PPInterventionsWell-beingEducation

International
Conference
on Well-being
in Education Systems
Department of Psychology
Scientific program
Positive Psychology Interventions:
Are
Mondaythey
20.11 effective for increasing well-
being?
10.00 - Registration
Aula magna
13.30 - 14.00 Opening session

Aula magna
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
Fabian
14.55 - 16.10 Gander
Parallel session 1 Parallel session 2
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
International
Conference
on Well-being
Main questions
Scientific program
•  What are positive psychology interventions?
•  Are they effective for increasing well-being?
Monday 20.11
•  When and for whom do they work best?
•  How do they work?
10.00 -
Aula magna
Registration

Aula magna
Aula magna
14.55 - 16.10 Parallel session 1 Parallel session 2

Page 2
International
Conference
on Well-being
What are positive psychology interventions?

Scientific program
•  Positive psychology interventions are:
“…treatment methods or intentional activities that aim to
cultivate positive feelings, behaviors, or cognitions.” (Sin &
Lyubomirsky,
Monday 20.11 2009; p. 468)
•  Positive psychology interventions are not:
Aula magna “…programs, interventions, or treatments aimed at fixing,
remedying,
13.30 - 14.00
or healing something that is pathological or
Opening session
Aula magna
deficient .” (Sin & Lyubomirsky, 2009; ibid.)
Aula magna
à strategies to1 improve well-being

Parallel session
14.55 - 16.10 (hedonic
Parallel session 2 and or eudemonic)
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International
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on Well-being

Scientific program
Example: Three good things-Exercise
«Every night for one week, set aside 10 minutes
before you go to bed. Use that time to write down
three things that went really well on that day and why
Monday
they20.11
went well. The three things you list can be
relatively small in importance (“My husband picked up
Registration
my favorite ice cream for dessert on the way home
10.00 -
Aula magna
from work today”) or relatively large in importance

Aula magna
(“My sister just gave birth to a healthy baby boy”)»
Aula magna
Parallel session 1
14.55 - 16.10
(abbreviated; after Seligman, Steen, Park, Parallel session 2
& Peterson, 2005)
Page 4
International
Conference
on Well-being

Scientific program
Different types
•  One-fits-all approaches, e.g.:
•  Three good things
•  20.11
Monday Gratitude letter
10.00 -
•  Counting kindness, etc. Registration
Aula magna
•  Individualized approaches (based on participants‘
characteristics), e.g.:
Aula magna
•  Using signature strengths in a new way

14.00 - 14.50
Aula magna
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”

Page 5
International
Conference
on Well-being
Effectiveness of positive psychology interventions

Scientific program
Pioneering works of Michael Fordyce (1977, 1983)
Basic assumption:
–  How do happy people differ from unhappy people?
Monday 20.11
à 14 Fundamentals
–  Can unhappy people adapt the behaviors of happy people in
Aula magna
orderOpening
13.30 - 14.00 to getsessionhappier?
Aula magna
14.00 - 14.50
–  Fordyce showed in several studies that students in a
Aula magna
“happiness program” based on the 14 fundamentals get
14.55 - 16.10
happier
Parallel session 1
Bullismo e prevenzione (ITA)
Parallel session 2
Perspectives on well-being
à Well-being can be deliberately
gnanti contro il bullismo”. improved
Raccanello, D. et al. “Definitions of well-
International
Conference
on Well-being
Fordyce‘s 14 Fundamentals
Scientific program
1.  Be more active and keep busy
2.  Spend more time socializing
3.  Be productive at meaningful work
4.  Get better organized and plan things out
5.  Stop worrying
Monday6.  Lower20.11 your expectations and aspirations
7.  Develop positive, optimistic thinking
10.008. 
- Get present-oriented Registration
Aula magna
9.  Work on a healthy personality
Aula10. Develop
magna an outgoing, social personality
11. Be yourself
Aula12. Eliminate
magna negative feelings and problems
13. Close relationships
14. Think about your own happiness
Page 7
International
Conference
on Well-being
Effectiveness of positive psychology interventions

Scientific program
Two independent meta-analyses
•  Sin & Lyubomirsky (2009)
•  Analyzed 51 interventions on a broad array of topics (including
gratitude, hope, kindness, mindfulness, goal attainment, etc.)
Monday
•  20.11
Conclusion: Positive interventions are effective for increasing
well-being (d = .61) and reducing depressive symptoms (d = .
10.00 -
Aula magna
65) Registration
•  Bolier, Haverman, Westerhof, Riper, Smit & Bohlmeijer (2013)

Opening session
13.30 - 14.00
Aula magna
•  Analyzed 39 interventions using stricter inclusion criteria
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•  Conclusion: Positive interventions are effective for increasing
14.55 - 16.10 hedonic
Parallel session(d
1 = .34) and eudemonic
Parallel session 2 well-being (d = .20) and
Parallel session 1 reducing depressive symptoms in education (ENG) (d = .23)
Page 8
Gander, Proyer, Wyss, & Ruch, in press, JoHS
International
Conference
on Well-being
Online positive psychology interventions

Scientific program
•  First large online, randomized, placebo-controlled intervention by
Seligman, Steen, Park, and Peterson (2005):
•  Tested 5 interventions conducted once or for one week
•  Compared with a placebo control exercise (“Early memories”)
Monday 20.11
•  Assessment of happiness and depressive symptoms before and
after the intervention, as well at follow-ups at 1 week, 1 month, 3
months, and 6 months after the intervention
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•  3 of the
13.30 - 14.00
Aula magna
interventions increased happiness and alleviated
Opening session
depressive symptoms compared to the placebo control group for

up toKeynote:
14.00 - 14.50
Aula magna six Emanuele
months:Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
•  Three
14.55 - 16.10 good
Parallel session 1 things Parallel session 2
•  Gratitude
Sala conferenze Rizzotti, P. “Esserevisit
felici a scuola, 181 inse-
Aula magna
•  Using
Parallel session 2
signature strengths in a new way
Saccardi, S. “Danza della tolleranza”.
being and suffering: secondary school
and university students’ conceptualization
Page 9
Gander, Proyer, Wyss, & Ruch, in press, JoHS
International
Conference
on Well-being
Replication of Seligman et al. (2005)

Scientific program
Three objectives:
1.  Replicating the findings of Seligman et al. (2005)
•  Identical interventions and design
•  German-speaking sample
•  Participants were not informed on a potential beneficial effect on well-being
Monday 20.11
2.  Testing additional interventions
•  Counting kindness (Otake, Shimai, Tanaka-Matsumi,
Otsui, & Fredrickson, 2006)
Aula magna
•  Gift of time (Peterson, 2006)
•  One door closes, another door opens (Rashid & Anjum, 2008)
Aula magna
3.  Testing variants of existing interventions

Aula magna
•  Extending the duration of the three good things-intervention to 2 weeks
•  Combining
14.55 - 16.10 gratitude
Parallel session 1 visit & three Parallel
good things
session 2 (one week each)
•  Replacing
Sala conferenze three
Rizzotti, P. “Esseregood things
felici a scuola, 181 inse- with three funny things (for one week)
Page 10
Gander, Proyer, Wyss, & Ruch, 2013
Replication of Seligman et al. (2005): Design International
Conference
on Well-being
Online registration

Random allocation
Scientific program Pretest N = 2,374
Intervention (1 week)
Three good Using signature
Replication Gratitude visit
Things strengths
Counting
Additional
Monday 20.11 interventions kindness
Gift of time One door opens
Intervention (1 week)
Three good Gratitude visit Three funny

10.00 - Variants Registration
Aula magna things (2 weeks) & gift of time things

Aula magna Early memories
criteria:Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura ePosttest

14.00 - 14.50
Inclusion
Aula magna
dello sport “Well-being
N = 1,598 promotion in Ticino schools”
•  Aged ≥ 18 Follow-up (1 month) N = 998

•  Not
14.55in psychotherapeutic
- 16.10 Parallel session 1 or Parallel session 2
psychopharmalogical
Parallel session 1 treatment in education (ENG)Follow-up (3 months) N = 754
•  Not using psychotropic or illegal drugs Raccanello, D. et al. “Definitions of well-
gnanti contro il bullismo”.
Parallel session 2
Follow-up (6 months) N = 622
Page 11
Gander, Proyer, Wyss, & Ruch, 2013
Replication of Seligman et al. (2005): Results International
Conference
on Well-being
1 month
3 months
6 months
posttest
after
after
after
Department ofhappiness
increase in Psychology
decrease in depressive symptoms
Scientific
gratitude visit program
3 good things
using signature strengths
Monday 20.11
counting kindness
gift of time
Aula magna
one door opens
Aula magna
3 good things (2 weeks)
Aula magna
gratitude visit & 3 good things
3 funny things
Parallel session 1
in education (ENG)
Note.Parallel
An effect
session 2
is displayed if the comparison
between pretest and the respective time
periodAuladiffered
magna from the
Saccardi, placebo
S. “Danza control group.
della tolleranza”. and university students’ conceptualization
Page 12
International
Conference
on Well-being
When and for whom do interventions work best?

Scientific program
When / under which conditions? (Bolier et al., 2013; Sin & Lyubomirsky, 2009)
•  Delivery type: Individual therapy > group-administered > self-administered
•  Duration: Stronger effects for longer programs (...unless it gets boring)
For whom? (Bolier et al., 2013; Sin & Lyubomirsky, 2009)
• Monday 20.11 people (fewer dropouts & stronger effects)
Age: Older
•  Well-being: (slightly) depressed people
•  10.00 -
Intelligence:
Aula magna More intelligent people (Proyer,Registration
Gander, Wellenzohn, & Ruch, 2016)
•  13.30Personality:
- 14.00 inconsistent
Opening session findings
Aula magna
à  All effects of participants‘ characteristics are small and do not argue against
conducting
14.00 - 14.50
Aula magna
interventions with any specific participant group
à14.55A- 16.10
recent study (November 6th) onParallel
Parallel session 1
potential
session 2
person moderators in adolescents
found no effects Bullismo when
e prevenzionetesting
(ITA) a broadPerspectives
rangeonof moderators including
well-being
demographics,
Sala conferenze seasonality,
Rizzotti, P. “Essere felici a scuola,personality,
181 inse- baseline characteristics, activity fit, and
effort (Wang
Parallel session 2 et al., 2017) being and suffering: secondary school
Page 13
International
Conference
on Well-being
How do interventions work?

Scientific program
•  Still widely unknown
•  There are first empirical hints for the involvement of
components such as:
Monday 20.11
•  Positive emotions
10.00 - (Fredrickson et al., 2008; Gander, Proyer, & Ruch, 2017; Wellenzohn,
Registration
Aula magna
Proyer, & Ruch, 2017)
Aula magna •  Positive cognitions
(Gander, Proyer, & Ruch, 2017)
Aula magna
•  Attentional shift
Parallel session 1
14.55 - 16.10
(Wellenzohn, Proyer, & Ruch, Parallel
2017) session 2
Page 14
intensity (1) and variability (2) of PEs a
International
with participants in the placebo group.
Conference
on Well-being
Positive emotions
Scientific program
Two conditions: Online registration
Random allocation
–  3 good things Basic demographic questions
–  Placebo control (writing about path to work)
Pretest (mDes)
Method:
Intervention (during 1 week)
– Monday 20.11
N = 124
Day 1 - 7: mDes
–  Daily positive emotions during 14 days Intervention
–  Well-being at pretest and at 2 weeks follow-up
Aula magna
Day 8: mDes
Results: In the 3 good things condition:
Aula magna
Post assessment (during 1 week)

–  More positive emotion words used
Aula magna
Day 9 - 15: mDes
–  More positive emotions experienced
–  Parallel
Increase
session 1
in well-being
in education (ENG)
à Use of positive emotions
gnanti contro il bullismo”. words / experienced
Parallel session 2 being and suffering: secondary Figure
school1. Design of the study.
positive
Aula magna emotionsSaccardi, S.predicts increases in
“Danza della tolleranza”. and well-being
university students’ conceptualization
ng the intervention week and the compassion, contentment, gratitude, hope, interest, joy,
ed for both, intensity and variability. love, and pride) in the past day on a 5-point Likert-style
International
Conference
scale (0 = not at all to 4 = extremely). Internal consistency
ntervention group report a greater on Well-being
ross the two weeks in comparison at pretest was satisfactory (α = .78). in Education Systems
Positive emotions
Scientific program
3.00
Results Intervention
intervention groupgroup
For testing differences
Emotions elicited: in the Placebo group
placebo group
perceived intensities of PEs, an
analysis • of Contentment
covariance (controlling for 2.50
* *
•  Joy
PE at pretest) with an averaged total
* *
score for•  PEs Hope across the two weeks
as dependent variable and inter-
• vs.Love
ventionMonday placebo
20.11 as grouping 2.00
variable was computed. There was a
marginally significant difference
between10.00 the- intervention and the Registration
placebo à group
Aula
Increase
magna
in well-being
in the intensity of PEs,
1.50
F(1, 121)13.30=- 14.00
1.91, p =Opening.085. Analyses
is explained
were repeated
best sessionby
Aula magna at the level of single
emotionsincreases
(see Figure in 2).
joyEspecially,
and
contentment
contentment,
14.00 - 14.50
Aula magna
hope,Keynote:
joy, Emanuele
and Berger,
love Dipartimento
1.00 0
dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
ncreased.
amusement
awe
compassion
contentment
gratitude
hope
interest
joy
love
pride
Amusement
Contentment
Awe
Compassion
Gratitude
Hope
Interest
Joy
Love
Pride
For the 14.55 variability,
- 16.10 thesession
Parallel number
1 of Parallel session 2
reported PEs (PEs rated as Bullismo e prevenzione (ITA) Perspectives on well-being
“extremely experienced”)
Sala conferenze was feliciave-
Rizzotti, P. “Essere a scuola, 181 inse-
raged over the two
Parallel session 2
weeks, the being and suffering: secondary school
ntervention
Aula magna group S. “Danza della tolleranza”.Figure 2. Intensity
experienced
Saccardi, of the
and university ten emotions
students’ for both groups, corrected for pretest
conceptualization
International
Conference
on Well-being
Positive emotions / cognitions
Scientific program
Four conditions:
–  Positive emotions:
„Do something pleasurable for 10 minutes and write it down“
–  Positive emotions & cognitions:
„Write down (as neutral as possible) what pleasurable things you have
experienced today and try to re-experience these moments as vividly as
possible“
Monday 20.11
–  Positive cognitions:
„Write down (as neutral as possible) what pleasurable things you have
experienced today and think about what you
10.00 -
Aula magna
could learn“
Registration
–  Placebo control (early childhood memories)

Aula magna
Method:
– 14.00N- 14.50
= 509 adults
Aula magna
–  Well-being assessed at pretest, posttest, and at follow-ups 2, 4, and 12 weeks
14.55after
- 16.10 the Parallel
intervention
session 1 Parallel session 2
Results:
– Parallel
Increase
session 2 in well-being only in the Raccanello, conditions
being
D. et al. “Definitions of well-
with school
and suffering: secondary a cognitive component
Page 17
International
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on Well-being
(Wellenzohn, Proyer, & Ruch, 2016)
Positive emotions / attentional focus
Scientific program
Four conditions:
–  Positive emotions & attentional focus:
„Write down three funny things that happened today“
–  Positive emotions:
„Write down three funny things that happened one week ago “
–  Attentional focus:
„Count the funny things you are experiencing during the day “
Monday 20.11
–  Placebo control (early childhood memories)
Method:
Aula magna
–  N = 695 adults
– 13.30Well-being
- 14.00 assessed
Opening session at pretest, posttest, and at follow-ups 2, 4, and 12 weeks
Aula magna
after the intervention
Results:
Aula magna
–  Increase in well-being in all three conditions

–  Attentional shift
Bullismo reported
e prevenzione (ITA) to a larger extent
Perspectives in present and future variants
on well-being
– SalaExperience
conferenze ofP. “Essere
Rizzotti, positive emotions
felici a scuola, 181 inse- reported to a larger extent in present and past
variants
Page 18
International
Conference
on Well-being
PPI in educational context

Scientific program
•  Empirical studies on positive psychology interventions in schools are
comparatively rare
•  Often there are methodological difficulties:
•  No randomization
Monday 20.11
•  No placebo control comparison
10.00 -
•  Low treatment adherence Registration
Aula magna
•  In most cases complete programs were examined à effectiveness of
13.30 - 14.00
Aula magna
individual components cannot be identified
Opening session
Aula magna

Page 19
International
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on Well-being
PPI in educational context

Scientific program
•  Several school-based programs have been applied and validated (for an
overview see Waters, 2011 and Shankland & Rosset, 2017)
•  Diverse topics, including gratitude, hope, serenity, resilience, mindfulness, and
character strengths
•  Programs have been used with students ranging from 5 to 19 years
Monday 20.11
•  Examples (Seligman et al., 2009):
•  Penn Resiliency Program (>20 years, >17 independent studies, > 2‘000
10.00 -
Aula magna children aged 8 to 15): Reduces and Registration
prevents anxiety and depression
•  Strath
13.30 - 14.00
Haven Positive Psychology Curriculum (randomized, 349 students):
Opening session
Aula magna
increased social skills, school engagement, enjoyment, and achievement
•  Overall, results
Keynote:
14.00 - 14.50 are
Emanuele promising
Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
•  Generally, positive effects on well-being are reported
•  NoBullismo
detrimental
e prevenzione(and (ITA) in somePerspectives
cases positive
on well-being effects) on achievement were
Sala conferenze found
Rizzotti, P. “Essere felici a scuola, 181 inse-
Page 20
International
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on Well-being
Recommendations for using PPIs in education

Scientific program
Shankland & Rosset, 2016:
•  Combine theory and practice
Students should not just practice gratitude but also understand why
and know about the (potential) beneficial effects of gratitude on
Monday 20.11
themselves and others
•  Emphasize the malleability of the concepts (especially when
working with strengths-based approaches):
Aula magna
Individual strengths should also be cultivated, not just identified

Aula magna
•  Adapt intervention content and dosage to the target group
Intervention
14.00 - 14.50 selection
Keynote: Emanuele shoulddell’educazione
Berger, Dipartimento also bedellaguided bysport
cultura e dello students’ preferences
“Well-being promotion in Ticino schools”
Aula magna
•  Combine multiple interventions
SingleParallel
14.55 - 16.10 interventions
session 1 can be combined
Parallel session 2to an intervention program
Page 21
International
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on Well-being
A possible individualized strengths-based program

Scientific
(not validated)program
•  Getting to know character strengths:
•  What are desirable characteristics of friends, parents, and fictional characters?
•  Learning about the VIA classification of strengths
•  Monday
Identifying character strengths:
20.11
•  Applying the VIA classification to paragons and fictional characters
•  Identify character strengths in oneself (by Registration
10.00 -
Aula magna
completing the VIA-Youth Inventory)
•  Getting Opening
feedback
13.30 - 14.00 session
of others (peers, parents, teachers) on own strengths
Aula magna
•  Cultivating strengths:
•  Using top strengths
Keynote:
14.00 - 14.50
Aula magna
in aDipartimento
Emanuele Berger, new way dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
•  Learn from others how to foster underdeveloped strengths

•  Use interventions for specific strengths (gratitude visit, counting kindness, etc.)
Parallel session 1
in education (ENG)
Page 22
International
Conference
on Well-being
Proyer, Ruch, & Buschor, 2013
Non-individualized Strengths Program:
TheScientific program
Zurich Strengths Program (ZSP)
5 Sessions (10 weeks)
Hope Strong
Zest positive
EG1 Gratitude relation to
Baseline assessment
Monday 20.11
Well-Being assessment
Well-Being assessment
Curiosity well-being
Humor
EG2
Aula magna
Kindness
Creativity Weak
Aula magna
EG2 Appreciation of Beauty positive
14.00 - 14.50 Love
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello of
sportLearning relation to
“Well-being promotion in Ticino schools”
Aula magna
Perspective well-being
Parallel session 2
gnanti contro il bullismo”. CG Waitlist control group
23
International
Conference
on Well-being
The ZSP
Scientific
Procedure: program
•  Each session was dedicated to one strength
•  One session consisted of
•  Theoretical information (especially prepared for the general
population)
Monday 20.11
•  What is gratitude?
•  Research findings on gratitude
Aula magna •  Group exercise
13.30 - 14.00 •  Opening
Discussions
session on when gratitude is shown in everyday behavior
Aula magna
(but also exercises by humor and creativity trainers)
14.00 - 14.50
Aula magna
•  Keynote:
Home exercise
Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
•  Writing a gratitude letter

Results:
Parallel session 1
in education (ENG)
Participant gnantiwho
contro iltrained
bullismo”. those strengths
Raccanello, D.that are stronlgy
et al. “Definitions of well- related to well-
being
Parallel session 2 significantly improved their being
Aula magna Saccardi, S. “Danza della tolleranza”.
well-being
and suffering: secondary school
24
International
Conference
on Well-being
Summary
Scientific program
•  There is a broad array of validated positive
psychology interventions (Bolier et al., 2013; Sin &
Lyubomirsky, 2009)
Monday 20.11
•  Although it is not quite clear how and for whom they
10.00 -
work best, the findings that they are effective in Registration
general are very robust

Aula magna
•  There is not much reason to belief that they should

Aula magna
not work in students

14.00 - 14.50
Aula magna
•  Adaption to specific contexts and evaluation is

14.55 - 16.10 Parallel session 1
Parallel session 2
strongly recommended
Parallel session 1
in education (ENG)

Page 26
International
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on Well-being
Research group
Scientific program
swıppa! !
Swiss Positive Psychology Association

Schweizerische Gesellschaft für Positive Psychologie
Société Suisse de Psychologie Positive
Società Svizzera di Psicologia Positiva
Prof. Dr. Willibald Ruch PD Dr. René Proyer
Monday 20.11 !
Aula magna

Aula magna
Dr. Sara Keynote:

14.00 - 14.50 Wellenzohn Dr. Fabian
Emanuele Berger, Dipartimento Gander
dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
Contact:
14.55 - 16.10 Parallel session 1 f.gander@psychologie.uzh.ch
Parallel session 2
This research project
gnanti was supported byRaccanello,
contro il bullismo”. a research grantof well-
D. et al. “Definitions of the Swiss
National
Aula magna
Science
Parallel session 2
Foundation (SNSF; No.
Saccardi, S. “Danza della tolleranza”.
132512 and No. 149772)
Page 28
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on Well-being
References
Scientific program
•  Bolier, L., Haverman, M., Westerhof, G., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-
analysis of randomized controlled studies. BMC Public Health, 13, 119. https://doi.org/10.1186/1471-2458-13-119
•  Fordyce, M. W. (1977). Development of a program to increase personal happiness. Journal of Counseling Psychology, 24, 511–521.
https://doi.org/10.1037/0022-0167.24.6.511
•  Fordyce, M. W. (1983). A program to increase happiness: Further studies. Journal of Counseling Psychology, 30, 483–498. https://
doi.org/10.1037/0022-0167.30.4.483
•  Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced
through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95,
Monday 20.11
1045–1062. https://doi.org/10.1037/a0013262
•  Gander, F., Proyer, R. T., & Ruch, W. (2017). A placebo-controlled online study on potential mediators of a pleasure-based positive
psychology intervention: The role of emotional and cognitive components. Journal of Happiness Studies, 1–14.
https://doi.org/10.1007/s10902-017-9909-3
•  Gander, F., Proyer, R. T., & Ruch, W. (2017). Positive emotions in positive psychology interventions. Unpublished Manuscript.
Aula magna
•  Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2013). Strength-based positive interventions: Further evidence for their potential in
enhancing well-being
13.30 - 14.00 and alleviating
Opening session depression. Journal of Happiness Studies, 14, 1241–1259. https://doi.org/10.1007/
s10902-012-9380-0
Aula magna
•  Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K., & Fredrickson, B. L. (2006). Happy people become happier through kindness:
A 14.00
counting kindnesses
- 14.50 intervention.
Keynote: EmanueleJournal of Happiness
Berger, Dipartimento Studies, 7, della
dell’educazione 361–375.
culturahttps://doi.org/10.1007/s10902-005-3650-z
e dello sport “Well-being promotion in Ticino schools”
Aula magna
•  Peterson, C. (2006). A primer in positive psychology. New York, NY: Oxford University Press.
•  Proyer, R. T., Gander, F., Wellenzohn, S., & Ruch, W. (2016). Addressing the role of personality, ability, and positive and negative
14.55 in
affect - 16.10 Parallel session
positive psychology 1
interventions: Parallel sessionintervention
Findings from a randomized 2 based on the authentic happiness theory and
extensions. The Journal of Positive Psychology, 11(6), 609–621. https://doi.org/10.1080/17439760.2015.1137622
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Conference
on Well-being
References
Scientific program
•  Proyer, R. T., Ruch, W., & Buschor, C. (2013). Testing strengths-based interventions: A preliminary study on the effectiveness of a
program targeting curiosity, gratitude, hope, humor, and zest for enhancing life satisfaction. Journal of Happiness Studies, 14, 275–
292. https://doi.org/10.1007/s10902-012-9331-9
•  Rashid, T., & Anjum, A. (2008). Positive psychotherapy for young adults and children. In J. R. Z. Abela & B. L. Hankin (Eds.),
Handbook of depression in children and adolescents (pp. 250–287). New York, NY: Guilford.
•  Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and
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•  Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions.
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Aula magna
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13.30 - 14.00 Why do somesession
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journal.pone.0187601
Aula magna
•  Waters, L. (2011). A Review of School-Based Positive Psychology Interventions. The Educational and Developmental Psychologist,
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International

13.30 - 14.00 Opening session

13.30 - 14.00 Opening session

14.55 - 16.10 Parallel session 1 Parallel session 2

What are positive psychology interventions?

à strategies to1 improve well-being

What are positive psychology interventions?

from work today”) or relatively large in importance

What are positive psychology interventions?

• Using signature strengths in a new way

14.55 - 16.10 Parallel session 1 Parallel session 2

Effectiveness of positive psychology interventions

Effectiveness of positive psychology interventions

• Bolier, Haverman, Westerhof, Riper, Smit & Bohlmeijer (2013)

Online positive psychology interventions

depressive symptoms compared to the placebo control group for

Replication of Seligman et al. (2005)

3. Testing variants of existing interventions

Scientific program Pretest N = 2,374

Three good Gratitude visit Three funny

13.30 - 14.00 Opening session

criteria:Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura ePosttest

• Aged ≥ 18 Follow-up (1 month) N = 998

decrease in depressive symptoms

using signature strengths

When and for whom do interventions work best?

How do interventions work?

Post assessment (during 1 week)

– Placebo control (early childhood memories)

– Increase in well-being in all three conditions

PPI in educational context

14.55 - 16.10 Parallel session 1 Parallel session 2

PPI in educational context

Recommendations for using PPIs in education

Individual strengths should also be cultivated, not just identified

A possible individualized strengths-based program

• Learn from others how to foster underdeveloped strengths

• Writing a gratitude letter

general are very robust

13.30 - 14.00 Opening session

• There is not much reason to belief that they should

not work in students

• Adaption to specific contexts and evaluation is

gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-

Swiss Positive Psychology Association

13.30 - 14.00 Opening session

Dr. Sara Keynote:

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•  Using signature strengths in a new way

•  Bolier, Haverman, Westerhof, Riper, Smit & Bohlmeijer (2013)

3.  Testing variants of existing interventions

•  Aged ≥ 18 Follow-up (1 month) N = 998

–  Placebo control (early childhood memories)

–  Increase in well-being in all three conditions

•  Learn from others how to foster underdeveloped strengths

•  Writing a gratitude letter

•  There is not much reason to belief that they should

•  Adaption to specific contexts and evaluation is