health connection: Evidence, theory, and future directions. Health Education & Behavior,25(6), 700-720. doi: 10.1177/109019819802500603EspingAndersen, G. (1990). The Three Worlds of Welfare Capitalism. London: John Wiley & Sons.Esposito, L., & Finley, L. L. (2014). Beyond gun control: Examining neoliberalism, pro-gun politics and gun violence in the United States.Theory in Action, 7(2), 74-103.Feather, N. T. (1985). Attitudes, values, and attributions: Explanations of unemployment. Journal of Personality and Social Psychology,48(4), 876-889. doi: 10.1037/00223514.48.4.876Free, L., & Cantril, H. (1967). The Political Beliefs of Americans. New Brunswick, NJ: Rutgers University Press.Frey, B. S., & Stutzer, A. (2000). Happiness, economy and institutions. The Economic Journal, 110(466), 918-938.Friedman, M. (1951). Neo-liberalism and its Prospects Unpublished paper available in the archives of the Hoover Institution: StanfordUniversity.Fukuyama, F. (2011). The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Profile books.Gelman, A. (2009). Red state, Blue state, Rich state, Poor State: Why Americans Vote the Way they Do. New York: Princeton UniversityPress.Giroux, H. A. (1995).

National identity and the politics of multiculturalism. College Literature, 42-57.Glasman, M. (2011, 24 April). My Blue Labour vision can defeat the coalition, The Guardian.Graham, J., Haidt, J., & Nosek, B. A. (2009). Liberals and conservatives rely on different sets of moral foundations. Journal of Personalityand Social Psychology, 96(5), 1029-1046. doi: 10.1037/a0015141Griffith, T. D. (2003). Progressive taxation and happiness. BCL Rev., 45, 1363.Haidt, J., & Joseph, C. (2004). Intuitive ethics: How innately prepared intuitions generate culturally variable virtues. Daedalus, 133(4), 55-66.Hayek, F. A. (1944). The Road to Serfdom: Text and Documents. Chicago: University of Chicago Press.Heath, G. (2013). The Illusory Freedom: The Intellectual Origins and Social Consequences of the Sexual 'Revolution'. New York: Elsevier.Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Wiley.Hofstede, G. (1980). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations. Beverly Hills,CA: Sage.Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations across Nations (2nd ed.).Beverly Hills, CA: Sage.Hooghe, L., Marks, G., & Wilson, C. J. (2002). Does left/right structure party positions on European integration? Comparative PoliticalStudies, 35(8), 965-989. doi: 10.1177/001041402236310Ilkkaracan, P. (2012).

Deconstructing Sexuality in the Middle East: Challenges and Discourses. New York: Ashgate Publishing, Ltd.Jolley, R. (2013). Where is bittersweet Britain heading? London: British Future.Jones, O. (2015, 17 June). The conservative case for the left is overwhelming, The Guardian.Jost, J. T., & Banaji, M. R. (1994). The role of stereotyping in system-justification and the production of false consciousness. BritishJournal of Social Psychology, 33, 1-27.Jost, J. T., Federico, C. M., & Napier, J. L. (2009). Political ideology: Its structure, functions, and elective affinities.

Annual Review ofPsychology, 60, 307-337.Jost, J. T., Glaser, J., Kruglanski, A. W., & Sulloway, F. J. (2003). Political conservatism as motivated social cognition. PsychologicalBulletin, 129(3), 339-375. doi: 10.1037/00332909.129.3.339

POW122 - Psychological and Emotional Well-being and Social Change E. Buitenhuis, A. Coburn, S. GormallyUniversity of the West of Scotland, UK (1,2), University of Hull, UK (3) Proposal for paper presentation at 8th European Conference on Positive PsychologyBy:Dr. Annette Coburn, University of the West of ScotlandDr Eelco Buitenhuis, University of the West of ScotlandDr Sinead Gormally, University of HullPsychological and Emotional Well-being and Social ChangeTopic: Positive Psychology –Social ChangeThis paper considers psychological perspectives on how people living with inequality and oppression can build strengths that help them toprepare for the struggles that are inherent in creating social change. It examines how communities build resilience for social justice andequality. The paper discusses how this kind of work impacts on workers and their relationships with employers and people incommunities. It shows how legal frameworks and existing practices can become complicit in maintaining the status quo and seeks toprovide ways to respond to aggression and bullying from employers and whether boundaries offer much needed protection from harm orhinder creative risk taking. Understanding that the austerity measures that currently exist in the UK are having a further negative effecton the community members’ well being, practical solutions inspired by positive psychology and critical pedagogy are suggested anddiscussed.Whereas a tendency in communities prevails to fall back into

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survival mode and feels limited to coping mechanisms and victimhood, thepresenters of this paper will demonstrate how that paradigm can be countered by a movement and suggested policy of gainingcommunity resilience, a positive self esteem and emancipation through conscientisation and personal growth. More than ever medialiteracy is needed for those who feel squashed under the weight of neoliberal consumerist ideology. The authors of this paper present aseries of suggestions of how positive social transformation can be achieved.

Keywords • community resilience; positive self esteem; emancipation; conscientisation; personal growth; media literacy; positivesocial transformation References: Biswas-Diener, R. (Ed.). (2011). Positive Psychology as Social Change. Dordrecht: Springer.Csíkszentmihályi, M. (1990). Flow: The Psychology of Optimal Experience. New York NY: Harper & Row.Fredrickson, B. L. (2013).

Positive Emotions Broadenand Build. Advances in Experimental Social Psychology, 47, 1–46.Freire, P. (1972).

Pedagogy of the Oppressed. Harmondsworth: Penguin Books.Freire, P., & Macedo, D. (1987). Literacy: Reading the Word and the World. Westport: Greenwood Publishing Group Inc.

POW123 - A Positive Psychology Intervention for Nascent Social Entrepreneurs: Opportunities for EnhancingPsychosocial Prosperity R. Taylor (1)(1) Faculty of Business and Law, Swinburne University of Technology Positive psychology can be applied to enhance learning and development in education settings and in initiatives to foster socialinnovation and change. Diener and Diener (2011) use the term Psychosocial prosperity to describe eight factors that operate as indicatorsof a society's level of wellbeing and optimal functioning. The dimensions of Psychosocial prosperity are: social support, public trust, safetyand security, tolerance, competence and growth, positive evaluations of life and life satisfaction, positive engagement, low levels ofchronic negative feelings.Like positive psychology, social entrepreneurship is an emerging field that aims to increase psychosocial prosperity.

Social enterprises areorganisations that use the tools and practices of commercial business to contribute to the greater good (Leadbeater, 1997). The work ofsocial entrepreneurs targets education, environment, health, human rights, civic participation, and economic development (Drayton,2002).Transformative Action is an education program for nascent social entrepreneurs that was created at the University of California and hassince spread to more than 50 countries. The program integrates theory and practice in positive psychology, social entrepreneurship andnon-violence and aims to empower and transform participants into social innovation leaders.This poster presents the findings of a capstone project completed as part of a Master of Applied Positive Psychology at The University ofMelbourne, Australia. It evaluates the curriculum of the Transformative Action program as positive psychology intervention using Ruskand Waters’ (2015) DPF-5 positive psychology model and presents a framework for assessing participant outcomes from a psychosocialperspective and applying positive psychology to other academic disciplines.

Keywords • social change, social innovation, positive psychology interventions, psychosocial flourishing, social entrepreneurship References: Diener, E., & Diener, C. (2011). Monitoring Psychosocial Prosperity for Social Change. In Biswas-Diener (Ed.),Positive psychology as social change. (pp. 53-71). Dordrecht ; New York: Springer.Drayton, W. (2002). The Citizen Sector: Becoming as Entrepreneurial and Competitive as Business. California Management Review, 44(3), 120-132.Leadbeater, C. (1997). The rise of the social entrepreneur. London, UK: Demos.Rusk, R. D., & Waters, L. (2015). A Psycho-social System Approach to Well-being: Empirically Deriving the Five Domains of PositiveFunctioning. Journal of Positive Psychology, 10(2), 141-152. doi: 10.1080/17439760.2014.920409

POW124 - A comparison of the effects of self-esteem and self-compassion on empathic concern: A metaanalysis R. Mueller (1)(1) Concordia University - Portland, USA Hodges, Clark, and Myers (2011) have argued that perspective taking interventions can buffer common, problematic attitudes andbehaviors, such as prejudice (Vescio, Sechrist, & Paolucci, 2003), stereotype expression and accessibility (Galinsky & Moskowitz, 2000),and interpersonal aggression (Batanova & Loukas, 2011). In their argument, Hodges et al. noted that “people behave better – moreacceptably, more admirably, more prosocially – after perspective taking” in part because perspective taking increases one’s empathicconcern for another (2011, p.

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194). As such, empathic concern appears to be important to consider in social change efforts.Yet, one barrier to the effectiveness of perspective-taking as a route to empathic concern is low self-esteem (Galinsky and Ku, 2004).

Thatis, low self-esteem may be boosted with attempts to compare favorably to others via downward comparisons (Ashton-James & Tracy,2012), or a willingness to “see the worst in others as a means of rating the self more favorably in comparison” (Neff, 2003, p. 86); thisstrategy appears on its face to be contraindicated if one is to move toward empathic concern. However, self-esteem is not the only formof self-evaluation to have been considered in relationship to empathic concern. Self-compassion (Neff, 2003), which has beenconceptualized as having three interrelated components (self-kindness; a sense of common, fallible humanity; and mindfulness) has alsobeen assessed with regard to its relationship with empathic concern. For example, both Kingsbury (2009) and Neff and Pommier (2013)reported that self-compassion was associated with increased empathic concern, though Kingsbury noted such increases were associatedwith self-kindness and common humanity, rather than mindfulness. Thus, self-compassion might provide another avenue to greaterempathic concern in individuals and society.Given the importance of empathic concern, along with the interest in the moderating effects of these two self-evaluation frames, asystematic exploration of the relative effects of self-esteem and self-compassion on empathic concern is valuable. In this meta-analysis, Iinvestigate the influence of both self-esteem and selfcompassion on levels of empathic concern. A three-phase process will be applied tothis study: systematic selection of studies, data extraction, and analysis. The first phase is ongoing at present, with the following inclusioncriteria being used to assess all studies: (a) experimental or quasi-experimental design, (b) published in peer-reviewed journals, (c)included adult participants only, (d) measured outcomes related to empathic concern, with validated quantitative measures, (e) measuredself-esteem, self-compassion, or both, with validated quantitative measures.

This phase will be completed on February 29, 2016. After theinclusion review has been completed, data extraction and analysis will ensue, with an anticipated completion date of April 30, 2016.

Keywords • self-esteem, self-compassion, empathic concern, perspective-taking References: Ashton-James, C. E., & Tracy,J. L. (2012). Pride and Prejudice How Feelings About the Self Influence Judgments of Others. Personality and Social Psychology Bulletin,38(4), 466-476.Batanova, M. D., & Loukas, A. (2011). Social anxiety and aggression in early adolescents: Examining the moderating roles of empathicconcern and perspective taking. Journal of youth and adolescence, 40(11), 1534-1543.Galinsky, A. D., & Ku, G. (2004). The effects of perspective-taking on prejudice: The moderating role of self-evaluation. Personality andSocial Psychology Bulletin, 30(5), 594-604.Galinsky, A. D., & Moskowitz, G. B. (2000). Perspective-taking: decreasing stereotype expression, stereotype accessibility, and in-groupfavoritism. Journal of personality and social psychology, 78(4), 708724.Kingsbury, E. (2009). The relationship between empathy and mindfulness: Understanding the role of selfcompassion. ProQuestInformation & Learning. Retrieved from http://psycnet.apa.org/psycinfo/2009-99220292Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.Neff, K. D., & Pommier, E. (2013). The relationship between self-compassion and otherfocused concern among college undergraduates,community adults, and practicing meditators. Self and Identity, 12(2), 160-176.Vescio, T. K., Sechrist, G. B., & Paolucci, M. P. (2003). Perspective taking and prejudice reduction: The mediational role of empathyarousal and situational attributions. European Journal of Social Psychology, 33(4), 455-472.

POW125 - Social Change and wellbeing: Towards a situated science of Positive Psychology Francisco Jose Eiroa-Orosa (1)(1) Yale University, USA, University of Barcelona, Spain, University of East London, UK The study of wellbeing has rocketed in recent years. However, wellbeing usually appears as a construct that can be measured and ahuman characteristic that may be enhanced regardless the sociocultural circumstances in which positive psychologists are measuring orintervening. This presentation attempts to challenge the current constructs of wellbeing by means of the sociocultural contextualisationof the experiences of wellbeing in a world-wide changing context. The presenter will showcase the findings of major projects addressingthe relationship between social dynamics and mental health or wellbeing. The results and conclusions of these projects will help todiscuss the need to contextualize the study of psychosocial well-being in a world in constant crisis.

Keywords • Wellbeing, Social Change, Crisis, Contextualization, Sociocultural References: Brown, N. J. L., Lomas, T., &Eiroa-Orosa, F. J. (2016). The Routledge International Handbook of Critical Positive Psychology. London, UK: Routledge.Eiroa-Orosa, F. J. (2013). Psychosocial wellbeing in the Central and Eastern

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European transition: An overview and systematicbibliographic review. International Journal of Psychology, 48(4), 481–491. http://doi.org/10.1080/00207594.2012.669481Eiroa-Orosa, F. J. (2013). [Sociocultural change and psychosocial well-being: a proposal for research and action]. Psicología Política, 47,39–53.Prilleltensky, I. (2012).

Wellness as fairness. American Journal of Community Psychology, 49(1-2), 1–21. http://doi.org/10.1007/s10464011-9448-8

POW126 - Altruistic investment as a positive social behavior L.V. Mararitsa (1), T.V. Kazantseva (1), V.V. Potiavina (1)(1) Saint-Petersburg State University, Saint-Petersburg, Russia Our research is dedicated to positive social behavior, that helps community and enhance personal well-being (Post, 2005; Seilgman,2012). We consider altruistic investment as one of the individual strategies of managing social capital (Pochebut, Mararitsa, 2013).Individual strategy of managing social capital is an attitude to social surroundings and a typical way to interact with others, based onpersonal values. In this context, the term of positive social behavior is important. Positive social behavior (or prosocial) is defined asbehavior that benefits other people, it is seen as a type of helping behavior (McGuire, 1994). Altruistic investment is a prosocial strategyaimed on social capital accumulating. Indirect altruism, altruistic interest, motivation, compensation and punishment, strong reciprocity(Fehr, 2003, Kazantseva, 2016) are the phenomenological basis for formulating this strategy.On the sample of young Russians (267 people from 18 to 29 years old) we confirmed our hypothesis that altruistic investment has threecomponents: it is based on such values as benevolence and universalism, connected with intention to care about improvement ofsituation for everyone and manifested in friendly attitude to others, helping others disinterestedly. Altruistic investment is rooted inpersonal values, performed in personal focus on common good and personal readiness to help others selflessly. When solving socialdilemmas, people with such strategy tend to: 1 - establish and maintain "positive" norms in the division of resources in situationsperceived as safe; 2 - help those who were unjustly deprived and 3 - do not take advantageous but unjust decisions. The research showsthe interrelation and consistency of all three strategy’s components (values, intentions and behavior) and their correspondence toprevious theoretical assumptions.This research was funded by the RGNF grant project 14-06-00662: “Intrapersonal determinants of prosocial behavior and social capitalformation”.

Keywords • Altruistic investment, networking, social capital, personal values, individual strategies, social dilemmas References: 1. Fehr E., Fischbacher U. The Nature of Human Altruism // Nature. 2003, No. 425, P.785-791.2. Kazantseva T.V. Altruism: the phenomenon and operationalization // Petersburg Psychological Journal. 2016, No. 14, in press3.

McGuire A.M. Helping Behaviors in the Natural Environment: Dimensions and Correlates of Helping // Personality and SocialPsychology Bulletin. 1994, vol. 20, No. 1, P. 45-56.4. Pochebut L.G., Mararitsa L.V. Individual Strategies of Managing Social Capital: a New Look at the Psychology of InterpersonalRelationships // Procedia - Social and Behavioral Sciences. 2013, V. 86, P. 557-562.5. Post S.G. Altruism, Happiness, and Health: It’s Good to Be Good // International Journal of Behavioral Medicine. 2005, Vol. 12,No. 2, P. 66–77.6. Seligman M.E.P., Forgeard M.J.C., Jayawickreme E. The Engine of Well-Being // Review of General Psychology. 2012, Vol. 16, No.4, P. 327–342.

POW127 - Heroic Decision Making: Prosocial Behavior in Dangerous Situations J. KimT. BishopD. GuessUniversity of North FloridaPsychology Department, Room 31061 UNF DriveJacksonville, FL 32224, USA Everyday some people are willing to risk their lives in order to save others in dangerous situations. The current study investigatesthese kind of decisions. This topic is novel since past research on decision-making has focused mainly on simple choice tasks and staticdecision making in controlled laboratory settings. We took a multidisciplinary approach by examining interrelated personality factors suchas courage and altruism, and situational factors such as the bystander effect and peer involvement in order to construct a series ofconceptual models related to heroic decision making. An online survey was used to gather data. The survey consisted of openendedquestions which allowed participants to share their past experiences. Participants (n = 23) answered these questions detailing factorsrelated to the situation such as their thoughts, feelings, and actions involved. 11 participants were men, and 12 were women with agesranging from 20 to 77. Consensual qualitative methodology (Hill, 1997) was used for coding all participant responses done by the researchteam: six students and one faculty.

Themes such as the following were derived from the participants’ responses: Sense of personalresponsibility, jumping into action, questioning own abilities, and high emotional involvement. Prototypical decision-making processeswere also analyzed. Four different prototypes were identified: (1) professional leader encountering a

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dangerous situation, (2) professionalteam member encountering a dangerous situation, (3) lay-person encountering a dangerous situation in daily-life, (4) and lay-personencountering a dangerous situation in daily-life and not helping. Results also highlight that during quick decision-making cognitive,motivational, and emotional processes were highly interconnected. Results further show that professionals, (1) and (2), displayedautomatic responses with less emotional involvement; whereas lay-persons, (3) and (4), displayed less automatic responses and moreemotional involvement. These findings first help us better understand how some citizens can become heroes putting their own interestsand needs aside to help others in danger. Ultimately this research could have implications for making communities stronger.

Keywords • Heroism, Heroic, Decision Making, Decisions, Prosocial, Prosocial Behavior, Altruism, Helping, Helping Behavior References: Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research.

TheCounseling Psychologist, 25(4), 517-572. doi:10.1177/0011000097254001

POW128 - Character strengths as predictors of negative downstream reciprocity – Empirical evidence M. Szcze niak Ma gorzata (1)S. Go b (2)A.H. wi tek (1)A. Szumaczuk (1)A. Bry (1)(1) University of Szczecin, Poland(2) West Pomeranian University of Technology Szczecin, Poland Empirical research shows that character strengths, considered as the subset of personality traits on which people place moral value(Peterson, Park, 2009), are mediators of well-being and satisfactory functioning (Niemiec, 2013), but are also good predictors ofdepression (Seligman, 2012). However, we know little about their association with other aspects of human life and behavior, in general.As a response to the scarcity of knowledge in this regard, we undertook research about predictive role of character strengths in negativedownstream reciprocity. We wanted to identify which of human potentials might influence occurrence of this form of reciprocity thatconsists in giving something bad to an individual who before gave something bad to another person.The study was conducted on the group of 336 participants. The mean age was M=20,22 with SD=1,70 (range=18-36 years). The data wascollected with the Short Scale of Downstream Reciprocity in its pilot form (Szcze niak, 2016) and a Polish version of InternationalPersonality Item–Values in Action questionnaire (IPIP-VIA). A linear regression illustrates that there are five significant predictors(F=40.393, p<0.001) of downstream reciprocity out of twenty four character strengths: forgiveness ( =-0.429, p<0.001), fairness ( =-0.210,p<0.001), kindness ( =-0.161, p<0.005), judgment ( =0.184, p<0.001), and self-regulation ( =-0.136, p<0.005).Such outcomes may indicate that people who “pay” wrongdoers for what they did to others, are less merciful, do not believe in justice, areless generous and compassionate, have more difficulty in controlling their own emotional responses, but at the same time, have facility indetermining what is morally right.

Keywords • character strengths, downstream reciprocity

Social work SOCIAL WORK • SYMPOSIUM AS06 - Psychometric Analysis and Refinement of the Values in Action Inventory of Strengths (VIA-IS) withEducational Leaderships in KSA: Exploratory Study F. Aloufi(1,2), M. Salama-Younes(1,3)(1) Umm Al-Qura University, Makkah, KSA(2) Educational administration , Taif, KSA(3)Rennes 2 University,Rennes,France Background. Character Strengths and Virtues (CSV) that attempt to present a measure of humanist ideals of virtue in an empirical,rigorously scientific manner. Peterson and Seligman (2004) have identified 24 strengths that can be seen as character traits. CSVidentifies six classes of virtue (i.e., "core virtues"), made up of twenty-four measurable "character strengths". Test has been translated andadapted in more than 10 languages (La Follette, 2010).The present researchIn Arabic culture, no published study examined the psychometric properties of the Values in Action Inventory of Strengths (VIA-IS).Therefore, the present research has threefold: (i) refine and examine the psychometric properties of the VIA-IS; (ii) test-rest andconfirmatory factor analysis for the refine version. (iii) determine the CSV for the educational leaderships according to gender (men vs.women) and experience (-10 vs. +10 to 20 vs. +20).MethodParticipants and procedureFirst, using forward and back translation, four translators

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participated in preparing an experimental Arabic version of the VIA-IS which isequivalent to the original version.

Three studies were then conducted with three different samples. Data were collected from 1182educational leaders (school directors) in TAIF city, KSA. They were 48.7% men and 51.3% women. The first sample (n = 485), the secondsample (n = 360) and the third sample (n = 337). They aged from 33 to 58 (M = 44.82; SD = 12.99). They represented 93 % of the educationleaders in TAIF city.MeasuresValues in Action Inventory of Strengths (VIA-IS). It was created by Peterson and Seligman (2004) that measures 24 widely-valuedcharacter strengths. It consists of 120 items for evaluating 24 character strengths. For each one, each subscale composes of 5 items. A 5-point Likert scale was used ranging from “strongly disagree” (1) to “strongly agree” (5).Results and ConclusionFrom the first study, Cronbach alpha , spilt half, corrected item total correlation and Exploratory Factor Analysis (EFA) recommend therefining of the Arabic version. The refined version composes of 2 or 3 items for measuring each strength with total 54 items. In the secondstudy, the test-retest and Confirmatory Factor Analysis (CFA) confirms the previous results. The goodness of fit indexes was acceptable interms of 2/df ratio, GFI, NFI, TLI, RMR and RMSEA. In addition, for determining the strengths, the third study showed that no genderdifference has been found between men and women. Courage is the most common strength for both. However, in terms of experience, themore experience leaders have, the more they are in wisdom and knowledge virtues.ReferencesPark, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fifty-four nations and the fifty US states. The Journal of PositivePsychology, 1(3), 118-129.Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classificati Keywords • Psychometric Analysis ,Values in Action Inventory , Strengths (VIA-IS) , Educational Leaderships in KSA References: Park, N., Peterson, C., & Seligman, M. E. P. (2006). Character strengths in fifty-four nations and the fifty US states. TheJournal of Positive Psychology, 1(3), 118-129.Peterson, C. & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington DC: AmericanPsychological Association.

SOCIAL WORK • WORKSHOP W05B - Engaged in Life: a skills-based approach to building wellbeing amongst older people G. Kelly (1), D. Kelly (1)SAHMRI Wellbeing and Resilience Centre, Australia The Wellbeing and Resilience Centre (WRC) within the South Australian Health and Medical Research Institute has been establishedto implement the recommendations that emerged as a result of Professor Martin Seligman’s 201214 residency in Adelaide, SouthAustralia (SA). Professor Seligman has proposed that SA become the first political unit in the world to systematically measure and buildwellbeing in different cohorts of society, across the life course, in order to “give every individual the skills to flourish in their daily lives”(Seligman, 2013). The Ageing and Wellbeing project has been deployed across a socio-economically diverse range of metropolitan andregional communities in SA in partnership with local Councils, Aged Care providers and SA government agencies. The WRC has employedits ‘Measure, Build, Embed, Research’ framework and draws on Professor Seligman’s PERMA dashboard of wellbeing.The Ageing and Wellbeing model commences with an initial baseline wellbeing measurement of project participants using the PERMA+survey tool. The survey instrument contains 72 questions, relating to overall wellbeing (Butler and Kern in press), resilience (Smith, Dalenet al. 2008), social connectedness (Zavleta, Samuel et al. 2014) and physical activity, sleep and nutrition. The second phase of the modelinvolved the transfer of validated skills and strategies that are proven to build wellbeing and resilience. Using a train the trainer model,Aged Care staff and Community workers undertake Wellbeing and Resilience training provided by our training partner TechWerks. Theseskills are transferred to project participants ranging from 62–103 years of age through a series of workshops. The program provides skillsdevelopment in a group setting and encourages participants to plan goals and strategies that will sustain wellbeing habits and behaviors.The final phase of the project model involves the integration of resilience and wellbeing skills into the day-to-day lives of participants.Using a mentoring approach, participants are supported to join in a range of civic participation, social support and volunteeringopportunities. The project is completed by a final measurement of wellbeing using the PERMA+ survey.Promising results have been collected using the PERMA+ survey and weekly participant feedback and focus groups. As a result of theprogram, older people were more aware of their own behaviors and were confidently using the skills in their daily lives and sharing skillswith family and friends. They had also undertaken profound changes in their own lives – confronting old problems, exploring newopportunities and becoming more actively engaged in their lives, their relationships and their communities. This program has inspiredparticipants to

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undertake further resilience/mentor training, and our partner councils are continuing to offer wellbeing training andconsolidating their efforts through formal wellbeing policies and strategies.

Keywords • Positive Ageing, Resilience Training, TechWerks, Community Engagement, Wellbeing and Resilience References: Butler, J. and M. L. Kern (in press). "The PERMA-Profiler: A brief measure of flourishing." Psychological Assessment.Smith, B. W., J. Dalen, K. Wiggins, E. Tooley, P. Christopher and J. Bernard (2008). "The brief resilience scale: Assessing the ability tobounce back." International Journal of Behavioral Medicine 15(3): 194-200.Zavleta, D., K. Samuel and C. Mills (2014). Social Isolation: A conceptual and Measurement Proposal. Oxford, U.K., Oxford Poverty &Human Development Initiative, University of Oxford.

SOCIAL WORK • PAPER SESSION P09E - Motherhood among out-of-care young women : Capitalizing on their strenghts N. Lanctot (1), A. Couvrette (2)(1) Université de Sherbrooke, 150 Place Charles Lemoyne, Longueuil (Québec), Canada J4K 0A8(2) Université du Québec en OutaouaisCase postale 1250, succursale HullGatineau (Québec) CanadaJ8X 3X7 Studies estimate that 28% to 51% of girls who are placed in residential care will have a baby before they reach age 20 (Dworsky &Courtney, 2010). These percentages are about five times higher than those observed in the general population (Lanctôt, 2005).Motherhood in girls in and out of care is a major social concern. These young mothers are known not only to have many problemsthemselves, but also to be at high risk of compromising their children’s safety and development (Tzoumakis & al., 2012). However, recentstudies have revealed the determination of these young mothers not to reproduce the “cycles of pain” that have marked their own lives(Greene & al., 2000). The scientific literature is now clear in this regard and marks a definite departure from the fatalistic picture thatpredominated in earlier studies: despite the real difficulties that out of care young mothers encounter, they want to stop being labelled asdeviant, and they want to provide their children with better living conditions than they themselves have had (Maxwell & al., 2011).The present study was based on the Montreal Longitudinal Study on Adolescent Girls in Residential Youth Centres (Lanctôt, 2011). Thesample was composed of 134 young women (mean age : 19.3) and 29 of whom were mothers. The purpose of this study was to uncoverthe young mothers’ positive perceptions of their sense of parenting competence, along with their general sense of well-being. The mothersand non-mothers were also compared with regard to their emotional states and cognitive schemas.

Results indicated that the youngmothers felt competent regarding their parenting skills. As compared to nonmothers, they also reported a stronger sense of self andpersonal identity and less fears of rejection and abandonment.Recognizing the ability of these young mothers to fulfil their parental role represents a solid starting point for redesigning interventionprograms to capitalize on these young women’s strengths instead of focusing only on their deficits and the ways in which they are at risk(Brand, 2013).

Keywords • Young mothers, strengths, parenting competence, well-being, emotional states References: Brand, G. (2013)." You don't know half the story": Deepening the dialogue with young mothers (Doctoral dissertation, Murdoch University).Courtney ME, Dworsky AL, Cusick GR, Havlicek J, Perez A, and Keller T (2007) Midwest evaluation of the adult functioning of formerfoster youth: outcomes at 21. Chicago: Chapin Hall for children.Dworsky A and Courtney ME (2010) The risk of teenage pregnancy among transitioning foster youth: Implications for extending statecare beyond age 18. Children and Youth Services Review, 32(10): 1351-56.King, B., Putnam-Hornstein, E., Cederbaum, J. A., & Needell, B. (2014). A cross-sectional examination of birth rates among adolescentgirls in foster care. Children and Youth Services Review, 36, 179-186.Lanctôt N (2005) Que deviennent les adolescentes judiciarisées près de dix ans après leur sortie du centre jeunesse? [What happens togirls who were subject to a court order and placed in residential care ten years after leaving a youth center?] Criminologie 38(1) : 139-62.Lanctôt N (2011) Les effets d'un programme cognitif-comportemental appliqué à des adolescentes hébergées en centre jeunesse. [Effectsof a cognitive-behavioral program on adolescent girls living in a youth center]. Criminologie 43 (2) : 303-28.Opsal, T., & Foley, A. (2013). Making it on the Outside: Understanding Barriers to Women’s Post Incarceration Reintegration. SociologyCompass,7(4), 265-277.Tzoumakis, S., Lussier, P., & Corrado, R. (2012). Female juvenile delinquency, motherhood, and the intergenerational transmission ofaggression and antisocial behavior. Behavioral sciences & the law, 30(2), 211-237.SOCIAL WORK • POSTER

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POW129 - Photovoice: As a participatory action research method in social work practice P. Kutuk-Yilmaz (1)(1) Yalova Universitesi, Yalova, Turkey Background: Photovoice is a participatory action research method combining photography and group work to give people anopportunity to record and reflect on their daily lives. The photovoice process aims to use photographic images taken by persons with littlemoney, power, or status to enhance community needs assessments, empower participants, and induce change by informing policy makersof community assets and deficits. Members of a community can critically reflect on their photographic images, express their socialexperiences and use the consciousness toward taking action.Purpose:To review the use of Photovoice and consider the implications for social work practice and education.Methods: Literature review, guided by a scoping framework, reveals the purposes, rationales and populations with whom Photovoice hasbeen used.Findings: From the documents retrieved, there are original studies were surveyed and were peer-reviewed. The majority of studiesoccurred within the public health domain and a smaller percentage with individuals experiencing a specific illness and/or disability, withvery few documented in the social work literature. It might be used as an alternative method to enhance the understanding of the dailyexperience and issues of community members and or service users.Implications: Individuals who have less power, money and resources are increasingly demanding a place at the decision-making process,ranging from authentic involvement to influencing policy at the local and national levels. Unfortunately, professionals are not oftenprepared for this new and growing partnership. Therefore, creative and effective approaches are required to both decrease the existingpower differential between professionals and persons who seek services (or have community concerns) and to genuinely engage thevoices and expertise of these individuals.

Photovoice when based on the principles of participatory action research, is such an approach.

Keywords • Participatory Action Research, Social Work, Photovoice

Strength

STRENGTH • KEYNOTE K03 - Character strengths: Unresolved issues, new frontiers W. RuchUniversity of Zurich, Switzerland More than 10 years have elapsed since Peterson and Seligman presented their influential “Character strengths and virtues: Ahandbook and classification”. In the meantime many studies were published using the instrument and validating strengths in a variety ofsettings and in different cultures. Yet several assumptions are unresolved or remained untested, and others have not been addressed yet.How do the strengths relate to the perception of a good character? How can strengths be subdivided? What is the relation betweenstrengths and virtues? What is the scientific status of signature strengths? How does character relate to personality? The talk will give anoverview of basic and applied studies (e.g., in the school and work setting) conducted by my research group and address the issues thatneed further scientific scrutiny.STRENGTH • PRE WORKSHOP

PW011 - Toolkit on strength-based development for individuals, relations and organizations Lisa Vivoll Straume (1)Rune Sagør (1)Marit Album Kvernmo (1)Karina Anderssen Aas (1)Bente Kristin Malmo (1)(1) Mind, Norway Learning outcomes: Participant will learn how to spot, develop and apply strengths, and how to design relational and organizationalenvironments where a balanced strength-based approach can be developed and applied.Structure: The workshop is organized with a plenum introduction session, following three parallel sessions on practical training, andfinally one plenum training session on simulation training. Participants are divided in three groups representing practical training onstrength-based development at individual, relational or organizational level. All participants will have one workout at each session.Content:The strength-based approach has become the talk of the town in leadership development spheres all around the globe during the lastdecades.

Practical work with strengths is a core component of positive psychology and offers a potentially powerful way of increasingperformance and affecting social change (Linley & Garcea, 2011). Despite criticism from different researchers, strength basedinterventions has shown positive results in therapy settings, educational practice, organizational behavior and leadership developmentprograms (Peterson, Stephens, Park, Lee, & Seligman, 2009; Harter, Schmidt, & Hayes, 2002). For instance, one study showed thatperformance increased by 36.4% when managers emphasized performance strengths and decreased by 26.8% when managersemphasized performance

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weaknesses (Corporate Leadership Council, 2002).A growing body of research supports the idea that strengths are beneficial to individuals and organizations. The aim of the pre-conferenceworkshop is to train on researchbased practical methods for:• Spotting, developing and applying strengths• Designing a relational and organizational environment where a balanced strength-based approach can be developed andapplied.The preconference workshop is designed to give efficient, intensive practical training and consists of four parts as described below:1) Introductory plenum sessionThe aim of this session is to provide participants with a common knowledge basis and prepare for participation in the training sessions.We will give the theoretical and empirical foundation for the different methods, in addition to describing the Mind model on strengthbased development.2) Four sessions on practical training where all participants will train in all sessionsSession 1: Introductory session, PhD positive psychology / Academic director, Lisa Vivoll StraumeThe aim of this session is to provide participants with a common knowledge basis and prepare for participation in the training sessions.We will give the theoretical and empirical foundation for the different methods, in addition to describing the Mind model on strengthbased development.Session 2: Setting the stage, CEO Mind Ltd, Rune SagørWe provide you with an organization context for the practical training sessions. It will be presented with different challenges that needsto be solved, and you will be given roles and responsibilities to make this as real as possible. In the next sessions, you will get coachingand training on how to use a strength based approach to solve this case.Session 3: Mapping personal strengths, MA, Marit Album KvernmoStrengths identification, use, and development are potentially important tools in personal and organizational development. The followingsession constitute practical training of selected techniques focusing on individual strength spotting through active listening, dialogue andopen questions.What we aim to achieve in strength spotting, is what we refer to as magic moments. It refers to the moments where participant’sperspectives move from understanding, answering and reflecting to acknowledging and accepting personal values and strengths. Inthese moments, change and development can start.Active listening and strength spotting are skills that can be developed with deliberate practice. Considering strengths as values in action,applying active listening may enable leaders to assist employees in exploring their values and strengths, a method/tool proven functionalin strength based leadership development. Participants will be given a demonstration in active listening, questioning and strength spottingfollowed by supervised training in groups.Session 4: Evaluation of strengths, MA, Karina Andersen AasThe session focus on balancing strengths, as all strengths may potentially become a weakness. The independent can become egoistic, andthe humble ends up self–sacrificing. Not being aware of this possible overuse, or whether our strengths are applied in the right context,represents a major blind spot for us. Our training helps to identify a more nuanced aspect of strengths by exploring over and underuse oftheir strengths and consequently build strength competency.Inspired by the core value quadrant by Daniel Ofman (2004), we apply the strength quadrant tool to practical work with evaluation ofoveruse, allergies and growth. The quadrant is efficient in creating awareness and to initiate an action plan to strength development. Itincreases psychological flexibility and a deeper understanding of the mechanism underlying behaviour. In our exercises the participantswill learn how to use this tool, both in individual sessions and in team sessions.We see connection as a prerequisite for development processes. When giving feedback, spotting strengths, or coach change processes,connection provides the trust needed to show vulnerability.

Through exercises we will also practice on how to form positive relationshipsas well as essential communication skills for establishing connection.Session 5: Simulation training based on the previous sessions: Training on reality through action learning. MA student, Bente KristinMalmoIn increasingly complex work and leadership contexts, the ability to learn becomes crucial for sustainable organizational development. Itis not enough to convey and contain knowledge – it is something that continuously must be in the process of development. This process isreferred to as knowledge creation (Hislop, 2013; Åsvoll, 2009, and has proven to be a crucial part of business strategy to cope with highdemands and complex realities (Hislop, 2013). To create an environment for knowledging, a key point is to train employees in takingdifferent perspectives and applying a growth oriented mind set, and to perform this training in reality as opposed to fictive cases (i.e.simulation). This enables employees to move from the narrow goal orientation to the exploitation of opportunity under uncertainty.We use an action learning format to design a relational and organizational environment where a balanced strength based approach canbe developed and applied. The concept has been continuously developed throughout 3 decades with more than 6,000 executives invarious types of organizations and cultures of 13 different countries.Building on the outcome of the previous sessions of the workshop, this session will apply tabletops, simulation training, and debrief. Thetabletop involves preparing for a simulated situation where participants have to collect information, analyse, make decisions,communicate, and act. After sharing our methodology and a description on a challenging leadership case, participants will prepare andsimulate the situation while training on applying the strength based approach, followed by a debrief. The simulation will be repeatedtwice, and closed with a meta debrief of the whole learning process.Session 6: Debrief and rap upThe Mind: model and main learning outcomes of the pre conference workshop.

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PW012 - Toolkit on strength-based development for individuals, relations and organizations Lisa Vivoll Straume (1)Rune Sagør (1)Marit Album Kvernmo (1)Karina Anderssen Aas (1)Bente Kristin Malmo (1)(1) Mind, Norway Learning outcomes: Participant will learn how to spot, develop and apply strengths, and how to design relational and organizationalenvironments where a balanced strength-based approach can be developed and applied.Structure: The workshop is organized with a plenum introduction session, following three parallel sessions on practical training, andfinally one plenum training session on simulation training. Participants are divided in three groups representing practical training onstrength-based development at individual, relational or organizational level. All participants will have one workout at each session.Content:The strength-based approach has become the talk of the town in leadership development spheres all around the globe during the lastdecades.

Practical work with strengths is a core component of positive psychology and offers a potentially powerful way of increasingperformance and affecting social change (Linley & Garcea, 2011). Despite criticism from different researchers, strength basedinterventions has shown positive results in therapy settings, educational practice, organizational behavior and leadership developmentprograms (Peterson, Stephens, Park, Lee, & Seligman, 2009; Harter, Schmidt, & Hayes, 2002). For instance, one study showed thatperformance increased by 36.4% when managers emphasized performance strengths and decreased by 26.8% when managersemphasized performance weaknesses (Corporate Leadership Council, 2002).A growing body of research supports the idea that strengths are beneficial to individuals and organizations. The aim of the pre-conferenceworkshop is to train on researchbased practical methods for:• Spotting, developing and applying strengths• Designing a relational and organizational environment where a balanced strength-based approach can be developed andapplied.The preconference workshop is designed to give efficient, intensive practical training and consists of four parts as described below:1) Introductory plenum sessionThe aim of this session is to provide participants with a common knowledge basis and prepare for participation in the training sessions.We will give the theoretical and empirical foundation for the different methods, in addition to describing the Mind model on strengthbased development.2) Four sessions on practical training where all participants will train in all sessionsSession 1: Introductory session, PhD positive psychology / Academic director, Lisa Vivoll StraumeThe aim of this session is to provide participants with a common knowledge basis and prepare for participation in the training sessions.We will give the theoretical and empirical foundation for the different methods, in addition to describing the Mind model on strengthbased development.Session 2: Setting the stage, CEO Mind Ltd, Rune SagørWe provide you with an organization context for the practical training sessions. It will be presented with different challenges that needsto be solved, and you will be given roles and responsibilities to make this as real as possible. In the next sessions, you will get coachingand training on how to use a strength based approach to solve this case.Session 3: Mapping personal strengths, MA, Marit Album KvernmoStrengths identification, use, and development are potentially important tools in personal and organizational development. The followingsession constitute practical training of selected techniques focusing on individual strength spotting through active listening, dialogue andopen questions.What we aim to achieve in strength spotting, is what we refer to as magic moments. It refers to the moments where participant’sperspectives move from understanding, answering and reflecting to acknowledging and accepting personal values and strengths. Inthese moments, change and development can start.Active listening and strength spotting are skills that can be developed with deliberate practice. Considering strengths as values in action,applying active listening may enable leaders to assist employees in exploring their values and strengths, a method/tool proven functionalin strength based leadership development. Participants will be given a demonstration in active listening, questioning and strength spottingfollowed by supervised training in groups.Session 4: Evaluation of strengths, MA, Karina Andersen AasThe session focus on balancing strengths, as all strengths may potentially become a weakness. The independent can become egoistic, andthe humble ends up self–sacrificing. Not being aware of this possible overuse, or whether our strengths are applied in the right context,represents a major blind spot for us. Our training helps to identify a more nuanced aspect of strengths by exploring over and underuse oftheir strengths and consequently build strength competency.Inspired by the core value quadrant by Daniel Ofman (2004), we apply the strength quadrant tool to practical work with evaluation ofoveruse, allergies and growth. The quadrant is efficient in creating awareness and to initiate an action plan to strength development. Itincreases psychological flexibility and a deeper understanding of the mechanism underlying behaviour. In our exercises the participantswill learn how to use this tool, both in individual sessions and in team sessions.We see connection as a prerequisite for development processes. When giving feedback, spotting strengths, or coach change processes,connection provides the trust needed to show vulnerability.

Through exercises we will also practice on how to form positive relationshipsas well as essential communication skills for establishing connection.Session 5: Simulation training based on the previous sessions: Training on reality through action learning. MA student, Bente KristinMalmoIn increasingly complex work and leadership contexts,

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the ability to learn becomes crucial for sustainable organizational development. Itis not enough to convey and contain knowledge â&#x20AC;&#x201C; it is something that continuously must be in the process of development. This process isreferred to as knowledge creation (Hislop, 2013; Ă&#x2026;svoll, 2009, and has proven to be a crucial part of business strategy to cope with highdemands and complex realities (Hislop, 2013). To create an environment for knowledging, a key point is to train employees in takingdifferent perspectives and applying a growth oriented mind set, and to perform this training in reality as opposed to fictive cases (i.e.simulation). This enables employees to move from the narrow goal orientation to the exploitation of opportunity under uncertainty.We use an action learning format to design a relational and organizational environment where a balanced strength based approach canbe developed and applied. The concept has been continuously developed throughout 3 decades with more than 6,000 executives invarious types of organizations and cultures of 13 different countries.Building on the outcome of the previous sessions of the workshop, this session will apply tabletops, simulation training, and debrief. Thetabletop involves preparing for a simulated situation where participants have to collect information, analyse, make decisions,communicate, and act. After sharing our methodology and a description on a challenging leadership case, participants will prepare andsimulate the situation while training on applying the strength based approach, followed by a debrief. The simulation will be repeatedtwice, and closed with a meta debrief of the whole learning process.Session 6: Debrief and rap upThe Mind: model and main learning outcomes of the pre conference workshop.

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