Positive Psychology Activities Research Articles

A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement

Background Completing positive psychology-related activities can increase subjective and objective well-being. Objective The present study investigated whether completing a condensed positive psychology course increases students’ subjective well-being and academic achievement relative to those who completed other condensed psychology courses. Method One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Results Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Conclusion Completing a positive psychology course benefits both the individual and the community at large. Teaching implications The results support the use of a positive psychology course to improve students’ well-being and academic achievement.

Does an Online Positive Psychological Intervention Improve Positive Affect in Young Adults During the COVID-19 Pandemic?

Meta-analyses indicate that positive psychological interventions are effective at increasing positive affect, as well as reducing anxiety and depression; however, it is unclear how well these effects generalize during periods of high stress. Therefore, the current study tested whether a 2-week online positive psychological intervention delivered during the COVID-19 pandemic, a naturalistic stressor, (1) increased positive affect; (2) improved psychological well-being, optimism, life satisfaction, perceived social support, and loneliness; (3) and reduced negative affect in college students, a group known to have high pandemic distress. Participants (N = 250; 76.9% female) ages 18–45 were recruited from the University of Pittsburgh undergraduate subject pool between September and November of 2020. Participants were randomized to the online positive psychological intervention or active control condition and stratified by trait positive affect, sex, and year in college. Participants in both conditions completed one writing activity every other day for two consecutive weeks. Control participants documented their activities for that day (e.g., meals, going to gym). Intervention participants chose from six positive psychology activities. All outcome variables were assessed pre- and post-intervention by validated questionnaires. Across both conditions, positive and negative affect decreased from pre- to post-intervention. No other psychological factor differed by condition, time, or their interaction. The current null findings are in line with a more recent meta-analysis indicating that positive psychological interventions may have smaller effects on psychological well-being and depressive symptoms than was reported pre-pandemic. Study findings may suggest reduced efficacy of virtual positive psychological interventions under highly stressful circumstances.Supplementary InformationThe online version contains supplementary material available at 10.1007/s42761-022-00148-z.

A Personal Journey of Studying Positive Psychology: Reflections of Undergraduate Students in the United Arab Emirates

Background An increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process. Objective This study aimed to explore UAE-based undergraduate students’ reflections on their experiences of an elective positive psychology course and their participation in various positive psychology interventions (PPIs). Method This qualitative study explored 21 UAE-based undergraduate students’ reflections on taking a semester-long positive psychology course, in which they participated in PPIs. The rich data from semi-structured interviews were analyzed using reflexive thematic analysis. Results Three main themes emerged, namely rethinking positive psychology, changes in perspective on happiness and search for positivity, and enhanced relationships. Conclusion and Teaching Implications The study suggests that positive psychology may reach past the time and space of the taught course and have at least a short-term positive impact on students' mental and social lives. Findings from this study imply the potential of positive psychology in higher education and point towards further integration of such courses in undergraduate programs in the UAE and beyond.

Antipsychotics and metabolic syndrome

IntroductionPatients treated for chronic mental disorders and who receive atypical antipsychotics are in most cases at risk of gaining weight, the excess of which is complicated in the long term by metabolic syndrome (MS). The management of these patients is effective if it includes Therapeutic Education.ObjectivesDescribe the therapeutic education program developed for patients on antipsychotics who have metabolic syndromeMethodsIn this work, we present the educational program that we have developed for patients undergoing psychiatric treatment with atypical antipsychotics, who have been stabilized for at least 3 months and who suffer from SM.ResultsIt is a program that starts with the inclusion consultation and educational diagnosis with the first step of clinical (weight, abdominal perimeter and BMI), biological (blood sugar, HbA1C, cholesterol, HDL, triglycerides) and psychometric (SF12, MAQR, food and physical activity diary) assessments. Our initial program includes 6 sessions and 2 maintenance sessions at 1 month and 3 months after the 6th session. The objectives were divided between information about DM, motivation to eat a balanced diet, physical activity and improvement of quality of life. We also included stress management and positive psychology activities. Assessments are repeated at the end of the initial program and at the last maintenance session.ConclusionsOur program was developed according to the Geneva therapeutic education recommendations. We plan to apply it to groups of patients in our departmentDisclosureNo significant relationships.

The Effectiveness of an Online Positive Psychology Intervention among Healthcare Professionals with Depression, Anxiety or Stress Symptoms and Burnout

This study aimed to test the effectiveness of an online positive psychology intervention among Greek healthcare professionals with depression, anxiety and/or stress symptoms and increased levels of burnout. The sample was consisted of 38 participants with mild, severe, or extremely severe symptoms of depression, anxiety and stress, and moderate or high levels of burnout, who were randomly assigned either to the intervention (N = 19) or the active control group (N = 19). Participants in the intervention group were introduced weekly to three positive psychology activities, whilst participants in the control group were given three placebo activities. All participants completed self-report questionnaires (Depression, Anxiety and Stress Scale, Maslach Burnout Inventory, Satisfaction with Life Scale, Positive and Negative Affect Scale) at the beginning and at the end of the three-week online intervention. The results indicated that the intervention group experienced statistically significant decreases in depression, anxiety, stress, and emotional exhaustion scores, as well as increases in satisfaction with life, compared to the control group which reported no changes. These findings suggest that such a positive psychology intervention could help healthcare professionals to manage their difficulties more effectively. Other clinical implications and recommendations for future research are also considered.

Enhancing Happiness for Nursing Students through Positive Psychology Activities: A Mixed Methods Study.

This study aims to evaluate a program promoting character strengths, positive psychological capital, learning flow, and sense of calling for nursing students. We conducted a concurrent embedded mixed methods study with 51 nursing students randomly classified into an intervention or a control group. The intervention group exhibited significantly higher scores than the control group for positive psychological capital, learning flow, and sense of calling. Program participation experiences were categorized as “change of views about oneself”, “change of views about the world”, “stress relief”, and “practice of positivity”. Among nursing students, this program demonstrated change toward a positive, committed, and meaningful life.

A community-based positive psychology group intervention to promote physical activity among people with metabolic syndrome: Proof of concept results to inform a pilot randomized controlled trial protocol

BackgroundCommunity-based physical activity interventions can offset the burden of developing chronic diseases. Positive psychology (PP) interventions may improve health behaviors, but little is known about their effectiveness in community-based prevention settings. A multilevel PP-based intervention has never been studied in people at risk for chronic diseases. PurposeThe aim of the trial is to demonstrate feasibility, acceptability, and improve physical activity. The purpose is to describe the theory, design, and rationale of the randomized controlled trial (RCT) phase of an iteratively developed physical activity intervention for metabolic syndrome. The feasibility results of the proof-of-concept phase are presented. MethodsParticipants are adult primary care patients at community health centers with metabolic syndrome and low physical activity (target n = 64). The 8-week group intervention consists of weekly physical activity goal-setting and self-monitoring, positive psychology activities, and neighborhood walks. Participants rate feasibility and acceptability of sessions. Pre-post-intervention, and 24 weeks later, participants complete accelerometers, questionnaires, and biometrics. Feasibility resultsEight participants enrolled and seven completed. The median number of group sessions attended was 7 out of 8. Average ease and usefulness of sessions were rated as 7.0 (±0.5)/10 and 8.1 (±1.0)/10, respectively, indicating feasibility and acceptability. Average pre-post physical activity increased by 2152 steps and 29.25 min of MVPA/week. DiscussionThis proof-of-concept trial demonstrated high feasibility and acceptability, with increased physical activity. These positive findings suggest that the RCT phase will show high feasibility, acceptability, and initial impact on physical activity.

Dynamic properties of language anxiety

This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.

Enhancing social relationships through positive psychology activities: a randomised controlled trial

Despite the robust relationship between well-being and social relationships, the latter has received little examination within positive psychology activities (PPAs). This study aimed to test whether kindness- and gratitude-based PPAs, through positive social interaction with peers, enhanced relationship satisfaction. Using a longitudinal randomised controlled design, 225 participants were assigned to one of three conditions (relationship-focused, self-focused or control) and completed measures of relationship satisfaction, social support and happiness on three occasions (baseline, post-intervention and six weeks). The experimental PPAs were relationship-focused (involving social interaction) or self-focused (no social interaction). Those who completed relationship-focused PPAs had greater increases in relationship satisfaction than the self-focused and active control activities at six-week follow-up. Additionally, only those in the relationship-focused condition felt their existing friendships had improved at intervention cessation. Regardless of participants’ initial levels of social support, the intervention effects remained. In conclusion, PPAs fostering social kindness and gratitude significantly strengthened relationship satisfaction.

Leveraging social media content to support engagement in positive interventions

A key challenge for positive psychology interventions is promoting sustained engagement to improve long-term outcomes. One way to increase engagement is to introduce variety to reduce hedonic adaptation. Here, we propose supplementing intervention prompts with items from a person’s social media archive to add variety. Through a one-week pilot study of six positive psychology activities via a Facebook application, we explore whether Facebook content is useful to keep people engaged in activities and what attributes of content make it most useful. A total of 260 participants used our application, and analysis of usage showed that displaying content is engaging. By looking at which content was marked as useful by participants, we find that useful content is in itself meaningful and engaging (photos, longer texts, and content about close friends). We also find that certain intervention activities are more engaging and better suited for making use of Facebook content than others.