Master of Applied Positive Psychology (MAPP) Capstone Projects Copyright (c) 2012 University of Pennsylvania All rights reserved. http://repository.upenn.edu/mapp_capstone Recent documents in Master of Applied Positive Psychology (MAPP) Capstone Projects en-us Thu, 26 Jan 2012 01:35:02 PST 3600 No Pain More Gain http://repository.upenn.edu/mapp_capstone/22 http://repository.upenn.edu/mapp_capstone/22 Tue, 24 Jan 2012 08:35:37 PST A study of 6156 respondents to an online survey measuring their character strengths and virtues twice over a period of time suggests that an increase in virtue may be linked not only to eudemonic happiness, but to the hedonic as well. Happy people see more growth in character strengths than their less happy counterparts. This relationship is particularly strong for the virtues robustly associated with life satisfaction (gratitude, zest, love, curiosity, optimism/hope) and wisdom. Conversely those who are depressed and experience more negative affect see a greater decline in character strengths. The findings support the Broaden and Build theory (Fredrickson, 2001), in that the character strengths that broadened mindsets and behavioral repertoires are more affected by the subjective well-being. This may suggest an alternative approach to character development. Encouraging happiness and positive affect at the beginning of the process, may “prime” the individual for the change they wish to make happen.

]]> Emma Judge et al. Unleashing the Power: Anthony Robbins, Positive Psychology, and the Quest for Human Flourishing http://repository.upenn.edu/mapp_capstone/21 http://repository.upenn.edu/mapp_capstone/21 Mon, 23 Jan 2012 13:55:29 PST This paper is written to compare two well-being movements: positive psychology and the self-help movement as modeled by Anthony Robbins, a well-known self-help, motivational and empowerment guru, author and speaker who has been internationally popular since the 1980s. This paper will analyze both theories of well-being and associated interventions that lead to more well-being from both schools of thought, including a case study analysis of an intervention conducted by Anthony Robbins at one of his seminars. The author seeks to create a bridge between the two fields and propose future research directions using positive psychology as the framework for measurement and analysis of Anthony Robbins’ interventions and techniques.

]]> Stephanie M. Ramones Innovating News Journalism through Positive Psychology http://repository.upenn.edu/mapp_capstone/20 http://repository.upenn.edu/mapp_capstone/20 Mon, 21 Nov 2011 09:02:54 PST Consuming and producing news reports have a substantial negative emotional impact on both users and journalism professionals. This is a concern for both the journalism profession and for society. Does positive reporting and positivity have a place within already existing foundational values and ethics in journalism? Key findings from positive psychology may be particularly relevant to media workplaces. To test this notion in the realm of news reporting, 710 participants completed an online experiment. Participants read a negatively valenced classic style news story and one of five experimentally manipulated variants, which drew on positive psychology principles to slightly alter the language and emotional valence. Participants completed measures of affect and offered impressions of the media. Across participants, affect significantly declined after reading the classic story. Results support the detrimental impact of classic-style news reports, and suggest that it may take multiple positive news stories to counter the emotional impact of a single negative story. Some positive versions proved more effectual for inducing positive emotion, whilst still being viewed as fair and balanced reporting. Despite strong core ethics in journalism of minimizing harm, news reporting is often more focused on repairing damage, thus promoting a disease model of human functioning and negatively affecting human flourishing. However, news media has strong potential for innovation by drawing on the principles of positive psychology. This potential is described and concrete suggestions given.

]]> Cathrine Gyldensted From Coach to Positive Psychology Coach http://repository.upenn.edu/mapp_capstone/19 http://repository.upenn.edu/mapp_capstone/19 Mon, 07 Nov 2011 10:36:46 PST The success of positive psychology interventions and visual learning methods combined with the growing field of executive coaching provides rich opportunity to develop potentially transformative positive coaching methods. My hypothesis is that it is possible to become a deeper coach helping clients to achieve improved outcomes by understanding effective coaching methods and identifying a few specific vehicles of constructive engagement (positive interventions), developing depth and expertise as a coach in these areas, and applying these with supporting visuals to coaching engagements. This paper includes a literature review of pertinent positive psychology, coaching and visual learning research. Also, I gather a broad perspective of positive psychology constructs and successful coaching interventions by interviewing current positive psychology coaches, researchers, and visual practitioners. Findings: while each interviewee uses the breadth of positive psychology research and concepts, each seems to have a particular focus area that reflects that individual’s particular personality or interests. Therefore, I chose to focus on three particular areas of interest to me – cognitive-behavioral coaching to influence one’s internal dialogue and explanatory style, positive emotions, and visual learning. I foresee using these approaches frequently in my coaching engagements.

]]> Peter L. Berridge Mr. Building a Foundation for Positive Psychology in Schools http://repository.upenn.edu/mapp_capstone/18 http://repository.upenn.edu/mapp_capstone/18 Thu, 09 Jun 2011 10:54:25 PDT Abstract

Teachers in a large, non-urban school system completed one or more positive psychology questionnaires assessing strengths of character; happiness; orientation toward pleasure, engagement, and meaning as three different paths to happiness; explanatory style; orientation toward teaching as a job, a career, or a calling; and job satisfaction. These results of these 170 participants are compared with those obtained from an Internet sample of 2,538 teachers on four of the same instruments. Correlations between the results for each of the two samples are examined. The resulting profiles of the two samples are compared, and suggestions are made as to possible uses of such data to guide improvement in large school systems.

]]> Sherri W. Fisher et al. Happy at Work: How the Science of Positive Psychology Will Revolutionize the Workplace http://repository.upenn.edu/mapp_capstone/17 http://repository.upenn.edu/mapp_capstone/17 Thu, 09 Jun 2011 10:54:21 PDT This capstone is a draft of a proposed book on positive psychology in the workplace, aimed at a popular audience. It contains a detailed table of contents and reference sources, as well as several complete or partially- complete chapters. It also includes an extended section on lawyers that will form the basis of a separate academic article. The book’s working title is Happy at Work: How the Science of Positive Psychology will Revolutionize the Workplace. Its thesis is that most modern human resources practices are misguided with an overreliance on process and metrics. Humans are treated as capital, and firms focus on their failings and weaknesses rather than their strengths. In a post-crash world such approaches are unsustainable, and positive psychology provides a new way of managing that will revolutionize the workplace. Unlike what many would believe, it is OK to be happy at work; in fact, we should be happy at work. High corporate performance requires happy employees, and the book links the science of positive psychology with its practical application to show how any company can increase happiness at work.

]]> Daniel S. Bowling III Total Fitness http://repository.upenn.edu/mapp_capstone/16 http://repository.upenn.edu/mapp_capstone/16 Thu, 09 Jun 2011 10:54:17 PDT Total Fitness is a course of instruction designed to provide participants with evidence-based approaches and tools for improving well-being in each of five domains of health: emotional, social, family, physical, and spiritual. It is based heavily on positive psychology concepts, research, and empirically supported interventions. The twelve two-hour lessons focus on building positive attributes and psychological resources, such as character strengths, self-awareness, self-regulation, optimism, mental agility, and strong social connections. Each lesson provides practical skills or activities participants can use in their daily lives. They are accompanied with enough theory and scientific background to establish credibility and evidence that the applications, when practiced, will lead to meaningful change. Upon completion, participants should experience greater personal well-being and have the knowledge and confidence to help improve the well-being of their families and their military organizations.

]]> Mark A. Tolmachoff Confident Parenting - A Book Proposal http://repository.upenn.edu/mapp_capstone/15 http://repository.upenn.edu/mapp_capstone/15 Fri, 11 Mar 2011 10:45:25 PST Parental self-efficacy is a driver of positive parenting, especially as couples welcome a new baby into their lives, becoming parents for the first time. Confident Parenting is the title of an upcoming book that will aid the transition from couplehood to parenthood, allowing couples to parent effectively and with love, while maintaining their own self-care and relationship-care.

Other books may follow in the series, adapting to different stages of family life.

]]> Lisa Sansom Cultivating Positive Project Teams: Accelerating Time to Team Formation http://repository.upenn.edu/mapp_capstone/14 http://repository.upenn.edu/mapp_capstone/14 Mon, 24 Jan 2011 15:48:09 PST High technology project teams must form, innovate, execute and deliver complex solutions at continually increasing speeds to meet market demands. This paper explores how building team positivity, connectedness and efficacy can accelerate team formation and establish an expansive environment for ongoing collaboration and innovation. A program framework for forming positive project teams utilizing empirically-based positive interventions and appreciative inquiry theory is presented. By using appreciative inquiry as a team-development intervention we can help new teams create generative images for themselves based on an affirmative understanding of their past. Team members come together in a safe and encouraging space and get to know each others’ strengths, passions, experience and styles while building a vision and action plan for their most positive future. By investing in building positive project teams during team formation, businesses can accelerate team formation, achieve greater team satisfaction and increase overall performance outcomes.

]]> Adrienne E. Keane Strengths Technology http://repository.upenn.edu/mapp_capstone/13 http://repository.upenn.edu/mapp_capstone/13 Mon, 13 Dec 2010 12:58:03 PST While the language of positive psychology can be universal, there is a language that organizations gravitate towards and find both engaging and effectual. Organizations speak in terms of behavioral competence when recruiting, assessing performance, measuring results, creating development plans and administering performance appraisals. The current positive psychology canon of self-assessment surveys does not include one that relates to behavioral strengths. We suggest such an assessment, and produce evidence to establish its rightful place. Peterson and Seligman’s Character Strengths and Values (2004) can be operationalized to align with the heuristics of for-profit organizations by connecting the two. We combine positive psychology concepts and scientific research with a proven operational methodology, the Lifo Orientations (Lifo®) Method – to produce Strengths Technology, a more pragmatic strengths-based framework. This proposed framework is comprised of two components, 1) identification of the behaviors that are the expression of VIA Character Strengths and 2) the Strengths Technology Matrix, which outlines 12 strength development strategies. Strengths Technology is a more practical and usable strengths-based framework that will help individuals, teams and organizations discover, capitalize on, and increase their strengths.

]]> Bridget Biggar et al. Experiential Learning Groups: History, an Exploratory Case Study, and Possible Mechanisms of Change http://repository.upenn.edu/mapp_capstone/12 http://repository.upenn.edu/mapp_capstone/12 Mon, 28 Sep 2009 11:03:28 PDT A diverse group of 30 adults attended a 3-day intensive experiential learning group intervention conducted by Foundations Seminars. Participants reported on measures of subjective well-being (life satisfaction and felt emotion) before and for 14 weeks after attendance. Repeated measures analysis demonstrates that participants significantly improved in all measures following attendance at the seminar (p < .03), with medium-to-large effect size (.5 < d < 1.2). Contrast analysis showed that participants maintained their subjective well-being throughout the follow-up period (p < .01). The report details possible group and individual mechanisms of change that may be utilized by the seminar to increase well-being. It also explores ways to minimize risk of psychological harm to participants.

]]> Steve J. Safigan Cultivated Positive Emotions Inspire Environmentally Responsible Behaviors http://repository.upenn.edu/mapp_capstone/11 http://repository.upenn.edu/mapp_capstone/11 Thu, 10 Sep 2009 12:31:42 PDT Existing environmental problems, such as climate change and species extinction, are partially the result of human behavior. Attempts to motivate people to reduce and alter consumption behaviors have primarily relied on the summoning of negative emotions. The author elaborates a comprehensive theory, supported by empirical evidence, showing how positive emotions can be more effective at inspiring environmentally responsible behaviors. B. L. Fredrickson’s (1998, 2001) broaden-and-build theory of positive emotions is used to demonstrate how cultivated positive emotions can, expand people’s awareness that they are a connected part of the Earth’s living system, increase their capacity to creatively and effectively address environmental problems, and help them recognize that well-being and environmental health go hand in hand.

]]> David M. Carter Shift Happens: Using Social-Emotional Leadership to Construct Positive, Sustainable Cultural Change http://repository.upenn.edu/mapp_capstone/10 http://repository.upenn.edu/mapp_capstone/10 Wed, 05 Nov 2008 15:22:18 PST If a crisis of character is eroding values in our communities, schools, and families, how do we construct a more positive reality for ourselves, and our future? Social-Emotional Leadership is an emergent, socially constructed, positive intervention designed to build character within groups. My hypothesis is that positive social/cultural change is possible but must emerge from within a group and from the ground-up. Social-Emotional Leadership occurs when at least one member of a primary network raises consciousness, urgency, and agency within his own network, which is defined as an established group of people with traditions and histories— a family, small business, school, or even book club. The task is to mobilize the group, leverage other Social-Emotional Leaders (potentially everyone), then find and then use the tools to help the network recognize individual and collective strength inherent at its core.

For my graduate work at the University of Pennsylvania, I am piloting a social experiment in Social-Emotional Leadership with my own family and our family business—to build character strength and reconstruct value systems within an appreciative paradigm. Goals: (1) to create positive social-cultural growth for our network and (2) to develop a replicable model for other networks to consider. This paper will include theoretical underpinnings of the project, initial data collected from both the family case study and interviews from a US independent school, and offer future directions of the project. Ultimately, I envision bringing a large-scale effort in Social-Emotional Leadership to a school district interested in holistic character education.

]]> Louis Alloro Nobel Strengths: The Attributes of Scientists by CAVE http://repository.upenn.edu/mapp_capstone/9 http://repository.upenn.edu/mapp_capstone/9 Wed, 05 Nov 2008 08:53:03 PST A Content Analysis of Verbatim Explanations (CAVE) study of all chemistry Nobel laureates’ banquet speeches (N = 79) given in Stockholm showed that the chemists are very optimistic, with strong positive emotions that arguably help them be especially creative and satisfied in their work. The results first compared to those from the laureates in physiology or medicine (N=41), then in combination, support the contention that eminent scientists, though optimistic, also use healthy skepticism, defensive pessimism, and prudence in their approach to research. Finally, the Nobel laureates’ explanatory styles appear to be consistent with sense of equanimity and low ego attachment with outcomes, particularly evident in the low internality and controllability ratings.

]]> Gregory R. Quinting PhD A Comparative Study of the Effects of Hatha Yoga and Seated Meditation on Mood Elevation http://repository.upenn.edu/mapp_capstone/8 http://repository.upenn.edu/mapp_capstone/8 Wed, 10 Sep 2008 14:17:20 PDT Objective: The purpose of this study was to measure the extent to which a hatha yoga practice would improve mood as compared to a seated meditation practice.

Methods: This was an eighteen week, cross-over design study in which forty-four hatha yoga students, largely inexperienced with seated meditation, were randomly assigned to one of two groups. One group started with an eight week practice of hatha yoga, half an hour four times a week, and the other group practiced seated meditation. After eight weeks, all subjects stopped practicing for two weeks. Then they switched practices for another eight weeks. Both quantitative and qualitative measures were taken at the beginning of the study, after the first eight week practice, again after the two week break, and finally at the end of the study. The five quantitative measures used included a modified Positive and Negative Affect Schedule (PANAS-M), and the qualitative measures asked subjects to describe their mood, cognition, level of motivation and quality of life.

Results: The findings suggest that for this population, hatha yoga had a stronger effect than meditation on improving mood. After the first eight week practice period, only hatha yoga improved mood. Meditation was more effective at improving cognition. During the two week break, the subjects who had practiced hatha yoga first suffered bodily discomfort and mental unrest. Those practicing meditation did not seem to suffer. When subjects practiced seated meditation as a second practice, they too experienced an improvement in mood, and during the second practice period both groups experienced a significant improvement in quality of life.

Conclusion: These results demonstrate the efficacy of introducing more active people to a personal practice of seated mediation by first having them establish a hatha yoga practice. They also illustrate the powerful effect of hatha yoga on improving mood and the need for further research on the physiological effects of hatha yoga.

]]> deborah r. cohen Recrafting Work: A Model for Workplace Engagement and Meaning http://repository.upenn.edu/mapp_capstone/7 http://repository.upenn.edu/mapp_capstone/7 Wed, 16 Apr 2008 08:44:18 PDT The global knowledge based economy, technological and information advances, and expanding complexity, are transforming the work place. Worldwide, less than a third of employees are actively engaged, the majority unengaged, and a significant portion actively disengaged. Work represents nearly half of waking life for most adults and has been identified as an important domain for authentic happiness. A model is provided to guide employees through the process of recrafting work to align with signature strengths with the goal of moving along the job, career, calling continuum. A description of the model, the empirical basis for the process and tools embedded in the model and results of a pilot implementation in a Fortune 250 global information services company are reviewed.

]]> Gordon H. Parry Enhancing the Wellbeing of Incarcerated Females: A Pilot Study http://repository.upenn.edu/mapp_capstone/6 http://repository.upenn.edu/mapp_capstone/6 Thu, 03 Apr 2008 14:19:04 PDT Piloting the Group Positive Psychotherapy program (Seligman, Rashid & Parks, 2006) with dually diagnosed mothers age 13 to 22, who are under penal supervision; this project will attempt to counter traditional interventions by increasing positive emotion, meaning and engagement. Phase 1: The program will be administered over 7 a week period to 20 professional staff members. Measures on approaches to happiness and quality of life will be taken pre and post intervention. Phase 2: The program will be administered over a 6 week period to a group of 24 residential clients. Measures on depression and quality of life will be taken pre and post intervention.

]]> Sandra C. Lewis Appreciating Beauty in the Bottom 80 http://repository.upenn.edu/mapp_capstone/5 http://repository.upenn.edu/mapp_capstone/5 Fri, 22 Feb 2008 06:19:56 PST Americans spend a great deal of time and money trying to help teens who are not top students become better performers--providing tutoring/test preparation (a $3.5 Billion industry that has doubled in the past five years), diagnosing learning disabilities, or simply seeking new ways to "motivate" better school performance. We have developed many labels to identify what is wrong with students who are not in the top of their classes--for example, learning disabilities, motivation issues, and processing problems--but we have not asked, "What's right with these kids?" That is the question I raised in this study.

The answer was surprising: many things are right with these students. What's wrong is the way we view and structure education. I found that the students' capabilities are remarkable and well-suited to thriving in adulthood, but are not capitalized upon in school. I also demonstrated that our approach to education as a society--from a systems view--is a cause of depression and anxiety in students of at all levels of performance.

I concluded that appreciating beauty in the gifts and strengths of adolescents who are not top students – the majority - will significantly increase student, parent, and teacher well-being. Moreover, we can enhance adolescent well-being (at all performance levels) by refuting three myths of education: Myth #1: Not being a "top student" means not: intelligent, hardworking, or gifted; Myth #2: Being a "top student" leads to a great life; Myth #3: Our approach to education is good for adolescents.

Through a combination of interviews and literature review, I identified strengths and gifts in secondary school students who were not in the top 20% of their classes, "The Bottom 80," and examined them in the context of education objectives and future prospects. Interviewees were a representative sample of eleven parents, three educators, and two experts. Information from additional experts was obtained as part of a wide-ranging literature review that included multiple intelligences, positive psychology, education practices, and leadership.

In addition, through Abduction, the form of reasoning that leads to new knowledge, this study demonstrated that as a society we reinforce an approach to education that causes depression and anxiety and that by changing this approach--with proven practices--we can increase well-being in adolescents, parents, and educators.

]]> Christine Duvivier Character Strengths and Type: Exploration of Covariation http://repository.upenn.edu/mapp_capstone/4 http://repository.upenn.edu/mapp_capstone/4 Tue, 29 Jan 2008 12:31:04 PST Ninety-eight adult volunteers participated in this exploratory study of potential links between psychological type as determined by the Myers-Briggs Type Indicator and signature strengths as identified by the Values in Action Inventory of Strengths. We examined participants’ types and signature strengths to test for covariation between specific signature strengths and individual type dichotomies or paired type combinations. We found significant covariations between 10 character strengths with single type dimensions namely, creativity (intuition), open-mindedness (thinking), love of learning (introversion), integrity (sensing and thinking), persistence (judging), vitality (extraversion), love (extraversion and feeling), fairness (sensing), and gratitude (extraversion). Love, integrity, and gratitude also covaried with multiple paired type combinations while curiosity covaried only with one paired type combination (introverted intuition).

]]> Kathryn H. Britton et al. Optimistic Managers & Their Influence on Productivity & Employee Engagement in a Technology Organization http://repository.upenn.edu/mapp_capstone/3 http://repository.upenn.edu/mapp_capstone/3 Tue, 15 Jan 2008 11:09:34 PST The objective of this study is to investigate whether teams are more engaged and productive when led by an optimistic manager. Furthermore, we hypothesize that optimistic managers embody positive leadership—employing a strengths-based approach, maintaining a positive perspective, and frequently providing recognition and encouragement—which increases the engagement and productivity of their employees. In a cross-sectional study of 86 employees and 17 managers in an Information Technology (IT) organization, positive leadership correlated with employee optimism, engagement, and project performance. When we looked at a subset of this data prospectively, with 39 employees and 14 managers, manager optimism predicted project performance. Our data support the claim that positive leadership is correlated with employee engagement and performance, and further extends the importance of optimism in the workplace.

]]> Margaret H. Greenberg Mrs. et al.