USA - Gallup

30 SEPTEMBER - 3 OCTOBER 2004
THE GALLUP ORGANIZATION
Photo: Union Station, Washington, D.C.
Eric Olesen, The Gallup Organization
W
Ed Diener, Professor
University of Illinois, Urbana-Champaign
Gallup Senior Scientist
2004 Summit Organizer
elcome
I warmly welcome you to the 2004 International Positive Psychology Summit. We again have
an exciting list of talks, workshops, and other activities. Positive psychology continues to grow
at a rapid rate, and I hope to keep the Summit the intellectual source of the field. It is here that
we hear the best ideas from our best thinkers and researchers and also learn of new advances in
applications. In this sixth Summit hosted by Gallup, we can see how the field is advancing and
growing.
Please express your gratitude to our hosts from The Gallup Organization. Jim Clifton, CEO of
Gallup, and his staff provide extensive personnel and monetary support to make the Summit
possible and to make it the excellent event it is. Unless you have organized a conference, you
cannot imagine the effort and resources that it requires. Sheila Kearney and her staff at The
Gallup Organization spend untold hours organizing the conference; please thank her. I want
to personally thank Jim Clifton, Sheila Kearney, and the other Gallup personnel who make this
conference so wonderful.
I would also like to thank Martin E. P. Seligman for his leadership of positive psychology. As you
undoubtedly know, we owe Marty a tremendous debt for his hard work and creative intellectual
leadership in organizing the field of positive psychology.
People such as Mihaly Csikszentmihalyi, Don Clifton, and Albert Bandura worked in the area we
now call positive psychology long before the positive psychology movement existed. But Martin
Seligman was responsible for organizing positive psychology into an integrated network and
promoting this field in untold ways. Marty’s intelligence, energy, and leadership are legendary.
Please join me in expressing gratitude to Marty for his leadership. At this conference, Gallup is
awarding to Professor Seligman an award for his research leadership role, a reward which is very
richly deserved.
On the same front, I would also like to acknowledge Dr. Mike Morrison, Dean of the University
of Toyota, for taking the many theories presented here and putting them to workplace practice.
Toyota has been a deeply committed sponsor of IPPS from the beginning.
Please learn a lot at the Summit, meet interesting people, and have fun! I hope the conference
brings you happiness, engagement, and meaning!
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The Gallup International Positive Psychology Center
901 F Street NW
Washington, D.C. 20004
e-mail: [email protected]
Web site: www.gallup.hu/pps
The Gallup International Positive Psychology Board
Jim Clifton, Chairman & CEO, The Gallup Organization
Dr. Mihaly Csikszentmihalyi, Professor, Claremont Graduate University
Mr. Will Decker, Associate Dean, University of Toyota
Dr. Ed Diener, Professor, University of Illinois, Urbana–Champaign
Mr. Paul Higham, President, hFactor
Dr. Daniel Kahneman, Professor, Princeton University
Dr. Sheila M. Kearney, Executive Director, The Gallup International Positive Psychology Center
Dr. Robert Manchin, Managing Director, Gallup Europe
Dr. Mike Morrison, Dean, University of Toyota
Dr. Martin E. P. Seligman, Professor, University of Pennsylvania
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The Gallup International Positive Psychology Center Awards
Academic
Leadership Excellence in Positive Psychology
Dr. Martin E. P. Seligman
Fox Leadership Professor
University of Pennsylvania
30 September 2004
Corporate
Leadership Excellence in Positive Psychology
Dr. Mike Morrison
Dean
University of Toyota
30 September 2004
2004
International Positive Psychology Summit
Lifetime Achievement Award
In Positive Psychology
Dr. Ed Deci
University of Rochester
Committee Judges for Lifetime Achievement Award:
Ed Diener, Shelly Gable, Jon Haidt, Barry Schwartz, and Barbara Fredrickson
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K
eynote Speaker
Vinton G. Cerf is commonly referred to as the “father of the Internet.” During his tenure from 19761982 with the United States Department of Defense’s Advanced Research Projects Agency (DARPA),
Cerf played a key role leading the development of Internet and Internet-related data packet and security
technologies, including co-designing the TCP/IP protocol. As vice president of MCI Digital Information
Services from 1982-1986, he led the engineering of MCI Mail, the first commercial e-mail service to be
connected to the Internet. In December 1997, he was presented the U.S. National Medal of Technology by
President Bill Clinton, along with his partner Robert E. Kahn, for these accomplishments.
Cerf holds a Bachelor of Science degree in Mathematics from Stanford University and Master of Science
and Ph.D. degrees in Computer Science from UCLA. He also holds honorary Doctorates from the
University of the Balearic Islands, ETH in Switzerland, Capitol College, and Gettysburg College.
He is the author of several RFCs and founder of ISOC.
Vint Cerf is also working on the Interplanetary Protocol, which will be a new standard to communicate
from planet to planet, which will be radio/laser communications that are hightly tolerant to signal
degradation. http://www.ipnsig.org/
In 1995, he was awarded the Yuri Rubinsky Memorial Award.
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THE THIRD INTERNATIONAL
POSITIVE PSYCHOLOGY SUMMIT
THE GALLUP ORGANIZATION
901 F Street NW
Washington, D.C. 20004
AGENDA
THURSDAY, SEPTEMBER 30, 2004
Noon – 4:30 p.m.
Registration for Speakers, Attendees, and Fellows
Noon – 4:30 p.m.
Poster Set-up for Fellows and Attendees
2004 IPPS Fellows
Attendees
5:00 p.m.
Welcome and Introductions
5th Floor
Gallery, 2nd Floor,
and 5th Floor
Great Hall,
2nd Floor
Jim Clifton, Chairman & CEO, The Gallup Organization
Dr. Ed Diener, Professor and 2004 IPPS Organizer,
University of Illinois, Urbana-Champaign
Dr. Martin E.P. Seligman, Professor, University of Pennsylvania
The Gallup Positive Psychology Center Awards
Research – Dr. Martin E.P. Seligman, University of Pennsylvania
Workplace Practice – Dr. Mike Morrison, University of Toyota
5:30 p.m. – 6:30 p.m. Keynote: Vinton Cerf, Ph.D., Internet Architecture & Technology, MCI
Great Hall,
New Internet Discoveries
nd
2 Floor
6:30 p.m. – 9:30 p.m. Cocktail Reception
McCormick & Schmicks
901 F Street NW
Washington, D.C.
FRIDAY, OCTOBER 1, 2004
8:00 a.m. – 8:30 a.m. Continental Breakfast
Gallery, 2nd Floor
8:30 a.m. – 10:00 a.m. Moderator: Carol Diener, University of Illinois, Urbana-Champaign, USA
Great Hall,
2nd Floor
Maria Kopp, M.D., Semmelweis University, Hungary
Arpad Skrabski, Hungarian Federation of Mutual Funds, Hungary
Life Meaning: An Important Protective Factor in a Changing Society
David Spiegel, M.D., Stanford University School of Medicine, USA
Resistance to Stress: Lessons From Cancer and 9/11
8:30 a.m. – 10:00 a.m. Moderator: Norbert Semmer, University of Berne, Switzerland
Washington Room,
2nd Floor
Charles Murray, American Enterprise Institute for Public Policy Research, USA
Transcendental Goods and Human Accomplishment in the Arts
Jane Allyn Piliavin, University of Wisconsin, Madison, USA
Positive Consequences of Volunteering Across the Lifespan
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FRIDAY, OCTOBER 1, 2004 (continued)
8:30 a.m. – 10:00 a.m. Moderator: Douglas R. May, University of Nebraska, Lincoln, USA
McKinley Room,
5th Floor
James O. Pawelski, Vanderbilt University, USA
A Philosophical Look at the Values in Action Classification
Norman Brown, Embry-Riddle Aeronautical University, USA
The Paradoxical Power of Negative Emotions for Positive Psychology
Darcia Narvaez, University of Notre Dame, USA
Integrative Ethical Education: Putting Flourishing Back Into Character Education
10:30 a.m. – Noon
Great Hall,
2nd Floor
Moderator: George Vaillant, M.D., Harvard University, School
of Medicine, Brigham & Women’s Hospital, USA
Laura L. Carstensen, Stanford University, USA
Aging and the Positivity Effect: The Increasingly Forgettable Nature of Negative Information
Barbara L. Fredrickson, University of Michigan, Ann Arbor, USA and Gallup Senior Scientist
Positive Emotions and Flourishing Mental Health
10:30 a.m. – Noon
Washington Room,
2nd Floor
Moderator: Darcia Narvaez, University of Notre Dame, USA
Richard M. Lerner, Tufts University, USA
Thriving and Civic Engagement Among America’s Youth: Current
Findings From the 4-H Study of Positive Youth Development
Robyn Fivush, Emory University, USA
Narratives and Well-Being in Developmental Perspective
10:30 a.m. – Noon
Michael B. Frisch, Baylor University, USA
Workshop: Teaching Positive Psychology
10:30 a.m. – Noon
Moderator: Bruce Avolio, University of Nebraska, Lincoln, USA and Gallup Senior Scientist
McKinley Room,
5th Floor
Van Buren Room,
5th Floor
Julian Barling, Ph.D., Queen’s University School of Business, Canada
Positive Psychology at Work
11:30 a.m. – 12:30 p.m. Lunch and Two Feature Documentaries:
Great Hall,
2nd Floor
and Washington
Room, 2nd Floor
• “Signature Strengths, Flow, and Authentic Happiness”
• “Personal Well-Being, Social Support, Health, and Aging Well”
Director & Editor: Paul Monaco
Featuring: Martin E.P. Seligman, Mihaly Csikszentmihalyi, George Vaillant, David G. Myers, Norman Anderson,
Barbara Fredrickson, Sonja Lyubomirsky, and Laura King
12:30 p.m. – 2:00 p.m. Moderator: Fred Luthans, University of Nebraska, Lincoln, USA
Great Hall,
2nd Floor
John G. Holmes, University of Waterloo, Canada
The Power of Positive Thinking in Close Relationships
Phillip P. Shaver, University of California, Davis, USA
Mario Mikulincer, Bar-Ilan University, Israel
Attachment Theory as a Potential Framework for Positive Psychology
12:30 p.m. – 2:00 p.m. Moderator: James Pawelski, Vanderbilt University, USA
Washington Room,
2nd Floor
Norbert K. Semmer, University of Berne, Switzerland
Work, Well-Being and Health
Bruce Avolio, University of Nebraska, Lincoln, USA
and Gallup Senior Scientist
Authentic Leadership Development: 100 Years Later
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FRIDAY, OCTOBER 1, 2004 (continued)
12:30 p.m. – 2:00 p.m. Moderator: Ed Diener, University of Illinois, Urbana-Champaign, USA
Van Buren Room,
5th Floor
Carol Graham, The Center on Social and Economic Dynamics, The Brookings Institution, USA
Can Happiness Research Contribute to Development Economics?
Andrew Clark, DELTA, France
Orsolya Lelkes, Hungarian Ministry of Finance, Hungary
Deliver Us From Evil: Religion as Insurance
12:30 p.m. – 2:00 p.m. Moderator: Carol Diener, University of Illinois, Urbana-Champaign, USA
McKinley Room,
5th Floor
Paul Lloyd, Southeast Missouri State University, USA
Rodney Lowman, Alliant University, USA
Integration of Positive Psychology Principles Into Consulting Psychology & Management: Applications at the
Individual, Group, and Organizational Levels
2:30 p.m. – 4:00 p.m. Mike Morrison, University of Toyota, USA
Lean Thinking Strategies for Continuous Improvement and Breakthrough Thinking
Great Hall,
2nd Floor
4:30 p.m. – 6:00 p.m. Moderator: Shigehiro Oishi, University of Virginia, USA
Great Hall,
2nd Floor
Richard Nisbett, University of Michigan, Ann Arbor, USA
Culture and Point of View
4:30 p.m. – 6:00 p.m. Moderator: Barbara Kozusznik, University of Silesia, Katowice, Poland
Washington Room,
2nd Floor
Edward “Chip” Anderson, Azusa Pacific University, USA
and Gallup Senior Scientist
How High-Achieving Students Apply Their Strengths
Fred Luthans, University of Nebraska, Lincoln, USA and
Gallup Senior Scientist
Positive Psychological Capital Management
4:30 p.m. – 6:00 p.m. Moderator: Elena Mustakova-Possardt,
Van Buren Room,
State University of West Georgia, USA
5th Floor
Jim K. Harter, Senior Research Director Workplace Engagement,
The Gallup Organization, USA
Managing the Human Difference
Douglas R. May, University of Nebraska, Lincoln, USA
Engaging the Human Spirit at Work: The Roles of the Psychological Conditions of Meaningfulness, Safety, and
Availability
4:30 p.m. – 6:00 p.m. Workshop: Applied Positive Psychology: Four Coaching Models
McKinley Room,
5th Floor
Carol Kauffman, Harvard University Medical School, USA
Pivot Point Multi-Modal Coaching
James O. Pawelski, Vanderbilt University, USA
Character Development Coaching
Alex Linley, University of Leicester, UK
Coaching Psychology: The Positive Psychological Foundations
Karen Reivich, University of Pennsylvania, USA
Using Positive Psychology in Coaching
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SATURDAY, OCTOBER 2, 2004
8:00 a.m. – 8:30 a.m. Continental Breakfast
Gallery, 2nd Floor
8:30 a.m. – 9:30 a.m. Moderator: Scott Huebner, University of South Carolina, USA
Great Hall,
2nd Floor
Roy Baumeister, Florida State University, USA
Is There Anything Good About Men?
8:30 a.m. – 9:30 a.m. Moderator: Aaron C. Ahuvia, University of Michigan, Dearborn, USA
Washington Room,
2nd Floor
Joe Sirgy, Virginia Polytechnic Institute & State University, USA
The Psychology of Quality of Life
Alex C. Michalos, The University of Northern British Columbia, Canada
An Intractable Problem in Quality of Life (QOL) Measurement
8:30 a.m. – 9:30 a.m. Moderator: Carol Diener, University of Illinois, Urbana-Champaign, USA
Van Buren Room,
5th Floor
Donna Mayerson and Neal H. Mayerson, The Mayerson Foundation, USA
Distance Coaching: A New Delivery Model for Positive Psychology
8:30 a.m. – 9:30 a.m. Moderator: Michael Frisch, Baylor University, USA
McKinley Room,
5th Floor
H’Sien Hayward, The University of Pennsylvania, USA
The Positive Psychology of Disability
Elisabeth M. Dykens, Vanderbilt University, USA
Toward a Positive Psychology for Persons With Mental Retardation
10:30 a.m. – 12:30 p.m. Plenary Session
Great Hall,
2nd Floor
Moderator: Ed Diener, University of Illinois, Urbana-Champaign, USA
Martin E.P. Seligman, University of Pennsylvania, USA
Successful Happiness Interventions
Gregg Easterbrook, The New Republic and The Brookings Institution, USA
The Progress Paradox: How Life Gets Better While People Feel Worse
12:30 p.m. – 1:30 p.m. Lunch and Posters
Gallery, 2nd Floor,
and 5th Floor
1:30 p.m. – 3:00 p.m. Moderator: James O. Pawelski, Vanderbilt University, USA
Great Hall,
2nd Floor
George Vaillant, M.D., Harvard University, School of Medicine, Brigham & Women’s Hospital, USA
Ana DiRago, Harvard University, School of Medicine, Brigham & Women’s Hospital, USA
A New Chance at Well-Being
Mihaly Csikszentmihalyi, Claremont Graduate University, USA and Gallup Senior Scientist
Creativity
1:30 p.m. – 3:00 p.m.
Washington Room,
2nd Floor
Moderator: Joe Sirgy, Virginia Polytechnic Institute & State University, USA
Suzanne Segerstrom, University of Kentucky, Lexington, USA
Optimism and Health: Bright and Dark Sides
Gian Vittorio Caprara, University of Rome, “La Sapienza,” Italy
Personal Determinants of Positive Thinking and Affect
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SATURDAY, OCTOBER 2, 2004 (continued)
1:30 p.m. – 3:00 p.m. Moderator: Barry Schwartz, Swarthmore College, USA
Van Buren Room,
5th Floor
Michael Eid, University of Geneva, Switzerland
Genetic and Environmental Influences on Subjective Well-Being
Aaron C. Ahuvia, University of Michigan, Dearborn, USA
Aristotle’s Error and Revealed Preferences: If Money Doesn’t Buy Happiness, Why Do We Act Like It Does?
Shigehiro Oishi, University of Virginia, USA
Residential Mobility, a Sense of Belonging, and Pro-Social Behaviors
1:30 p.m. – 3:00 p.m. Moderator: Elisabeth M. Dykens, Vanderbilt University, USA
McKinley Room,
5th Floor
Catherine Schwoerer, University of Kansas, USA
Discerning the Effects of a Well-Being Intervention Longitudinally: Vocational Satisfaction, Self-Efficacy, and WellBeing
Elena Mustakova-Possardt, State University of West Georgia, USA
Cultivating Optimal Consciousness in the Lifespan and in the Micromoment
3:30 p.m. – 4:30 p.m. Moderator: Gian Vittorio Caprara, La Sapienza, Rome, Italy
Great Hall,
2nd Floor
Barry Schwartz, Swarthmore College, USA
Kenneth E. Sharpe, Swarthmore College, USA
Practical Wisdom: Aristotle Meets Positive Psychology
3:30 p.m. – 4:30 p.m. Moderator: Michael Eid, University of Geneva, Switzerland
Washington Room,
2nd Floor
Scott Huebner, University of South Carolina, USA
Richard Gilman, University of Kentucky, USA
Shannon Suldo, University of South Florida, USA
Implications of Positive Psychology Research for School-Based Mental Health Services: The Case of Life Satisfaction
Robert Manchin, The Gallup Organization - Europe, Brussels
The Constraints on Measuring Individual Well-Being, Social Network and Time
3:30 p.m. – 4:30 p.m. Moderator: Alex Michalos,
McKinley Room,
University of Northern British Columbia, Canada
5th Floor
Christopher K. Hsee, University of Chicago, USA
What Behavioral Decision Theory Can Contribute to Happiness Research
Marc Brackett, Yale University, USA
Emotional Intelligence and Positive Social Interaction Among Friends
3:30 p.m. – 4:30 p.m. Andrew Clark, DELTA, France
Van Buren Room,
Happiness, Habits and High Rank: Human and Social Capital
5th Floor
4:40 p.m. – 5:30 p.m. Poster Awards — Judging
Great Hall,
2nd Floor
2004 Poster Judging Committee:
Chair: Carol Diener, University of Illinois at Urbana-Champaign
Aaron Ahuvia, University of Michigan, Dearborn, USA
Michael Eid, University of Geneva, Switzerland
Michael Frisch, Baylor University, USA
Scott Huebner, University of South Carolina, USA
Sonja Lyubomirsky, University of California, Riverside, USA
Shigehiro Oishi, University of Virgina, USA
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SUNDAY, OCTOBER 3, 2004
8:00 a.m. – 8:30 a.m. Continental Breakfast
Gallery, 2nd Floor
8:30 a.m. – 10:00 a.m. Moderator: Carol Diener, University of Illinois, Urbana-Champaign, USA
Great Hall,
2nd Floor
James W. Pennebaker, University of Texas, Austin, USA
Word Use as a Reflection of Social and Psychological State
Ed Diener, University of Illinois, Urbana-Champaign, USA and Gallup Senior Scientist
The Scientific Foundations of Happiness
8:30 a.m. – 10:00 a.m. Moderator: Catherine Schwoerer, University of Kansas, USA
Washington Room,
2nd Floor
Tom Wright, University of Nevada, Reno, USA
More Than Just a Mirage: The Role of Psychological Well-Being in Work Performance and Employee Turnover
Barbara Kozusznik, University of Silesia, Katowice, Poland
Influence Tactics of Female and Male Managers Versus Their Perception of Themselves and of Other People
Alexander Shapiro, Russian Academy of Education, Russia
The Concept of Positivity in Psychology Theory and the Theme of the Family in Contemporary Society
10:30 a.m. – 11:30 a.m. Moderator: Ed Diener, University of Illinois, Urbana-Champaign, USA
Great Hall,
2nd Floor
11:30 a.m. – Noon
Great Hall,
2nd Floor
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Albert Bandura, Stanford University, USA
An Agentic Perspective on Positive Psychology
Poster Awards and Closing Remarks
S
peakers
Aaron C. Ahuvia,
Associate Professor,
Marketing,
University of MichiganDearborn—USA
Aaron Ahuvia, Ph.D., received his Doctorate
in Marketing from Northwestern University’s Kellogg School
of Management in 1993 and is now an Associate Professor of
Marketing at the University of Michigan-Dearborn School of
Management. Professor Ahuvia serves as Vice President for
Academic Affairs for the International Society for Quality of
Life Studies (ISQOLS) and is a former associate editor for the
Journal of Economic Psychology. His research looks at the nature
of contemporary consumer culture with a special focus on how
people can build successful lives within this environment.
ARISTOTLE’S ERROR AND REVEALED
PREFERENCES: IF MONEY DOESN’T BUY
HAPPINESS, WHY DO WE ACT LIKE IT DOES?
The economic concept of revealed preferences holds that since
people act as if money will buy happiness, it must have this effect.
This assumption conflicts with data suggesting that among the
non-poor, increases in income do little to increase happiness.
Why, if money does not bring happiness, do people pursue it so
consistently? This paper suggests that one reason may be that
not all behavior is designed to increase happiness. Contrary to
Aristotle’s view that happiness is the ultimate goal of all action,
happiness may only be one possible goal among many that people
strive for. This paper then suggests that the desire for money may
be linked to a basic evolutionary drive to attain social status.
This drive for status is an end in itself that sometimes leads to
happiness but at other times conflicts with happiness.
Edward “Chip”
Anderson, Professor of
Education and Gallup
Senior Scientist, Azusa
Pacific University—
USA
Edward “Chip” Anderson is currently a professor at Azusa Pacific
University in the doctoral program in educational leadership. Dr.
Anderson teaches doctoral level courses in the Higher Education
Leadership specialization and in the Masters Degree program in
College Student Affairs and Leadership Studies. Dr Anderson’s
research focuses on college student persistence and achievement;
designing programs and services to promote student success;
and the role of strengths and strengths awareness in promoting
student achievement; and encouraging achievement among
students from underrepresented backgrounds. For 33 years,
Dr. Anderson was an administrator and senior lecturer at the
University of California, Los Angeles and has been a consultant
at over 100 colleges and universities on increasing student
persistence and academic achievement.
Dr. Anderson co-authored Planning for Success in Athletics,
Academics and Careers plus Academic Advising for Student
Success and Retention with Mike Hovland, William McGuire,
et al. Dr. Anderson teamed up with Dr. Donald O. Clifton to
write StrengthsQuest: Discovering, Developing and Applying Your
Strengths to Academics, Career, and Beyond.
HOW HIGH-ACHIEVING STUDENTS APPLY THEIR
STRENGTHS
An investigation of over 2,000 high-achieving college students
revealed that they used their various strengths and talents
in specific ways to produce their patterns of high academic
achievement. This presentation describes the results of how highachieving students employ their strengths to produce success
and how students in general can learn to identify and apply
their strengths in order to improve their academic achievement
and persistence to graduation. The workshop also presents
a curriculum outline of instructional activities designed to
help students apply their strengths and thereby improve their
performance.
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Bruce J. Avolio, Clifton
Chair in Leadership
and Gallup Senior
Scientist, University of
Nebraska-Lincoln—USA
Bruce J. Avolio, Ph.D., is the Clifton Chair in Leadership at the
College of Business Administration at the University of NebraskaLincoln (UNL). Avolio is also Director of the Gallup Leadership
Institute, Co-Director of the UNL and Gallup MBA/MA program
in executive leadership, and Director of the Ph.D. program with a
specialization in leadership at the College of Business Administration
at UNL. Prior to joining the College of Business Administration at
UNL, he was the Co-Director of the Center for Leadership Studies at
the State University of New York at Binghamton.
Avolio has an international reputation as a researcher in
leadership. He has consulted with public and private organizations
in North and South America, Africa, Europe, and Southeast Asia,
as well as in Australia, New Zealand, and Israel. His research and
consulting includes work with the militaries of the United States
of America, Singapore, Sweden, Finland, Israel, and South Africa.
Avolio has published five books and more than 80 articles on
leadership. His books include Transformational and Charismatic
Leadership: The Road Ahead (Elsevier Science, 2002), Full
Leadership Development: Building the Vital Forces in Organizations
(Sage Publications, 1999), and Developing Potential Across a Full
Range of Leadership: Cases on Transactional and Transformational
Leadership (Lawrence Erlbaum Associates, 2000). His newest
books are Leadership Development in Balance: Made/Born
(Lawrence Erlbaum Associates, February 2005) and Authentic
Leadership Development (McGraw-Hill expected summer 2005).
Avolio has worked with government agencies on national
leadership development projects, and with governments at the
state and local level.
Avolio is a division chair of the Academy of Management. He is also
a fellow of the Society for Industrial and Organizational Psychology.
AUTHENTIC LEADERSHIP DEVELOPMENT: 100
YEARS LATER
The primary goal for this presentation is to provide a foundation
for a renewed focus on what we refer to as constituting authentic
leadership development. We begin by providing a brief overview
of the last 100 years of research on leadership development
interventions, as well as some recent findings from a U.S. Poll
on Authentic Leadership. The research overview and synthesis
is based on a recently completed meta-analysis that looked at
all leadership theories/models and any study that attempted to
change leadership in some way. A synopsis of these findings
will be used to provide a base for the emerging research agenda
on authentic leadership development in the Gallup Leadership
Institute at the University of Nebraska-Lincoln.
Our focus on authentic leadership development integrates current
models of leadership and relevant work in positive psychology
with the goal of testing whether we can accelerate leadership
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development by focusing on positive and negative interventions/
trigger events. Previously, most of the emphasis in the field of
leadership development has been on examining how negative life
events shape the development of leaders. By exploring the impact
positive moments have on accelerating leadership development
our goal is to offer a more balanced strategy for “authentic”
leadership development.
In sum, we will offer a model for moving the leadership
development field forward in terms of examining both life events
that simply occur and those events we intentionally create and
how each positively influences leadership development. Practical
implications of the meta-analytic review, poll results and model
will be discussed for use in practice.
PHOTO
NOT
AVAILABLE
Albert Bandura,
David Starr Jordan
Professor of Social
Science, Stanford
University—USA
Albert Bandura is a David Starr Jordan
Professor of Social Science in Psychology at Stanford University.
He is a proponent of social cognitive theory. This theory accords
a central role to cognitive, vicarious, self-regulatory, and selfreflective processes in sociocognitive functioning. His book,
Social Foundations of Thought and Action: A Social Cognitive
Theory, provides the conceptual framework and analyzes the
large body of knowledge bearing on this theory. His most recent
book, Self-Efficacy: The Exercise of Control presents the efficacy
beliefs as the foundation of human agency. Bandura is past
president of the American Psychological Association, Western
Psychological Association, and honorary president of the
Canadian Psychological Association. He has been elected to the
American Academy of Arts and Sciences and to the Institute of
Medicine of the National Academy of Sciences. He is the recipient
of 16 honorary degrees.
AN AGENTIC PERSPECTIVE ON POSITIVE
PSYCHOLOGY
The present address will conceptualize positive psychology from
the agentic perspective of social cognitive theory. To be an agent is
to influence intentionally one’s functioning and life circumstances.
Our theories grossly overpredict psychopathology. This prevailing
negative bias toward human functioning is recast in a more
positive agentic view of humanity. The field of positive psychology
focuses heavily on the beneficial effects of positive affective
states and subjective well-being. Positive psychology has a broad
vision. It is rooted in compassion for others, social obligation and
commitment, and even sacrifice of one’s own well-being for the
well-being of others. The address will extend positive psychology
in socially-oriented directions.
Julian Barling,
Professor and
Associate Dean, Queen’s
School of Business,
Queen’s University—
Canada
Julian Barling is Professor of Organizational Behavior and
Psychology in the Queen’s School of Business, and Associate Dean
with responsibility for the Ph.D, M.Sc and Research programs in
the School of Business.
Dr. Barling is the author of several books, including Employment,
stress and family functioning (1990, Wiley & Sons), The union and
its members: A psychological approach (with Clive Fullagar and
Kevin Kelloway, 1992, Oxford University Press), and Changing
employment relations: Behavioral and social perspectives (with Lois
Tetrick, 1995, American Psychological Association), and Young
workers (with Kevin Kelloway, 1999, American Psychological
Association). Dr. Barling has recently published The psychology of
workplace safety (with Mike Frone), senior editor of the Handbook
of work stress (Sage Publications), due to be published this month,
and is the author/editor of well over 100 research articles and
book chapters.
Dr. Barling is the editor of the American Psychological
Association’s Journal of Occupational Health Psychology.
Dr. Barling serves on the editorial boards of the Journal of
Applied Psychology, Leadership and Organizational Development
Journal, and Stress Medicine. Dr. Barling previously served as the
consulting editor of the Journal of Organizational Behavior. He
was formerly chair of the American Psychological Association’s
Task Force on Workplace Violence.
From 1989-1991, Dr. Barling was the chairperson of the Advisory
Council on Occupational Health and Safety to the Ontario
Minister of Labour.
In 2002, Dr. Barling was named as one of Queen’s University’s
Queen’s Research Chairs, and was elected as a Fellow of the Royal
Society of Canada.
Dr. Barling’s current research focuses on how transformational
leadership can enhance employee’s psychological and physical
well-being.
POSITIVE PSYCHOLOGY AT WORK
Psychological knowledge has been used in the workplace in
concerted ways for at least a century, with its primary focus
invariably being on enhancing organizational productivity or
reducing individual discontent. The focus on the “negative”
lingers: Even when journals are devoted to the positive, such
as the Journal of Occupational Health Psychology, health is still
invariably defined as the absence of illness.
The same techniques and approaches that have been used to
enhance productivity and reduce discontent could also be invoked
to enhance well-being. Both job design and transformational
leadership can be conceptualized within the realm of positive
psychology, and offer the potential for enhancing individual wellbeing at work. Research embedded within a positive psychology
framework will be presented. Given the simultaneous finding that
productivity gains are not inconsistent with well-being, the notion
that positive psychology is just good business will be entertained.
In addition, a new focus for positive psychology will be
introduced: Research has focused for at least a half century on
dissatisfaction at work, ignoring the fact that many people find
their work fulfilling, and experience their work positively. To
understand this, we have recently begun a long-term research
project addressing the question of why some people love
their jobs. We will outline a conceptual model of the love of
one’s job that is based on Sternberg’s notion of romantic love,
and a research program that aims to understand the nature,
development and consequences of the love of one’s job
Roy Baumeister, Eppes
Professorship in
Psychology,
Florida State
University—USA
Roy F. Baumeister holds the Eppes Professorship in Psychology
at Florida State University. He received his Ph.D. in experimental
social psychology from Princeton University in 1978. After
a postdoctoral fellowship in sociology at the University of
California at Berkeley, he joined the psychology department at
Case Western Reserve in 1979 and remained there until 2003,
eventually holding the E. Smith Professorship in the Liberal
Arts. He has also worked at the University of Texas at Austin,
the University of Virginia, the Max-Planck-Institute in Munich,
Germany, and Center for Advanced Study in the Behavioral
Sciences at Stanford University. Baumeister has nearly 300
publications, including 15 books, on such topics as self and
identity, performance under pressure, emotion, self-regulation,
self-defeating behavior, interpersonal rejection, finding meaning
in life, aggression and violence, sexuality, and human nature. His
research has been funded by the National Institutes of Health and
the Templeton Foundation.
IS THERE ANYTHING GOOD ABOUT MEN?
Up till the 1960s, psychological theory treated women as inferior
versions of men. Since the 1970s, that has reversed, with women
being routinely described as superior to men. Against both
views, I propose a new theory of gender differences, based on the
principle that nature will preserve variation when tradeoffs exist,
such that a particular trait has both advantages and disadvantages.
This theory elaborates my earlier work on the need to belong with
more recent work on the requirements of culture. Specifically,
there are tradeoffs between the optimal psychological traits for
one-to-one relationship intimacy and what is optimal for large
groups. To the extent that nature designed women to be experts
and specialists at intimate relationships, men are correspondingly
designed to specialize in larger group structures. While women
may have ensured the continuation of the race by means of
nurturance and intimate contact, men’s larger groups formed
13
the nexus out of which cultural progress could develop, because
the “system gain” is small in dyads but much more substantial in
larger networks. This explains the great lesson of feminism, which
is that women experience most cultural institutions as biased
against them, while also offering a more balanced alternative
account of the history of gender differences. Generally, the
tradeoff theory departs from these traditional views by proposing
that wherever one gender shows up as superior to the other, there
is likely to be a corresponding and linked dimension in which the
other gender is superior.
Marc Brackett,
Associate Director,
Health, Emotions &
Behavior Laboratory
Department of
Psychology, Yale
University—USA
Marc Brackett, Ph.D., is Associate Director of the Health,
Emotions, and Behavior Laboratory in the Department of
Psychology at Yale University. He received his doctorate from
the University of New Hampshire with Jack Mayer and was a
postdoctoral fellow at Yale University with Peter Salovey. Marc’s
first line of research focuses on the measurement of emotionrelated abilities and how they relate to the quality of interpersonal
relationships and important social behaviors, including physical
health, drug use, and social deviance. Over a series of empirical
studies Marc has also developed a theoretical model and
measurement tool of the Life Space, which organizes people’s
environments into four broad domains (biological underpinnings,
situational elements or possessions, daily interactions, and group
memberships). The Life Space provides extensive criteria to test
associations between personality characteristics and people’s
personal surroundings and behavior.
Marc also works with school systems and corporations in the
areas of assessment, training, and leadership development.
He is the author or co-author of nearly two-dozen scholarly
publications and he recently co-authored Emotional literacy in the
classroom: A six-step program to promote social, emotional, and
academic learning, a field-tested curriculum that provides middle
school teachers the tools to incorporate lessons on social and
emotional intelligence into existing programming. Marc regularly
teaches Introductory and Personality Psychology at Yale. He also
holds a 5th degree black belt in Hapkido, a Korean martial art.
EMOTIONAL INTELLIGENCE AND POSITIVE
SOCIAL INTERACTION AMONG FRIENDS
The current study examined the relationship between
Emotional Intelligence (EI) and interpersonal behaviors and
strategies in response to both dissatisfaction and positive
events (accommodation and capitalization). Three hundred
and seventy-seven undergraduate students (148 males and 229
females) participated in the study. Three different relationship
14
types were examined: roommates, suitemates, and close friends.
Findings replicated previous research linking higher EI scores
to positive social interaction, and lower EI scores to relationship
conflict and dissatisfaction. EI was negatively correlated with
active-destructive responses (i.e., Exit behavior; e.g., yelling and
screaming) in response to dissatisfaction. EI scores were also
positively related to active-constructive responses to positive
events (capitalization) and negatively related to active-destructive,
passive-constructive, and passive-destructive responses to
positive events. The use of active-constructive strategies also
appeared to mediate the relationship between EI and positive
social interaction. All of the findings were stronger in closer
relationships (e.g., close friends versus roommates). The results
of this study help to further explain the relationship between
emotion-related abilities and the quality of personal relationships.
Norman Brown,
Associate Professor,
Embry-Riddle
Aeronautical
University—USA
Norman Brown was born and raised in Los Angeles County. He
began studying physics at U. C. Berkeley, but a year in Germany
led him to embrace the study of culture instead, which led to a
Ph.D. in Humanities and German at Stanford. After three years
of college teaching, he began graduate study in Psychology, which
led to a clinical masters and a marriage and family therapist
license in 1975. He has practiced marriage and individual therapy
part-time and also formed and led men’s support and personal
development groups since then. Dr. Brown began teaching
humanities and psychology at Embry-Riddle Aeronautical
University in Daytona Beach, Florida in 1987, where he has
integrated his fields of study into a central focus on emotions,
psychological development and romantic relationships. In 1999
he earned a Ph.D. in Psychology with a research dissertation on
the love relationships of children of divorce. He published the text
Love and Intimate Relationships: Journeys of the Heart in 2000. He
has also published on the role of shame emotions in the airline
cockpit and in self-esteem.
Since 1996 he has been developing a novel theory of the
emotional mechanisms that generate and intensify loving. For
this he has been building theoretical connections between the
psychological Affect Theory of Silvan Tomkins and Affective
Neuroscience, as represented by the synthesis of Jaak Panksepp.
He has also collected interviews for many years on the emotional
experience of all sorts of love, including friendship, romantic,
parental, compassionate and transcendent love. He is passionately
married to a psychotherapist, with whom he has a sixteen year
old daughter and a house full of pets. His favorite extracurricular
activities include mentoring young adults, nurturing men’s
wisdom and intimacy, making music, and hiking and paddling in
wilderness.
THE PARADOXICAL POWER OF NEGATIVE
EMOTIONS FOR POSITIVE PSYCHOLOGY
Can negative emotions bring us both blessings and suffering?
Drawing on Silvan Tomkins’s theory of emotions, neurobiological
evidence, and illustrative experiences, I will show that negative
emotions are significant building blocks of many of our most
valued qualities. These values do not arise from negative emotions
by themselves, or only from overcoming them through willpower
and cognitive restructuring, but also from the intrinsic effects of
emotional reversals.
Tomkins postulated that intense positive emotions could
arise from the sudden reduction of at least four basic negative
emotions: distress, fear, anger and shame. The adaptive function
of such negative emotion reduction is to motivate coping with
adverse conditions, such as taking care of suffering companions
and braving danger to secure benefits for the tribe.
Since few neuroscientific researchers have proceeded from a
theory of basic emotions, two-emotion sequences have never been
studied as such. But there are promising hints in the neurobiology
of distress and joy. Furthermore, studies relating attention or
vigilance to stress, fear, and pain suggest the hypothesis that these
affective states may form priming conditions potentiating the
positive affective impact of any sudden reduction or reversal of
negative emotion.
The majority of positive strengths in Authentic Happiness involve
negative to positive emotional sequences in their formation or
intensification. Cognition and will transform negative feeling
in the experience of some, but an emotional perspective can
provide new insight. Both cognition and emotional reversals are
involved in the strengths of openness, emotional intelligence,
hope, perseverance, purpose, and perspective or wisdom. There
are similar emotional mechanisms in self-control and prudence
as well as in bravery and integrity. Playfulness and forgiveness can
detoxify negative emotions. Finally, there are multiple emotional
mechanisms involved in loving, kindness, gratitude and humility.
Gian Vittorio
Caprara, Professor
of Psychology,
University of Rome, “La
Sapienza”—Italy
Gian Vittorio Caprara was born in 1944, grew up in Milano and is
resident in Rome. He is married and has four children.
GVC graduated first in Political Science and then in Psychology
at The Catholic University of Milano. After serving four years
in the Human Resources Division of Italian branch of IBM, in
1973 GVC left Milano to take a teaching appointment at the
University of Rome where he has been since then. Early in the ’70
he was granted a Canada Council Fellowship at the Universite’
de Montreal. Later he was granted a Fulbright fellowship twice, at
NYU and UCLA.
Prolonged visits in Canada and US set the basis for long lasting
scientific international collaborations. In the 80’ and early 90’ he
held temporary teaching positions at the University of Michigan,
UCLA, UCI and Stanford. Over his scientific and teaching
career GVC served as Chair of Department, Chair of Graduate
programs, President of the European Association of Personality,
as well as member in several scientific national and international
Committees and editorial boards He has been MASUA
Distinguished foreign, NIAS Golestan Fellow, SCASSS Fellow,
Visiting Professor at Santiago de Compostela. He is member of
several national an international scientific Associations, Honorary
member of the Italian Society of Behavioral and Cognitive
Therapy and Fellow of Academia Europaea. GVC main research
interests span in the area of Personality and Social Psychology,
have focused on both basic and applied issues which include: self
regulation structures and process, stability, change, adjustment
and wellbeing over the course of life, pro-social an antisocial
behavior, self and collective perceived efficacy, traits, values and
political orientation.
GVC is author and coauthor of over 350 publications including
over 20 books.
PERSONAL DETERMINANTS OF POSITIVE
THINKING AND AFFECT
Social cognitive determinants of Positive Thinking and Affect are
examined.
Confirmatory factor analysis attest to Positive Thinking as a latent
dimension lying at the core of positive evaluations about life, self
and the future.
Longitudinal and cross-sectional findings attest to a conceptual
model in which self efficacy beliefs regarding the regulation of
affect and interpersonal relations operate in concert to foster both
positive thinking and affect.
15
Laura L. Carstensen,
Professor of
Psychology, Stanford
University—USA
Laura L. Carstensen is a Professor of
Psychology and an Associate of the Center for
Health Policy/Center for Primary Care and Outcomes Research
at Stanford University. Her research focuses on motivational and
emotional changes in adulthood. Most recently, she has published
research showing the ways in which motivational changes
influence cognitive processing in older adults. She previously
served as the Barbara D. Finberg Director of the Stanford Institute
for Research on Women and Gender. She is Chair of the External
Scientific Advisory Committee (Fachbeirat) for the Max Planck
Institute for Human Development in Berlin, Germany and Chair
of the National Academy of Sciences Committee on Future
Directions in Social, Personality and Developmental Psychology
and Aging. In 2003, she was selected as a Guggenheim Fellow. She
received a B.S. from the University of Rochester and a M.A. and
Ph.D. from West Virginia University. She also completed a clinical
psychology residency at the University of Mississippi Medical
Center and is a licensed clinical psychologist in California.
AGING AND THE POSITIVITY EFFECT: THE
INCREASINGLY FORGETTABLE NATURE OF
NEGATIVE INFORMATION
Age is typically represented as time since birth. Socioemotional
selectivity theory suggests that time until death also exerts a
strong influence on human development. Drawing on findings
from a range of studies, I will argue that perceived constraints
on time systematically influence motivation, such that emotional
experience grows more complex and cognitive resources are
increasingly allocated to emotional goals. In particular, I will
present findings suggesting that positive information is processed
more deeply than negative information. Gains and losses
associated with these patterns will be addressed.
Andrew Clark, CNRS
Research Professor,
DELTA—France
Born in London, UK, in 1963. PhD in
Economics from the London School of
Economics in 1989. I have since held posts at
Dartmouth College, the University of Essex,
CEPREMAP, DELTA, the OECD, and the University of Orléans.
I am currently CNRS Research Professor at DELTA in Paris,
France. My work has largely focussed on the interface between
psychology, sociology and economics; in particular, I have used
job and life satisfaction scores, and other psychological indices,
as proxy measures of utility. One research field has been that of
relative utility or comparisons (to others like you, to others in the
same household, and to yourself in the past). I find evidence of
such comparisons with respect to both income and unemployment.
This work has spilled over into theoretical and empirical work
16
on evidence for and the implications of following behaviour
and learning from others’ actions. My recent work has involved
collaboration with psychologists to map out habituation to life
events (such as job loss, marriage, and divorce) using long-run
panel data. In addition, direct measures of utility allow us to carry
out more direct tests of popular models of the labour market. In
this spirit, I have worked on unemployment, quits, efficiency wages,
and labour market rents. A current large-scale research project
concerns individual well-being and income inequality.
DELIVER US FROM EVIL: RELIGION AS
INSURANCE
This paper addresses a new aspect of the relationship between life
events and life satisfaction by focusing on the impact of religiosity.
Earlier research (Lelkes, 2004) has shown, using Hungarian
data, that income has a smaller effect on life satisfaction among
religious people, and were less affected by economic transition
than others. Following this, we here ask whether a number
of important negative correlates of life satisfaction “matter”
less to the religious. These events include separation, divorce,
widowhood and unemployment.
We use two large-scale European data sets to address the
question of the role of religion in mitigating the effect of adverse
events. The first dataset (the 2002 European Social Survey) is
multi-country and cross-section, while the second (the British
Household Panel Survey) is single-country and panel.
As is often found, the religious, by whatever measure, report
higher levels of life satisfaction in Europe, even after controlling
for age, income, education, labour market status, marital status
and country.
Religion does temper the impact of major life events. Broadly,
Catholics are punished for marital breakdown, while Protestants
are punished for unemployment. Both regular churchgoing
and prayer protect against unemployment but punish marital
breakdown. All of these effects are larger for women than for men.
Religion plays a greater role in times or crisis for women than
for men, especially when they are involved in the institutional
aspects of religiosity. These results do not seem to result from
the endogeneity of religion. We suggest that religion may help
us to understand the economic and social institutions regarding
marriage and the labour market.
HAPPINESS, HABITS AND HIGH RANK: HUMAN
AND SOCIAL CAPITAL
This paper presents some ideas about comparisons and
habituation, and social capital. We hear a lot of policy statements
like “We are spending too much time on work and consumption,
yet these are unsatisfying (because of status and addiction
effects). We should instead spend more time on our social life,
at church, with our family, gardening (or something else)”. I first
talk about comparisons and habituation with respect to income
and unemployment, showing some statistical evidence that these
exist. I then wonder about the relevance of the policy conclusion
that our time would be better spent doing “something else”.
Specifically, this holds only if status and habituation effects are
not found in the alternative activities; this seems like a lacuna in
the policy argument. The second part of the paper specifically
considers some aspects of family and social life. While these are
indeed correlated with measures of subjective well-being, status
and habituation effects are found in both family and social life.
Comparison to others and to the past seems to be a key element of
many human activities.
Mihaly Csikszentmihalyi,
C.S. and D. J. Davidson
Professor of
Psychology and Gallup
Senior Scientist,
Claremont Graduate
University—USA
One of the world’s leading authorities on the psychology of
creativity, Mihaly Csikszentmihalyi is the C.S. and D.J. Davidson
Professor of Psychology at the Peter F. Drucker Graduate School
of Management at Claremont Graduate University and Director of
the Quality of Life Research Center. He is also emeritus professor
of human development at the University of Chicago, where he
chaired the department of psychology.
His life’s work has been to study what makes people truly happy.
Drawing upon years of systematic research, he developed the
concept of “flow” as a metaphorical description of the rare
mental state associated with feelings of optimal satisfaction and
fulfillment. His analysis of the internal and external conditions
giving rise to “flow” show that it is almost always linked to
circumstances of high challenge when personal skills are used to
the utmost. The Hungarian-born social scientist, a graduate of
the classical gymnasium, “Torquato Tasso,” in Rome, completed
his undergraduate studies at the University of Chicago and
earned a Ph.D. in psychology there in 1965. His research has been
supported by the United States Public Health Service, the J. Paul
Getty Trust, the Sloan Foundation, the W.T. Grant Foundation,
the Hewlett Foundation, and the Spencer Foundation.
A former resident scholar at the Rockefeller Center at Bellagio,
resident fellow at the Center for Advanced Studies in the
Behavioral Sciences in Palo Alto, and senior Fullbright Fellow in
Brazil and New Zealand and a Gallup Senior Scientist.
Serving on the editorial boards of numerous professional journals,
he has been a consultant to business, government organizations,
educational associations, and cultural institutions and given
invited lectures throughout the world. In addition to the hugely
influential Flow: The Psychology of Optimal Experience (1990),
which was translated into seventeen languages, he is the author
of thirteen other books and some 225 research articles. Becoming
Adult, (with Barbara Schneider), was published in 2000 by Basic
Books; Good Work: When excellence and ethics meet (with Howard
Gardner and William Damon) was published in 2001. Good
Business: Leadership, Flow, and the Making of Meaning is his latest
book, published by Viking Press in 2003.
CREATIVITY
Creativity is an essential contribution to human evolution.
Psychologists have intermittently focused on creative processes,
and creativity is clearly an important topic for positive psychology.
In order to understand creativity, however, we need to take into
account not only individual intra-psychic processes, but also the
social and cultural environment that validate potentially creative
contribuitions. Professor Csikszentmihalyi will summarize 40
years of research on this topic by describing the creative process,
the creative personality, and the broader “Systems Model” that
provides the context for understanding creative achievements.
Ed Diener, Professor
of Psychology
and Gallup Senior
Scientist, University
of Illinois, UrbanaChampaign—USA
Ed Diener is Alumni Professor of Psychology at the University
of Illinois. He has recently been named the Founding Editor of
a new journal of the American Psychological Society, tentatively
entitled Advances in Psychological Science, which will publish
large, integrative review and theoretical articles. Diener is pastpresident of the International Society of Quality of Life Studies,
as well as of the Society of Personality and Social Psychology.
Professor Diener was the editor of the Journal of Personality and
Social Psychology from 1998-2003, and is currently the editor of
Journal of Happiness Studies, and is on the editorial boards of the
Journal of Personality and Journal of Research in Personality.
Professor Diener won the 2000 Distinguished Researcher Award
from the International Society of Quality of Life Studies. Diener
has about 200 publications, of which about 150 are in the area
of well-being. Dr. Diener is listed by the Institution for Scientific
Information as one of the most highly cited psychologists; his
citation count is approximately 8,500. Diener is a Fellow of
ISQOLS, the American Psychological Society, the American
Psychological Assocations, and the Experimental and Social/
Personality Divisions of APA. Professor Diener’s scholarship
focuses on several areas: the measurement of subjective wellbeing; temperament and personality influences on well-being;
money and happiness; and possible national indicators of
well-being. Recently Professor Diener authored with Martin
Seligman “Beyond Money: Toward an Economy of Well-Being”
(Psychological Science in the Public Interest, 2004), which is a
broad-ranging examination of how national measures of wellbeing could be used to guide policy.
Diener employs the experience-sampling methodology for
recording subjective well-being, but also has conducted laboratory
studies as well as large-scale surveys across many cultures. Ed
Diener has edited three recent books on well-being and quality
of life: Well-being: The Foundations of Hedonic Psychology (with
Daniel Kahneman and Norbert Schwarz), Advances in Quality
of Life Studies (with Don Rahtz), and Culture and Subjective
Well-Being (with Eunkook Suh). His most recent book, edited
with Michael Eid, will be published by APA Press: Handbook of
Psychological Measurement.
17
THE SCIENTIFIC FOUNDATIONS OF HAPPINESS
In recent years research on well-being has exploded, with a large
number of studies examining the correlates of high subjective
well-being, including happiness and life satisfaction. In our
laboratory we have been interested, for example, in the relation
of money to well-being. However, my most recent work moves
in a number of new directions: 1. Exploring the policy uses of
national indicators of well-being, 2. Analyzing the benefits of
well-being. Going beyond the broad review article of the benefits
of well-being authored by Sonja Lyubomirsky, Laura King, and
myself, we recently found that in some circumstances happy
people outperform extremely happy people, and we are exploring
the reasons for this, and 3. We are exploring the differences
between various forms of well-being. For example, we find that
the strongest predictors of day-to-day satisfaction (e.g., interest
and positive moods) are different from the strongest predictors of
life satisfaction (e.g., meaning). Thus, we are exploring not simply
what causes happiness, but its form and outcomes as well.
Ana DiRago,
Research Assistant
and 2004 IPPS Fellow,
Harvard University
School of Medicine
and Brigham & Women’s
Hospital—USA
Ana DiRago graduated from Brown University with an Sc.B. in
Psychology in May 2003. While at Brown, she worked part time
at the Department of Psychiatry and Human Behavior at Butler
Hospital, spent a summer as a clinical assistant in a community
mental health center, and was a teaching assistant for the Brown
Department of Psychology. During her senior year, she completed
an honors thesis focusing on self concepts of minority children
at home and in educational settings (a native of Uruguay, Ana is
fluent in Spanish.)
Since June, 2003, she has been working for the Murray Research
Center at the Radcliffe Institute for Advanced Studies, and at
Brigham & Women’s Hospital as a research assistant for the
Study of Adult Development. This sixty year longitudinal study
directed by George E. Vaillant, M.D., has prospectively gathered
extensive information on how men at the opposite end of the
socioeconomic spectrum successfully adapt to life.
After her two year appointment with the Study of Adult
Development ends in June 2004, Ana hopes to attend a Clinical
Psychology program. Her research interests include: resilience,
developmental adaptation, anxiety disorders, humor, crosscultural issues, and mood.
A NEW CHANCE AT WELL-BEING
In a 60 year follow-up of 456 inner city adolescents the Study
of Adult Development had previously demonstrated that men correctly predicted by the vulnerability criteria of Rutter, Garmezy
and Werner to be psychosocially disabled at 25 - often achieved
18
excellent midlife adjustments. Refollow up of this sample at 70-75
has revealed the surprising finding, that subjective enjoyment of
retirement was independent of mental and physical health at age 50.
In addition it was not affected by SES parameters or even
retirement income. The possible causal predictors of positive
retirement will be discussed.
Elisabeth M. Dykens,
Professor, Psychology
and Human Develoment,
Peabody College,
Vanderbilt University—
USA
Elisabeth M. Dykens, Ph.D. is Professor of Psychology and Deputy
Director of the Vanderbilt Kennedy Center for Research on
Human Development. Her research examines psychopathology
and areas of strength in persons with mental retardation, especially
those with genetic syndromes. Her studies focus on the correlates
of psychopathology and behavioral problems in Prader-Willi
syndrome, Williams syndrome, and Down syndrome. These
include obsessive-compulsive behaviors in Prader-Willi syndrome,
anxiety in Williams syndrome, and withdrawal and depression in
Down syndrome. Dykens also examines profiles of neurocognitive
and adaptive strengths and weaknesses in these disorders, and how
these unusual profiles refine treatment.
Current studies include: (1) physiological and neurological
mechanisms of compulsive behavior in persons with Prader-Willi
syndrome; (2) visual-spatial strengths in persons with PraderWilli syndrome; (3) relations between musical strengths and
anxiety in persons with Williams syndrome; (4) the trajectory
of adaptive skills and maladaptive behaviors in syndromes,
including in older adults; (5) families of persons with mental
retardation, including stress, coping, and positive outcomes for
family members; and (6) contributions from positive psychology
to research and intervention in mental retardation.
TOWARD A POSITIVE PSYCHOLOGY FOR PERSONS
WITH MENTAL RETARDATION
The mental retardation field has long focused on the external
life conditions of this vulnerable population, and recently, on
adaptive behavior and inclusion. Using breakthroughs in positive
psychology, this paper proposes a new research agenda focused
on the positive, internal states of those with mental retardation.
It shows how major movements in the mental retardation
field—quality-of-life, dual diagnosis, personality-motivation, and
families—have succeeded in some arenas, but failed to address
happiness and well-being. Examples of happiness — emotions,
flow, strengths, and virtues — are offered in people with genetic
causes of mental retardation. Complexities related to etiology,
measurement, flow, and a meaningful life are described, as is the
vital role that mental retardation can play in the emerging science
of positive psychology.
Gregg Easterbrook,
Senior Editor &
Visiting Fellow,
The New Republic
and The Brookings
Institution—USA
I am a senior editor of New Republic, a visiting fellow of the
Brookings Institution, a contributing editor for The Atlantic
Monthly and The Washington Monthly, and a columnist for NFL.
com. My most recent book is The Progress Paradox (Random
House, 2003). My other books are The Here and Now (2002),
Tuesday Morning Quarterback (2001), Beside Still Waters (1998),
A Moment on the Earth (1995) and This Magic Moment (1989).
THE PROGRESS PARADOX: HOW LIFE GETS
BETTER WHILE PEOPLE FEEL WORSE
For most people in the United States and European Union, most
trends are positive and have been for decades. Living standards
are rising; longevity is increasing; education levels are rising; rates
of most diseases are declining; crime is declining; pollution is
declining; discrimination is declining. Yet though the majority
of Americans and Europeans live better than any previous
generation, they don’t seem any happier as a result. Rates of selfreported happiness have not budged in the postwar era, while
rates of depression have risen sharply. How life gets better yet
people feel worse is the progress paradox.
Michael Eid, Professor
of Psychology,
University of Geneva—
Switzerland
Michael Eid is professor of psychology at
the University of Geneva (Switzerland). His
research concentrates on the stability and variability of subjective
well-being across situations and time. He is particularly interested
in the role genes, environments as well as cultural influences such
as norms for emotions play for our understanding of individual
differences in subjective well-being. His most recent research
concentrates on the importance of mood regulation abilities for the
maintenance of positive emotional states. His research has also a
strong methodological focus. Over many years he has been working
on the development of models for separating person-specific from
situations-specific influences in longitudinal research (latent statetrait models), and extending these models to detect stable and
variable individuals (mixture distribution models). Moreover, he is
working on the development of multitrait-multimethod models. He
is currently editor of the journal Methodology – European Journal
of Research Methods in the Social and Behavioral Sciences and
Diagnostica.
GENETIC AND ENVIRONMENTAL INFLUENCES ON
SUBJECTIVE WELL-BEING
Past research has shown that there is relatively high stability
of subjective well-being across situations and time. In order
to explain this stability several theoretical models have been
developed concentrating mostly on personality determinants of
subjective well-being. This talk will show how behavior genetics
can contribute to our understanding of individual differences
in subjective well-being. In particular, three questions will be
tackled:
1. What do we know about the heritability of the habitual
subjective well-being set-point as well as the subjective wellbeing in situations?
2. What can behavior genetics tell us about the relationship
between personality and subjective well-being?
3. Why do identical twins sharing the same genes differ in their
subjective well-being?
In order to answer the first question an overview of the results
of previous behavior genetic studies will be given and their
advantages and limitations for our understanding of subjective
well-being will be discussed. The second question will be
illustrated by a study on the genetic and environmental linkage
between sociability and positive emotionality. In order to
contribute to an answer to the third question new results from
a large twin study focusing on the role of social relationships in
adulthood will be presented.
19
Robyn Fivush,
Samuel Candler
Dobbs Professor of
Psychology, Emory
University—USA
Dr. Fivush received her Ph.D. in Developmental Psychology in 1983
from the City University of New York and was a post-doctoral fellow
at the University of California, San Diego before joining the faculty
of Emory University in 1984. She is a professor in the Department
of Psychology and associated faculty with the Institute for Women’s
Studies and the Violence Studies program. Dr. Fivush’s research
focuses on the development of autobiographical memory in social
and cultural context, and her studies have addressed issues of gender,
culture, emotion and self-concept in relation to autobiographical
memory development. Her current research examines children’s
memories of stressful and traumatic events, and relations between
narratives of stressful experiences and child well-being. She has coauthored one book, co-edited 5 books, and written numerous journal
articles and book chapters on these topics.
NARRATIVES AND WELL-BEING IN
DEVELOPMENTAL PERSPECTIVE
Adults who are able to create more coherent and emotionally
integrated narratives of stressful experiences show better physical
and psychological outcome. But little is known about if and how
narratives are related to well-being in young children. In this
paper, I develop a developmental model of relations among stress,
narratives and well-being and describe two studies examining
aspects of this model. In the first, preschool children who
experienced a severe hurricane were interviewed immediately,
and again 6 years later. Preschoolers who experienced a more
severe hurricane included less information, less positive emotions
and fewer cognitive processing words, whereas preschoolers who
recalled more information showed fewer posttraumatic stress
symptoms. Six years later, children who initially recalled less
positive emotion showed more posttraumatic stress symptoms,
whereas children who had experienced a more severe storm now
reported more cognitive processing and negative emotion words
but less information overall. Regression analyses suggest that
severity of the experience influences the content of narratives over
time, and that the content of narratives influences long-term wellbeing. A second study focused more on individual differences in the
ability to construct a coherent narrative. Based on previous research
demonstrating that children learn autobiographical narrative skills
in the context of adult-guided reminiscing, we examined the ways
in which mothers discuss stressful events with their young children.
Mothers and their 8- to 12-year old asthmatic children discussed
two stressful events together, a parent-child conflict and a lifethreatening asthma attack. Mothers who included more emotional
and causal explanatory language when discussing the conflict
event had children who showed higher well-being. These findings
are related to the presented model, and implications of individual
differences and experienced stress on children’s construction of
coherent narratives and subsequent well-being are discussed.
20
Barbara L. Fredrickson,
Associate Professor
and Gallup Senior
Scientist, University of
Michigan–Ann Arbor—
USA
Barbara L. Fredrickson, Ph.D., is an Associate Professor of
Psychology and Business and Faculty Associate at the Research
Center for Group Dynamics at the University of Michigan.
Fredrickson graduated summa cum laude from Carleton
College in 1986. She received her Ph.D. in psychology from
Stanford University in 1990, and from 1990-1992 was an NIMH
Post-Doctoral Fellow at UC Berkeley, studying emotions and
psychophysiology. Her first faculty appointment was at Duke
University, then in 1995 she joined the distinguished psychology
faculty at the University of Michigan.
Fredrickson’s research centers on the causes and consequences
of various positive emotions. Her work is supported by grants
from NIMH and the John Templeton Foundation. Fredrickson’s
research and teaching have been recognized with numerous
awards, including, in 2000, the largest prize awarded in
psychology, the Templeton Positive Psychology Prize. You
may learn more about Dr. Fredrickson’s research at <www.
PositiveEmotions.org>.
POSITIVE EMOTIONS AND FLOURISHING MENTAL
HEALTH
Because positive emotions do not fit neatly into existing models
of emotion, Fredrickson developed a new model to describe
the form and function of a subset of positive emotions. A key
proposition of Fredrickson’s model is that positive emotions serve
to broaden an individual’s momentary thought-action repertoire:
to play, explore, and to savor and integrate. These broadened
mindsets can be contrasted to the narrowed mindsets sparked
by many negative emotions (i.e., specific action tendencies
such as attack or flee). A second key proposition concerns the
consequences of these broadened mindsets, which are often
incidental: By broadening an individual’s momentary thoughtaction repertoire positive emotions promote discovery of novel
and creative actions, ideas, and social bonds, which in turn build
that individual’s personal resources, ranging from physical and
intellectual resources, to social and psychological resources.
Importantly, these resources function as lasting reserves that
can be drawn on later, in different emotional states, to improve
the odds of successful coping and survival. This is Fredrickson’s
broaden-and-build theory of positive emotions, and it describes
the varied benefits of positive emotions. In this presentation,
Fredrickson reviews the latest empirical evidence supporting
the broaden-and-build theory including evidence that links
experiences of positive emotions to flourishing mental health.
Michael B. Frisch,
Professor of
Psychology and
Neuroscience, Baylor
University—USA
Michael B. Frisch, Ph.D., is Professor and Core Clinical Faculty in
Baylor University’s Department of Psychology and Neuroscience.
He serves on the Board of the International Society for Quality
of Life Studies and is interested in the integration of quality
of life and positive psychology—in terms of both assessment
and intervention. In terms of assessment, he is interested in
the predictive validity of positive psychology tests like the
QOLI—Quality of Life Inventory, a domain-based measure of life
satisfaction, that serves as the centerpiece for a new approach to
positive psychology, Quality of Life Therapy. He is interested in
developing integrative theories and systems of intervention for
both non-clinical or ‘pure’ positive psychology clients and clients
with both DSM and positive psychology needs. His forthcoming
book with John Wiley & Sons attempts to integrate his life
satisfaction approach to positive psychology with Beck’s most
recent cognitive theory and therapy.
TEACHING POSITIVE PSYCHOLOGY (WORKSHOP)
This workshop will address the question, “How can positive
psychology material be integrated into traditional psychology
courses?” Logistics and lessons from the first effort to do this
will be discussed. The effort was made in three classes—
undergraduate introductory and abnormal psychology as well as
a graduate ‘ethics’ class for clinical students over a one year period
beginning in the summer of 2003.
The organizing rubric for each class was positive psychology
versus psychology-as-usual—thus, each topic covered in
introductory psychology was illustrated with both positive
psychology and psychology-as-usual examples. For example,
when teaching about psychological assessment, the DSM was
contrasted with the author’s QOLI—Quality of Life Inventory—
along with authentichappiness.org tests.
A personal lab experience in positive psychology. The personal
lab experience was presented as a research analogue in so far as
students gauged the success of their personal growth efforts by
taking the QOLI and all of the tests on the Authentic Happiness
web site at the start of the semester and at its conclusion, that is,
after the completion of their personal growth efforts—exercises and
reading from Authentic Happiness and Frisch’s alternative approach
to positive psychology, Quality of Life Therapy, which has been
integrated with Beck’s latest cognitive theory and therapy.
appreciate the relevance of Quality of Life Therapy and Authentic
Happiness as avenues for ‘inner abundance’(Frisch, in press) critical
to promoting personal growth and the prevention of burnout.
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Rich Gilman,
Assistant Professor
in Educational and
Counseling Psychology,
University of
Kentucky—USA
Rich Gilman is currently an Assistant Professor in the
Department of Educational and Counseling Psychology at the
University of Kentucky. His principle research interest is in the
area of positive mental health and well-being among children
and adolescents. He is the 2004 recipient of a young researcher
award, which was given by Division 16 (School Psychology) of
the American Psychological Association. He is currently on the
editorial boards of four peer reviewed journals, and was recently
an associate editor for Behaviour Change.
IMPLICATIONS OF POSITIVE PSYCHOLOGY
RESEARCH FOR SCHOOL-BASED MENTAL HEALTH
SERVICES: THE CASE OF LIFE SATISFACTION
Subjective well-being is a key construct within positive
psychology. One facet of subjective well-being research that is
receiving increased attention is child and youth life satisfaction.
Existing research related to child life satisfaction will be reviewed,
followed by a discussion of the implications for the delivery of
school-based mental health services. Research with children and
youth has revealed that life satisfaction is related to a variety of
personality, environmental, and activity variables. Research has
also revealed that life satisfaction is a crucial cognitive variable
that serves both mediating and moderating functions with respect
to the development of various behavior problems. Implications
are derived that suggest modifications in the delivery of school
mental health services, including “best practices” related to
assessment, intervention, consultation, program planning and
evaluation, and diversity concerns. Although these practices
are applicable to the delivery of services to all children, special
attention will be devoted to modifications with respect to serving
children and youth with special needs.
Positive psychology was presented as an intellectual framework
or ‘base of operations’ for evaluating psychology-as-usual. The
challenge of applying the positive psychology rubric to abnormal
psychology was met by likening the personal growth lab to
patients’ experiences in a randomized controlled clinical trials.
Clinical students in the graduate ethics class which focuses on
virtue ethics and the application of the APA Code seemed to
21
Carol Graham,
Senior Fellow and
PHOTO
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Co-Director, The
AVAILABLE
Center on Social and
Economic Dynamics,
The Brookings
Institution—USA
Carol Graham is Senior Fellow in Economic Studies and CoDirector of the Center on Social and Economic Dynamics at the
Brookings Institution. She is also a Visiting Professor at in the
department of economics at The Johns Hopkins University. From
2002-2004, she served as a Vice President at Brookings. She has
also served as Special Advisor to the Vice President of the InterAmerican Development Bank, as a Visiting Fellow in the Office
of the Chief Economist of the World Bank, and as a consultant to
the International Monetary Fund and the Harvard Institute for
International Development. She is the author of numerous books
and articles on market reform, institutional change, and poverty.
Her most recent book, published by Brookings and co-authored
with Stefano Pettinato, is Happiness and Hardship: Opportunity
and Insecurity in New Market Economies. She has published
articles in a range of journals including the Journal of Economic
Behavior and Organization; the Journal of Development Studies;
the Journal of Happiness Studies; the Journal of Latin American
Studies; World Economics; the Journal of Human Development;
Latin American Research Review, and Foreign Affairs. She has an
A.B. from Princeton University, an M.A. from Johns Hopkins, and
a D.Phil from Oxford University. She and her husband have three
children.
CAN HAPPINESS RESEARCH CONTRIBUTE TO
DEVELOPMENT ECONOMICS?
The literature on the economics of happiness in the developed
economies finds discrepancies between reported measures of
well-being and income measures. One is the so-called “Easterlin
paradox”: average happiness levels do not increase as countries
grow wealthier. This article explores how that paradox – and
survey research on reported well-being more generally – can
provide insights into gaps between standard measures of
economic development and individual assessments of welfare
in developing countries. The author’s research on reported wellbeing in Latin America and Russia finds notable discrepancies
between respondents’ assessments of their own well-being and
income or expenditure based measures. Accepting that there is a
wide margin for error in both types of measures, the article posits
that taking such discrepancies into account may help us better
understand development outcomes. It suggests the relevance
of research on reported well-being for the theory and practice
of development economics. At the same time, it issues a note
of caution about the direct translation of results from survey
research into policy recommendations.
22
Jim K. Harter, Chief
Scientist, Workplace
Management, The
Gallup Organization—
USA
Jim Harter, Ph.D., is the Chief Scientist for The Gallup
Organization’s workplace management practice, which
encompasses Gallup’s Q12/employee engagement and SRI/talentbased hiring practices. Since joining Gallup in 1985, he has
authored or coauthored more than one thousand research studies
for profit and nonprofit organizations on employee engagement
and talent as well as topics in industrial and organizational
psychology. His specialties include business impact/utility analysis
and estimating the practical effects of management initiatives.
Harter is the primary researcher and author of the first metaanalysis to investigate the relationships between work-unit
employee engagement and business results. This study, which is
updated annually, currently covers more than 13,000 business
units and 30 industries.
Harter received his doctorate in psychological and cultural studies
in quantitative and qualitative methods from the University of
Nebraska-Lincoln. He currently serves as an adjunct faculty
member at the University of Nebraska-Lincoln.
MANAGING THE HUMAN DIFFERENCE
The Gallup Organization has surveyed millions of employees and
customers on its strengths-based measures. Harter will review
key performance-related findings from this extensive database.
H’Sien Hayward,
Director, Disability
Research, University
of Pennsylvania—USA
H’Sien Hayward is currently working on
optimism/resilience training and positive
psychology interventions for individuals with disabilities.
She is conducting this research with Dr. Martin Seligman at
the University of Pennsylvania’s Positive Psychology Center.
Committed to improving the lives of individuals with disabilities,
Hayward’s international humanitarian work with this population
has given evidence of the cross-cultural impact of teaching basic
positive psychology principles. A recent student, Hayward served
as President of the American Psychological Society’s Student
Caucus and was honored as one of the Top Ten College Women of
the Millennium. While an undergraduate and graduate student at
Stanford University, her research focused on emotion-regulation
and themes of well-being in contemporary American culture.
THE POSITIVE PSYCHOLOGY OF DISABILITY
Individuals with disabilities now comprise the single largest
minority group ever identified in the United States. Nearly 54
million individuals – almost 20% of the population over age five
– have one or more physical, sensory, or cognitive disabilities,
and these numbers are considerably higher in less developed
nations. Despite the large number of people impacted by disability,
psychological research on the topic is limited and has been heavily
focused on its negative correlates, e.g. increased depression,
substance abuse, and suicide. The Positive Psychology Center at
the University of Pennsylvania is modifying well-documented
learned optimism and positive psychology assessment strategies
and interventions for individuals with disabilities, and beginning
to test their efficacy in random assignment studies. By emphasizing
strengths rather than limitations, the aim of this research program
is to present a more complete picture of disability, and thereby raise
resilience, achievement, and well-being.
John G. Holmes,
University Research
Chair, University of
Waterloo—Canada
John G. Holmes is University Research
Chair in social psychology at the University
of Waterloo in Canada. John is a three-time winner of the
New Contribution Award for the best new paper in a two-year
period from the International Society for the Study of Personal
Relationships, the last two with Sandra Murray. He was invited
to write one of six lead review articles for the Millenium Issues of
the European Journal of Social Psychology. He is past President of
the Society for Experimental Social Psychology and past Associate
Editor of the Journal of Personality and Social Psychology. His
enduring interest is in appraisal processes in close relationships,
including trust, motivated cognition, and social perception in
interpersonal conflict.
THE POWER OF POSITIVE THINKING IN CLOSE
RELATIONSHIPS
People’s need for a sense of belonging or secure connectedness
with close others typically results in motivated cognitive processes
that bolster conviction about the relationship. Such compensatory
processes serve to dispel doubt about the serious risks involved in
depending on an imperfect partner to satisfy one’s most important
needs. In large part such positive thinking results in happier
and more resilient relationships. Styles of thinking that are most
adaptive are illustrated by research findings. For example, people
change their personal theories about the qualities of an ideal
partner to reflect their own partner’s strengths. They also tend
to embellish a partner’s virtues and minimize the partner’s faults
in a way that results in “positive illusions,” viewing the partner
more generously than the partner (or the partner’s friends) views
him or herself. Not only is it beneficial to see the partner as
“special” in terms of the content of his or her characteristics, but
it is important as to how these characteristics are organized in
memory. Evaluative integration or “yes, but” thinking that links
a partner’s faults to greater virtues results in better acceptance of
faults and more relationship satisfaction.
While it is important to see the partner as the “right” person, it
is especially critical to feel confident about a partner’s affections.
Indeed, evidence from the “dependence-regulation” model
suggests that felt security in a partner’s regard acts like a switch
that enables people to take the risk of thinking positively about
their relationship. Only when people feel loved will they be truly
loving in return. Insecurity in a partner’s regard results in selfprotective rather than relationship-promotive thinking. The
benefits of felt security are considerable. Experimental evidence
is reviewed showing that trusting individuals use their feeling of
being loved as an affirmational resource that buffers them against
stressful events outside the relationship, as well as smoothing
interactions within the relationship by promoting tolerance and
forgiveness.
23
Christopher K. Hsee,
Theodore Yntema
Professor of Behavior
Sciences, Graduate
School of Business,
University of
Chicago—USA
Christopher K. Hsee received his PhD in psychology from Yale
University in 1993. In the same year he joined the faculty of the
University of Chicago Graduate School of Business. He is now
Theodore Yntema Professor of Behavioral Sciences and Marketing
of that school. Hsee’s research interests range from behavioral
decision theory, through consumer behavior and cross-cultural
psychology, to happiness research. In happiness research, Hsee
has explored such topics as the relationship between decision
and happiness, the relationship between predicted happiness
and actual happiness, the effect of income trend and income
distribution on happiness, and measurement of happiness.
WHAT BEHAVIORAL DECISION THEORY CAN
CONTRIBUTE TO HAPPINESS RESEARCH
In recent years positive psychologists have made significant
contributions to our understanding of happiness. At the same
time, behavioral decision theorists (broadly defined) have also
produced works with important implications for happiness.
However, these works are published in disparate journals and
not always explicitly connected to happiness. The present article
reviews some of these works and highlights their three major
contributions to happiness research: (a) about the relationship
between experience and global evaluation; (b) about the
relationship between external stimuli and happiness; and (c)
about the consistency between decision and happiness.
24
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Scott Huebner,
Professor and
Director, School
Psychology Program,
University of South
Carolina—USA
Scott Huebner, Ph.D, is Professor and Director of the School
Psychology Program at the University of South Carolina. His
research interests involved the conceptualization, measurement,
and implications of positive psychology constructs for school
psychology practice. Author of more than 100 publications, Dr.
Huebner is a Fellow of the American Psychological Association
(Division 16) and the International Society for Quality of Life
Studies. He received his Ph.D from Indiana University in 1983
and was the 1999 recipient of the Indiana University College of
Education Distinguished Alumni Award.
IMPLICATIONS OF POSITIVE PSYCHOLOGY
RESEARCH FOR SCHOOL-BASED MENTAL HEALTH
SERVICES: THE CASE OF LIFE SATISFACTION
Subjective well-being is a key construct within positive
psychology. One facet of subjective well-being research that is
receiving increased attention is child and youth life satisfaction.
Existing research related to child life satisfaction will be reviewed,
followed by a discussion of the implications for the delivery of
school-based mental health services. Research with children and
youth has revealed that life satisfaction is related to a variety of
personality, environmental, and activity variables. Research has
also revealed that life satisfaction is a crucial cognitive variable
that serves both mediating and moderating functions with respect
to the development of various behavior problems. Implications
are derived that suggest modifications in the delivery of school
mental health services, including “best practices” related to
assessment, intervention, consultation, program planning and
evaluation, and diversity concerns. Although these practices
are applicable to the delivery of services to all children, special
attention will be devoted to modifications with respect to serving
children and youth with special needs.
Carol Kauffman,
Instructor, Harvard
University Medical
School—USA
The Pivot Point moment that ignited
my commitment to a strengths-based,
(pre)positive psychology happened in March 1973 when I first
read Anthony and Garmezy’s fascinating studies on resilient,
high-risk children. My enthusiasm and generative research
supervisors (I was only 21) led to my including this work in an
ongoing longitudinal study where we also found these resilient
children and their brave but ill parents. SuperKids: Competent
Children of Psychotic Mothers was published the American Journal
of Psychiatry in 1979.
As a result of this early exposure, resilience and strength-based
psychology became the lens through which the rest of my
training was filtered. It substantially informed my graduate years
at Boston University, my psychoanalytic internship and CBT
post-doc at McLean Hospital. As I eventually became a Senior
Supervisor there, and Assistant Clinical Professor in psychology
at Harvard Medical School, I’ve sought to bring this orientation
to the hospital and trainees. I now teach positive psychology and
life-coaching seminars that usually wind up continuing after the
interns graduate.
Meanwhile, in my private practice, I’ve participated in over 30,000
therapy and coaching sessions. I have organized my integrative
orientation into Pivot Point Multi Modal Coaching. At this
time I’m hoping for feedback and to learn about more studies
that might support or dispute my work. I’m now committed to
teaching the public, and Pivot Points: Small Choices with the Power
to Change Your Life will be published in January 2006.
PIVOT POINT MULTI-MODAL COACHING
The Pivot Point model of coaching believes that deeply embedded
in many clinical psychology theories are kernels of truth about
what forms the best in us. Finding them, however, requires a
figure-ground reversal from what these theories have focused
on (etiology of illness) to what they can shed light on, but have
chosen to overlook – the etiology of strength and resilience. There
are positive perspectives within biological, systems, cognitive,
emotion-focused, humanistic, relational-cultural, psychodynamic
theories and spiritual practices.
The first aspect of Pivot Point coaching focuses on the process of
change.
“Negative” psychology assumes people are stuck because of
pathology. Positive psychology examines the nature of challenge
and change itself. The model describes various maps of change
(three linear and three non-linear), identifies three sources of
resistance to help clients master the counter-forces that may be
the result of natural factors, external factors or internal ones. It
encourages them to first make strength based assessments of
themselves and to use these to deepen self acceptance while also
predicting their learning curves. Like gymnasts they must learn to
fall and then learn from the fall.
The second aspect of the coaching model is to appreciate that we
all need resources to draw upon for fuel. Seven possible resources
can be, paradoxically, either a source of empowerment or an
energy drain. Clients are trained to appreciate their strengths,
and to trouble shoot for challenges in the seven areas: Physical,
Environmental (Systems and Structure) Relational, Affective,
Cognitive, Dynamic (past present and future) and Transcendent
areas of life.
Maria Kopp, Professor,
Semmelweis University—
Hungary
Maria S. Kopp graduated at Semmelweis
University in Medicine in General Medicine
(M.D.) and of clinical psychology at Eötvös
Lóránd University, Budapest. She was the
founder of Institute of Behavioral Sciences at Semmelweis
University in 1993 and since this time she serves as the director of
the institute. She was the founder and president of the Hungarian
Health Psychology and Psychophysiology Society and of the Hans
Selye Hungarian Behavioral Medicine Society. She is the founder
and editor of the Journal of Mental Health and Psychosomatics (in
Hungarian).
She has published 189 scientific publications, 27 chapters or
books, including Kopp, M.S, Skrabski, Á. (1996) Behavioural
Sciences Applied to a Changing Society, Bibl. Septem Artium
Liberalium, Budapest and she was editor of „Heart Disease:
Environment, Stress and Gender”, Volume 327 NATO Science
Series, Life and Behavioural Sciences.
She served as the Hungarian representative in European Health
Psychology Society for several years, is an Executive Committee
member in International Society of Behavioral Medicine. She
has served several times as WHO adviser in behavioral medicine
topics, such as in advisory committee of World Health Report on
Mental Health in 2001 and in WHO Task Force on Depression
and Stress related Disorders. She is a member of editorial board of
several international scientific journals.
She was head of the following projects:
„Better Health for Women:a Global Health Program” , “Biopsycho-social determinants of premature mortality in the
Hungarian population and the possibilities for prevention” and
“Social, psychological and demographical aspects of quality of life,
measurement methods and socioeconomic characteristics”
Maria, together with her husband, Árpád Skrabski has been
actively involved in reorganizing the civic society after the
political changes, she founded several environmental, educational
and mental health associations and foundations since 1990.
LIFE MEANING: AN IMPORTANT PROTECTIVE
FACTOR IN A CHANGING SOCIETY
In the last two decades mortality rates among 45-64 year old men
in Hungary declined to levels below that in the 1930s, while there
was not such a decline among women. The large gender difference
25
in middle aged mortality rates is the most striking features of the
so called Central and Eastern European Health Paradox. What
can be the explanation of the relative protection of middle aged
women during this period of rapid economic change?
Based on the data of our national representative surveys
conducted in the Hungarian population (Hungarostudy
1983,1988, 1995, 2002), we found that a worse socioeconomic
situation is linked to higher morbidity and mortality rates in
Hungary as well. According to multi-variate analyses, however,
higher morbidity rates are connected to relatively poor
socioeconomic situations mainly through the mediation of
psychosocial factors. In comparison to men among women socioeconomic factors are nearly four times less important predictors
of middle-aged mortality. Competitive attitude and social
distrust are more important risk factors for men. Neighbourhood
cohesion, religious involvement, and reciprocity were not so
much influenced by sudden socio-economic changes in the last
decades, therefore the protective network of women remained
relatively unchanged. The negative appraisal of social standing
of women was strongly and inversely correlated with male midaged mortality, which means that at least in a more traditional
society such as in Hungary, middle aged men are affected not
only by their own social situation but by the subjective evaluation
of social status of women as well. This increased responsibility
and value system of men might be playing a role in the increased
health deterioration of middle aged men in the Central- Eastern
region. These paradoxical features of premature mortality and
morbidity in Central-Eastern-European countries might be
regarded as a special experimental model to understand better
the importance of positive psychology approaches in health
promotion worldwide.
Barbara Kozusznik,
Professor, Work
& Organizational
Psychology,
University of Silesia—
Poland
Barbara Kozusznik is a Professor of Work and Organizational
Psychology at the University of Silesia, Poland and the Director of
Management School at the University of Silesia. She received her
PhD at the University of Silesia and habilitation at the Catholic
University in Lublin. She serves as a Membership Chair Executive
Committee of Division 1 of the International Association of
Applied Psychology /IAAP/ , an Editor of “Management and
Information Technologies” series and on editorial board of the
“Polish Journal of Applied Psychology”.
Her main areas of interests are leadership behavior, social
influences in organization and promoting human capital in
organizations. She has published 23 books and more then 50
articles and invited chapters on such topics as psychology of
work teams, leadership styles, human behavior in organization,
the art of self-management, human resources development and
communication in the era of Internet.
INFLUENCE TACTICS OF FEMALE AND MALE
MANAGERS VERSUS THEIR PERCEPTION OF
THEMSELVES AND OF OTHER PEOPLE
Over-use of managers’ influence in Poland is a main barrier in the
process of natural use of influences /K. Lewin, 1952/. Managers
mostly “cling” to their influence which can be “hard” or “nonforcing” /G.Yukl, 1994/.
To help managers become more flexible I propose the use of
deinfluentization -conscious withdrawal of one’ influence. It means
reducing of one’s own meaning and offering the space for others.
How to convince managers to reduce their influence and even
to stop it ? According to metamorphic effects of power /D.
Kipnis, 2001 /the use of controlling forms of power or “clinging”
to any form of the influence leads to the devaluations of others
and to derogating themselves as less competent, less friendly,
manipulative etc.
Taking above into consideration I asked if managers with high
DEI have more positive perception of themselves and of other
people?
214 managers data were collected about deinfluentization,
influence tactics, self-perception and perception of others
There is a confirmation of the hypotheses that DEI managers have
more positive perception of themselves and other people. There’s a
chance towards learning more participative forms of management
in Poland. Female managers even “agentic” ones use DEI behavior
more frequently then “agentic” male managers.
26
Orsolya Lelkes, Head
of Strategic Analysis
Division, Hungarian
Ministry of Finance—
Hungary
Orsolya Lelkes (1970, Budapest) is the head of the Economic
Research Division at the Ministry of Finance, Hungary. The unit
promotes evidence-based policy making by providing research
evidence to senior policy makers, focusing in particular on the
incentive effects and redistributive impacts of the tax and benefit
system. She defended her PhD thesis titled ‘Well-being and
inequality in transition. The case of Hungary” at the Social Policy
department of the London School of Economics and Political
Science (LSE) in November 2002. Her supervisor was Professor
John Hills, director of the Centre for Analysis of Social Exclusion
(CASE) at the LSE. Lelkes holds masters degrees in social policy
from the LSE (1998) and in economics from the Budapest
University of Economic Sciences (1994). Between 1994 and 1997
she worked in the Ministry of Finance as an economist. From
1998 she was a member of CASE at the LSE. The Centre produces
extensive policy related analysis on poverty, social exclusion and
social inequalities. Lelkes has participated in various collaborative
projects, including work on British Social Attitudes with John
Hills, analyzing attitudes to income redistribution. Her current
research interests include religion and subjective well-being
(jointly with Andrew Clark), and multidimensional measurement
of well-being.
DELIVER US FROM EVIL: RELIGION AS
INSURANCE
This paper addresses a new aspect of the relationship between life
events and life satisfaction by focusing on the impact of religiosity.
Earlier research (Lelkes, 2004) has shown, using Hungarian
data, that income has a smaller effect on life satisfaction among
religious people, and were less affected by economic transition
than others. Following this, we here ask whether a number
of important negative correlates of life satisfaction “matter”
less to the religious. These events include separation, divorce,
widowhood and unemployment.
We use two large-scale European data sets to address the
question of the role of religion in mitigating the effect of adverse
events. The first dataset (the 2002 European Social Survey) is
multi-country and cross-section, while the second (the British
Household Panel Survey) is single-country and panel.
As is often found, the religious, by whatever measure, report
higher levels of life satisfaction in Europe, even after controlling
for age, income, education, labour market status, marital status
and country.
for men, especially when they are involved in the institutional
aspects of religiosity. These results do not seem to result from
the endogeneity of religion. We suggest that religion may help
us to understand the economic and social institutions regarding
marriage and the labour market.
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Richard M. Lerner,
Bergstrom Chair in
Applied Developmental
Science, Tufts
University—USA
Richard M. Lerner is the Bergstrom Chair in Applied
Developmental Science and the Director of the Institute for
Applied Research in Youth Development in the Eliot-Pearson
Department of Child Development at Tufts University. A
developmental psychologist, Lerner received a Ph.D. in 1971
from the City University of New York. He has been a fellow at
the Center for Advanced Study in the Behavioral Sciences and
is a fellow of the American Association for the Advancement
of Science, the American Psychological Association, and
the American Psychological Society. Prior to joining Tufts
University, he was on the faculty and held administrative posts
at Michigan State University, Pennsylvania State University, and
Boston College, where he was the Anita L. Brennan Professor of
Education and the Director of the Center for Child, Family, and
Community Partnerships. During the 1994-95 academic year,
Lerner held the Tyner Eminent Scholar Chair in the Human
Sciences at Florida State University. Lerner is the author or editor
of 57 books and more than 400 scholarly articles and chapters. He
edited Volume 1, “Theoretical Models of Human Development,”
for the fifth edition of the Handbook of Child Psychology (1998),
edited (with Francine Jacobs and Donald Wertlieb) the fourvolume Handbook of Applied Developmental Science (2003), edited
(with Laurence Steinberg) the second edition of the Handbook
of Adolescent Psychology (2004), and is editing (with William
Damon) the forthcoming sixth edition of the Handbook of Child
Psychology. He is the founding editor of the Journal of Research on
Adolescence and of Applied Developmental Science. He is known
for his theory of, and research about, relations between lifespan human development and contextual or ecological change.
He has done foundational studies of the mutually influential
relations between adolescents and their peer, family, school, and
community contexts, and is a leader in the study of public policies
and community-based programs aimed at the promotion of
positive youth development.
Religion does temper the impact of major life events. Broadly,
Catholics are punished for marital breakdown, while Protestants
are punished for unemployment. Both regular churchgoing
and prayer protect against unemployment but punish marital
breakdown. All of these effects are larger for women than for men.
Religion plays a greater role in times or crisis for women than
27
THRIVING AND CIVIC ENGAGEMENT AMONG
AMERICA’S YOUTH: CURRENT FINDINGS
FROM THE 4-H STUDY OF POSITIVE YOUTH
DEVELOPMENT
Developmental systems theories stress the potential for relative
plasticity in development across the life span, and specify that
such plasticity represents a strength of individuals that, when
integrated with resources (or “assets”) for healthy development
present within the ecology of human development, promotes
positive development. During the adolescent years, exemplary
development has been theorized to involve competence,
confidence, caring, character, and positive social connections.
When these “Five Cs” emerge in the life of a young person, an
adolescent may be seen as thriving and, in turn, among thriving
youth a Sixth C, contribution (to self, family, community, and civil
society) is believed to emerge.
The 4-H Study of Positive Youth Development (PYD) seeks
to identify the individual and contextual factors that lead to
exemplary PYD, or thriving. The 4-H Study examines the
empirical composition of the Five Cs and how variation in
participation in youth development programs – activities
that have been shown to be a key asset in the development of
the Cs – contributes to variation in these indices of PYD and
to civic engagement, operationalized as contributions to the
community. During the initial wave of testing within the 4-H
Study participants were a diverse group of about 1,700 fifth grade
adolescents and 1,117 of their parents. The sample is about equally
divided among males and females and varies in race/ethnicity,
socioeconomic status, family structure, rural-urban location, and
geographic region of the United States.
Using a measurement model for each of the Cs, structural
equation modeling procedures appraised the goodness of fit
between the theoretical ideas about the nature and structure
of PYD and scores derived from the measures. Results from
the first wave of data from the 4-H Study provide the first
evidence to date of the empirical reality of the Five Cs. The
findings indicate strong evidence for the presence of the Five
Cs as first-order latent variables and for their convergence on a
second-order latent construct of PYD itself. Both PYD and youth
development program participation were independently related to
contributions by youth.
The importance of future, longitudinal analyses for extending the
present results about the nature of thriving among youth, about
the role of youth development program participation as a key
asset in the promotion of PYD, and about the links between these
programs, PYD, and civic engagement are discussed.
28
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Alex Linley, Lecturer
in Psychology and 2004
IPPS Fellow,
University of
Leicester—UK
Alex Linley graduated summa cum laude with a BSc (Hons)
Psychology from the University of Leicester, UK, in 2001. He
studied for his PhD at the University of Warwick, UK, examining
the role of psychological processes in how people grow and
change positively following trauma and other adversities. In 2003
he returned to the University of Leicester to take up a Lectureship
in Psychology. Alex edited (with Stephen Joseph and Ilona
Boniwell) a special issue of The Psychologist (house journal of the
British Psychological Society), and (with Stephen Joseph)the book
Positive Psychology in Practice (Wiley, 2004). His research interests
are focused on the applications of positive psychology, including
the use of coaching as a core vehicle for the professional practice
of positive psychology.
COACHING PSYCHOLOGY: THE POSITIVE
PSYCHOLOGICAL FOUNDATIONS
Coaching psychology perhaps represents the best of positive
psychology in practice. Different branches of coaching seek to
promote optimal performance in domains as diverse as sport,
business, and life itself. However, there remains substantial scope
for greater theoretical and practical integration between the
science and practice of coaching. Positive psychology provides
a rich theoretical and empirical foundation on which the
psychology of coaching rests.
As discussant I will explore what positive psychology can tell
us about the psychology of coaching. First, it will consider the
fundamental assumptions we hold about human nature, and how
these impact on our work as coaches. Second, it will describe the
positive psychological foundations of coaching, with an emphasis
on how these can be further developed in practice. Third, it will
explore emerging trends within coaching psychology, and suggest
avenues for theoretical integration, empirical investigation, and
practical intervention.
Paul Lloyd, Professor
of Psychology,
Southeast Missouri
State University—USA
Paul is a 1978 graduate from Saint Louis
University with a Ph.D. in psychology and
the 2002 recipient of the outstanding alumni award as a graduate
of its organizational psychology program. For many years, he has
served as a professor of psychology at Southeast Missouri State
University in Cape Girardeau, Missouri. He holds appointments
to the undergraduate, graduate and honors faculties. Paul has
extensive administrative/managerial experience at the University
as director of the Center for Health Professions, as chairman of
the Department of Psychology and as director of the Missouri
London Program at the University of London’s Imperial College.
During 1991-1992, he was a visiting scholar at the Cooper
Institute in Dallas, Texas. During the Fall of 1998, he was a visiting
senior consultant with the Corporate Development Group in
Denver, Colorado. He has dozens of articles, chapters, conference
presentations and seminars to his credit. Scholarly works include
a chapter on Evaluation of Preventive and Rehabilitative Exercise
Programs published by the American College of Sports Medicine;
Organizational Consulting on Healthy Lifestyles and Guidelines for
Education and Training at the Doctoral and Post-Doctoral Level in
Consulting Psychology/Organizational published in the Handbook
of Organizational Consulting Psychology.
Paul is president of Lloyd & Associates, a psychological consulting
group, specializing in organizational development, program
evaluation and lifestyle enhancement. Consultation clients
have included medical centers, governmental agencies, mental
health centers, businesses and universities. Paul is licensed as
a psychologist and is a graduate of the Authentic Happiness
Coaching Program. He is a Fellow of the American Psychological
Association (APA) through its Societies of The Teaching of
Psychology, International Psychology, Consulting Psychology,
and General Psychology. Dr. Lloyd is a charter member of the
APA Division of Exercise and Sport Psychology and Member of
the Society of Industrial-Organizational Psychology. Also, he is
a Fellow of the American Psychological Society (APS). Paul also
served on the editorial boards of two psychology journals: The
Psychologist-Manager Journal and the APA Consulting Psychology
Journal: Practice and Research.
Paul’s greatest impact on the field of psychology has been through
service in leadership roles in professional organizations. He
recently served on the Board of Directors of three national and
one international professional associations: he served six years as
an elected member of the American Psychological Association
Council of Representatives, which is its governing body and
equivalent to the Board of Directors in the private sector;
Past-President and Executive Board member of the American
Psychological Association Society of Consulting Psychology; PastPresident of the Society of Psychologists in Management (SPIM);
former Treasurer of the International Council of Psychology,
which has NGO consultative status with the United Nations;
and past Board member of the gero-psychology section of the
International Association of Applied Psychology (IAAP).
INTEGRATION OF POSITIVE PSYCHOLOGY
PRINCIPLES INTO CONSULTING PSYCHOLOGY
& MANAGEMENT: APPLICATIONS AT THE
INDIVIDUAL, GROUP AND ORGANIZATIONAL
LEVELS
Consulting psychologists have developed many tools for use in
their work with individual clients, as well as for interventions at
the group and organizational levels. To augment their repertoires,
consulting psychologists may also draw upon the rich array of
empirically based techniques derived from the burgeoning field
of positive psychology (PP). These include the assessment of and
strategic use of a client’s strengths, the implementation of the
“broaden and build” model for deploying positive emotions in
times of stress, and innovative techniques for helping a client to
shift into a more productive way of thinking. This workshop’s highly
interactive format offers a summary of the research, demonstrations
of the PP techniques applied to consulting and management
psychology interventions, and the opportunity for participants to
briefly practice and discuss what they have experienced.
Rodney Lowman,
Interim Provost and
Professor, Alliant
International
University—USA
Rodney Lowman, PhD, a PhD graduate of Michigan State
University with specializations in Industrial-Organizational and
clinical psychology, currently serves as Interim Provost and Vice
President for Academic Affairs and as a Professor for Alliant
International University. He has also served on the faculty at
University of Michigan and University of North Texas and held
adjunct or consulting faculty appointments in the Department
of Psychology at Rice University and the Divisions of Medical
Psychology and Occupational Medicine at Duke University
Medical Center, among others. He is currently a Fellow of the
American Psychological Association (Divisions 13 and 14) and
a Diplomate of the American Board of Assessment Psychology.
Dr. Lowman has been a prolific contributor to the professional
literature in consulting, clinical, I/O psychology and related
areas. The author of six books and monographs, he has published
over 80 publications of a scholarly nature. His books include
Handbook of Organizational Consulting Psychology, The Ethical
Practice of Psychology in Organizations, The Clinical Practice of
Career Assessment: Interests, Abilities and Personality Counseling,
Psychotherapy of Work Dysfunctions, and Pre-Employment
Screening: A Guide to Professional Practice. He is past president
of the Society of Consulting Psychology and the Society of
Psychologists in Management and has held several leadership
roles in the American Psychological Association.
29
INTEGRATION OF POSITIVE PSYCHOLOGY
PRINCIPLES INTO CONSULTING PSYCHOLOGY
& MANAGEMENT: APPLICATIONS AT THE
INDIVIDUAL, GROUP AND ORGANIZATIONAL
LEVELS
Consulting psychologists have developed many tools for use in
their work with individual clients, as well as for interventions at
the group and organizational levels. To augment their repertoires,
consulting psychologists may also draw upon the rich array of
empirically based techniques derived from the burgeoning field
of positive psychology (PP). These include the assessment of and
strategic use of a client’s strengths, the implementation of the
“broaden and build” model for deploying positive emotions in
times of stress, and innovative techniques for helping a client to
shift into a more productive way of thinking. This workshop’s highly
interactive format offers a summary of the research, demonstrations
of the PP techniques applied to consulting and management
psychology interventions, and the opportunity for participants to
briefly practice and discuss what they have experienced.
Fred Luthans,
George Holmes
Distinguished
Professor of
Management and
Gallup Senior
Scientist, University of
Nebraska-Lincoln—USA
Fred Luthans is the George Holmes University Distinguished
Professor of Management at the University of NebraskaLincoln. He is a past president of the National Academy of
Management, winner of the Academy’s Distinguished Educator
Award in 1997, inaugural member of the Academy’s Hall of
Fame, and Distinguished Alumni Award from the University
of Iowa, from which he received all of his degrees. Currently,
he is editor-in-chief of the Journal of World Business, editor of
Organizational Dynamics, and co-editor of Journal of Leadership
and Organizational Studies, and the author of numerous books.
For example, his book Organizational Behavior is now in its
tenth edition and International Management is in its fifth
edition, both published by McGraw-Hill. He is one of a very
few management scholars who is a Fellow of the Academy of
Management, the Decision Sciences Institute, and the Pan Pacific
Business Association. He has been involved with a number of
basic research streams published in top-tier journals in the field
of management, organizational behavior and I/O psychology.
In particular, his studies include reinforcement theory and
application, self-efficacy, and now positive organizational
behavior. In addition to his university position, he has been a
Senior Research Scientist for Gallup Inc. since 1998 and does
consulting and training for businesses, governments, and NGOs
locally, nationally, and internationally.
30
POSITIVE PSYCHOLOGICAL CAPITAL
MANAGEMENT
Although positive psychology has now emerged as a widely
recognized approach and research domain, to date, applications
have almost all been in clinical, educational, and even athletic
arenas. The carry-over to the I/O and organizational behavior
(OB) field for theory development and research applications to
the workplace in general and business organizations in particular
has been quite limited. In addition, even when a positive approach
is recognized, I/O and OB topics are dominated by trait-like selfevaluations (e.g., the work of Judge et al.) and positive affectivity,
personal traits such as conscientiousness, emotional intelligence,
and more macro/organizational level positive organizational
scholarship. Very little, if any, attention is being given in I/O
and OB to state-like psychological strengths and capacities. The
purpose of this presentation is to begin to fill some of this void
by presenting our recently proposed positive organizational
behavior (POB) strengths that meet the specific criteria of being
not only positive, but also relatively unique to the organizational
behavior field, based on theory, research and valid measures, and
state-like open to development and management for performance
improvement (Luthans, 2002a; 2002b). In particular, the criteria
meeting POB strengths of self-efficacy, hope, optimism, and
resiliency are identified and also combined into what we have
proposed as the core construct of psychological capital or Psycap
(Luthans et al., 2004; Luthans & Youssef, 2004). The conceptual
framing and research results to date relating the POB strengths
and overall Psycap of samples of employees in various types of
organizations both in the U.S. and China with their performance
and attitudes are presented. Future needed research and
implications conclude the presentation.
Robert Manchin,
Chairman & Managing
Director, The Gallup
Organization-Europe—
Belgium
He was the founding Director of
Gallup Belgium from 1990. As Vice President of The Gallup
Organization, Princeton, responsible for the Central and Eastern
Europe, he developed methodology for Social Audits in the fields
of Public Sector, Health, Local and Government Administrations,
organizing regular research programs on monitoring economic
expectations, political and social trends. Since 1992 his team has
worked on prototype projects in Bosnia-Herzegovina, Albania,
Hungary, Russia and other countries.
Since 1987, he also acts as Head of the Research Department
on Values and Social Stratification of the Institute of Sociology,
Hungarian Academy of Sciences in Budapest. Working there since
1971, he has been the principal investigator on various projects
regarding value orientation, private entrepreneurship, life-course
analysis, and methodology.
From 1982 till 1986, he has been visiting professor at University
of Wisconsin-Madison, teaching demography and research
methods. He worked in the Center for Demography comparing
self-employment strategies in various countries and the Applied
Population Laboratory, working for the State of Wisconsin on
evaluation research on regulatory policies. In 1984, he was visiting
Professor in the Department of Sociology at Northern Illinois
University. Had been invited lecturer in various universities
and conferences, acted as consultant for a number of large
international organization, including the United Nations and
UNESCO.
As a professional musician he has been a member of the
Hungarian State Philharmonic Orchestra.
Co-author of several books and publications on social indicators,
subjective well-being, social stratification, urban and regional
development, urban social policy, and housing. Author of several
articles in social science journals.
THE CONSTRAINTS ON MEASURING INDIVIDUAL
WELL-BEING, SOCIAL NETWORK AND TIME
The presentation will compare three different levels of measuring
the time dimensions of individual well-being. On the macro level,
it will show the temporal patterns of changes in the individual’s
self-report of well-being. Reanalyzing Eurobarometer survey data
between for the last 30 years it looks at the sub-national, regional
patterns of reporting on well-being and it’s correlates.
A set of new experimental research survey research expands the
lessons learned on measuring time, space and social network covariates using event-history approaches. The random sample of
adults are reporting separate evaluations of recalls of significant
event and time-segments of the day before.
Finally an extension of the classical ESM method allows to look at
relations between the qualities of individual’s social networks and
reported subjective well-being.
Douglas R. May,
Associate Professor,
Management,
University of
Nebraska-Lincoln—
USA
Douglas R. May is an associate professor and Director of the
Program in Business, Ethics, and Society at the University
of Nebraska-Lincoln. Doug received his Ph.D. in Business
Administration from the University of Illinois at UrbanaChampaign. His current research interests include issues
associated with the determinants and outcomes of experienced
meaningfulness at work and positive approaches to business
ethics. Doug’s articles have appeared in such journals as the
Academy of Management Journal, Journal of Applied Psychology,
Personnel Psychology, Organizational Behavior and Human
Decision Processes, Journal of Organizational Behavior, Journal
of Occupational and Organizational Psychology, and others. He
has made over fifty presentations at international, national, and
regional academic conferences. Doug’s research on work design
has been funded by the National Institute of Occupational
Safety and Health. He currently serves on the editorial board
of the Journal of Management. Doug regularly teaches courses
in organizational behavior and business ethics and has received
distinguished teaching awards at the college, university, and
community levels for his instruction. He participated in the
AAHE peer review project and has co-chaired the University of
Nebraska’s Teaching Council. Doug has been active professionally,
serving as the 2000 President of the Midwest Academy of
Management, as a member of the Academy of Management
Advisory Council, and as a regular contributor and organizer of
doctoral consortia for the Social Issues in Management Division
of the Academy of Management.
ENGAGING THE HUMAN SPIRIT AT WORK: THE
ROLES OF THE PSYCHOLOGICAL CONDITIONS OF
MEANINGFULNESS, SAFETY, AND AVAILABILITY
This presentation builds on Kahn’s (1990) ethnographic work
on engagement to discuss research on the determinants
and mediating effects of three psychological conditions
– meaningfulness, safety, and availability – on employees’
engagement in their work. Results from a revised theoretical
framework revealed that all three psychological conditions
exhibited significant positive relations with engagement.
Meaningfulness displayed the strongest relation. Theoretical and
practical implications related to psychological engagement and
meaningfulness at work will be discussed.
Donna Mayerson and
Neal H. Mayerson,
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Trustees, The
AVAILABLE
Mayerson Foundation
and Co-Founders,
Hummingbird Coaching
Services—USA
Drs. Neal and Donna Mayerson are the founders of Hummingbird
Coaching Services. They are both licensed psychologists as well
as Trustees of the Manuel D. and Rhoda Mayerson Foundation
(www.mayersonfoundation.org ). In their latter capacity, they
created, along with Dr. Martin Seligman, the Values In Action
Institute (www.viastrengths.org), a non-profit organization that
has developed the VIA Classification of Character Strengths and
Virtues and the VIA Strengths Survey for adults and for youth.
DISTANCE COACHING: A NEW DELIVERY MODEL
FOR POSITIVE PSYCHOLOGY
Distance coaching is a newly developed methodology that holds
promise for the delivery of positive psychology services. It has
been tested with people around improving their health and
fitness, as well as with parents around general support and helping
them resolve sub-clinical childrearing issues. An initial test has
also been run taking a strength focus to help people work on a
variety of life improvement issues. The presentation will briefly
31
present the delivery model and some of the early test results,
along with a vision for possible future use in positive psychology.
Alex C. Michalos,
Professor Emeritus,
Political Science,
University of
Northern British
Columbia—Canada
Michalos has a Ph.D. in philosophy from the University of
Chicago (1965), has published 21 books and about 85 refereed
papers. He is currently Director of the Institute for Social
Research and Evaluation, and Professor Emeritus in Political
Science, at the University of Northern British Columbia. He
founded and still edits the journal Social Indicators Research
(1973) and the Journal of Business Ethics (1982). He is a past
president of the Academy of Humanities and Social Sciences of
the Royal Society of Canada, and of the International Society for
Quality of Life Studies.
AN INTRACTABLE PROBLEM IN QUALITY OF LIFE
(QOL) MEASUREMENT
An intractable problem of qol measurement will be introduced,
with the aim of interesting researchers in seeking solutions.
Since the time of Democritus in the fifth century BC, it has
been recognized that the qol of a human being is a function
of the person’s living conditions and how the person assesses
those conditions. Assuming this is a reasonable place to begin
measuring the qol, a problem arises regarding an appropriate
way to combine the two aspects. There is no difficulty in the
cases in which living conditions are good and people assess them
as good, or cases in which living conditions are bad and people
assess them as bad. But problems do arise in the case in which
living conditions are bad but people assess them as good (Fool’s
Paradise) and in the case in which living conditions are good but
people assess them as bad (Fool’s Hell). Since Bentham (17481832), many scholars have assumed some sort of a naturalistic
subjectivistic theory of value such that the goodness or value
of things is defined by the degree of satisfaction produced by
those things. Mill’s (1806-73) utilitarianism was cast within this
framework, which was picked up by economic, decision and game
theorists. Once the subjectivist approach is taken, the intractable
problem seems (to some) to disappear. Still, Mill had his doubts,
revealed for example in his remark that it is better to be Socrates
dissatisfied than a pig satisfied. G.E. Moore’s open question
argument against all forms of naturalism also raises doubts.
Moore said, roughly, that if it is always meaningful to say, “I know
it is satisfying but is it good (morally speaking)?”, then there must
be a significant difference between a satisfying life and a morally
good life. I want to engage researchers in a reconsideration of
these doubts, and their importance for contemporary efforts at
measuring the quality of life.
32
Mario Mikulincer,
Professor of
Psychology, Bar-Ilan
University—Israel
Mario Mikulincer is Professor of Psychology
at Bar-Ilan University. His main research
interests are attachment theory, terror management theory,
personality processes in interpersonal relationships, and coping
with stress. He is currently Chair of Interdisciplinary Studies at
Bar-Ilan University, serves as a member of the editorial boards
of several personality and social psychology journals, and is
an associate editor of the Personality section of the Journal of
Personality and Social Psychology.
ATTACHMENT THEORY AS A POTENTIAL
FRAMEWORK FOR POSITIVE PSYCHOLOGY
Attachment theory, which deals with the effects of close
relationships on the development of both positive and (in nonoptimal cases) negative personality characteristics, provide a
strong, research-generating framework for positive psychology.
In his exposition of attachment theory, John Bowlby (1969,
1973, 1980) explained why the availability of caring, supportive
relationship partners, beginning in infancy, is so important
to developing a sense of attachment security (confidence that
one is competent and lovable and that caregivers are available
and supportive when needed), which in turn fosters the
development of stable self-esteem, constructive coping with
stressors, maintenance of emotional equanimity, and formation
of mutually satisfying intimate relationships throughout life.
In our research applying attachment theory to adolescents
and adults, we have found that chronic (dispositional) and
contextually augmented security allows people to devote more
mental resources to constructive activities and healthy personal
development and fewer mental resources to defensive maneuvers
aimed at protecting a fragile self-concept. We have found in
scores of studies, both experimental and correlational, that
attachment security encourages the “positive psychological”
characteristics emphasized by theorists and researchers in the
positive psychology movement, such as resilience in the face of
stress, optimism, positive affectivity, curiosity, humor, and the
capacity for love, forgiveness, gratitude, tolerance, compassion,
and altruism. Our research provides strong support for Bowlby’s
ideas about the growth-enhancing consequences of secure
attachments and demonstrates the relevance of attachment theory
to understanding and fostering what Carl Rogers (1961) called
“fully functioning people.”
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Paul Monaco, Film
Director and
Producer—USA
Paul Monaco is a film historian/theorist, and
a filmmaker. His career combines research
and writing on topics in media theory and
history with film/video production in a
variety of genres. His most recent book is vol. 8 in The History of
American Cinema Series, The Sixties, 1960-1969 (University of
California Press, 2003). At present, he is completing two half hour
films on Positive Psychology for telecast and outreach distribution:
Introducing Positive Psychology: “Signature Strengths, Flow, and
Authetic Happiness” and Introducing Positive Psychology: “Personal
Well-Being, Social Support, Health, and Aging Well.” In 2003, his
experimental film, Phantoms of Liberty, was awarded Honorable
Mention at the 33rd National Festival of Short Film. Monaco teaches
film history, theory, and production at Montana State University,
Bozeman. Since 1988, he has also held an appointment as producer/
director with Montana-PBS, where he has completed nearly thirty
major productions: documentaries, docu-dramas, and public affairs
programs.
INTRODUCING TWO NEW DOCUMENTARIES:
• “SIGNATURE STRENGTHS, FLOW, AND
AUTHENTIC HAPPINESS”
• “PERSONAL WELL-BEING, SOCIAL SUPPORT,
HEALTH, AND AGING WELL”
Mike Morrison, Dean,
University of Toyota
—USA
In the mid-nineties Mike was stuck in a job
that he hated. He realized after a lot of soul
searching that a new job was not the answer.
Mike didn’t feel the need to reinvent himself.
Rather, he wanted to make clear and consistent choices about the
things that were most important to him. He also felt it would be
important to put his intentions in writing. And that has made all
the difference. Today, he is the Dean of the University of Toyota,
where he gets to do his life’s work on a daily basis.
Mike has been a student of “human potential” for as long as he
can remember. His Ph.D. is from Claremont Graduate University
(his research focused on leader-follower relations). He lives in Los
Angeles with his wife Kerry, son Zack, daughter Mackenzie, and
their two Schipperkes, Kane and Addy.
LEAN THINKING STRATEGIES FOR CONTINUOUS
IMPROVEMENT AND BREAKTHROUGH THINKING
For 50 years Toyota has been perfecting the art and science of
continuous improvement in its manufacturing environments.
Toyota’s Lean Production has become the most studied and
copied production system in the world. For the last five years,
the University of Toyota has been applying these lessons of
“lean thinking” to knowledge worker environments. What is
the difference between manufacturing and knowledge work?
Just about everything. In adapting our problem solving and
innovation routines to the “service” side of the business, we have
turned to positive psychology and the cognitive sciences for
insight and inspiration. The lessons learned from the introduction
of these updated routines into Toyota and non-Toyota work
environments are significant. Hopefully, we can begin to raise
compelling questions that will stimulate the kind of research that
will help to transform the workplace. Though we are early in the
journey, we want to share with you in a workshop setting, the
lessons of “lean.”
33
Charles Murray,
Brady Scholar,
American Enterprise
Institute for Public
Policy Research—USA
Charles Murray is the Brady Scholar at the American Enterprise
Institute. He first came to national attention with Losing Ground:
American Social Policy 1950–1980. This was followed in 1988
by In Pursuit: Of Happiness and Good Government, in 1994 by
The Bell Curve: Intelligence and Class Structure in American Life
(with Richard J. Herrnstein), in 1997 by What It Means to be a
Libertarian: A Personal Interpretation, and in 2003 by Human
Accomplishment: The Pursuit of Excellence in the Arts and Sciences,
800 B.C. to 1950.
Dr. Murray has been affiliated with the American Enterprise
Institute since 1990. From 1981–1990, he was a fellow with
the Manhattan Institute. From 1974–1981, he worked for the
American Institutes for Research (AIR), eventually becoming
Chief Scientist. Before joining AIR, Dr. Murray spent six years in
Thailand, first as a Peace Corps Volunteer attached to the Village
Health program, then as a researcher in rural Thailand.
Dr. Murray was born and raised in Newton, Iowa. He obtained a
BA in history from Harvard and a Ph.D. in political science from
the Massachusetts Institute of Technology. He lives with his wife
and children near Washington, DC.
TRANSCENDENTAL GOODS AND HUMAN
ACCOMPLISHMENT IN THE ARTS
The causes of periods of excellence in the arts such as Periclean
Athens and Renaissance Florence are complex, but one common
denominator of such periods is a well-articulated vision of, and
use of, the transcendental goods relevant to an artistic domain.
“Transcendental goods” refers to perfect qualities that lie beyond
direct, complete experience, most commonly characterized as
the classic triad of truth, beauty, and the good. This presentation
argues that the role of transcendental goods in not only
“inspiration” in the abstract. Conceptions of the true, beautiful
and good prevailing at any given time concretely affect how
excellence in the arts manifests itself. The presentation further
argues that trends in the arts from the late 19th century to the
present can be understood in part as natural manifestations of art
when the creative elites broadly reject the idea that transcendental
goods are meaningful. The presentation offers specific examples
from different eras for music, literature, and the visual arts.
34
Elena MustakovaPossardt, Associate
Professor, Psychology,
State University of
West Georgia—USA
Elena Mustakova-Possardt, Ed.D., is a developmental, health
and critical social psychologist, currently Associate Professor at
the Psychology Department at State University of West Georgia,
Carrollton, Georgia, where she teaches on both graduate MA
and undergraduate level. Her re-thinking of the field of moral
psychology in the context of the study of critical consciousness
won her the 1995 Dissertation Award of the Henry A. Murray
Research Center for the Study of Lives at Harvard University,
and the 1998 Best Dissertation of the Year Award of the
Association for Moral Education. Her book, recently published by
Greenwood/Praeger, Critical Consciousness: A Study of Morality in
a Global Historical Context, has been described as “a courageous
tour de force on the order of Maslow’s Toward a Psychology of
Being; a landmark contribution to the field”. Mustakova-Possardt
is a Licensed Professional Counselor in private practice, and has
worked extensively with immigrant Hispanic populations in rural
West Georgia. She won the 2003 Carter Campus Community
Partnership Award for founding the Latino Initiative of State
University of West Georgia, aimed at applying the insights of
health psychology and critical and community psychology to
assisting the new Latino immigrant population of rural Carroll
County in its empowerment, in improving its quality of life, and
integrating into the life of the larger community. MustakovaPossardt has served as Associate Professor in the MA Program
on Spiritual Psychology at Landegg International University,
Wienacht, AR, Switzerland. Her recent research is in the areas of
health psychology, peace psychology and positive psychology.
CULTIVATING OPTIMAL CONSCIOUSNESS IN THE
LIFESPAN AND IN THE MICROMOMENT
This paper reports on two award-winning bodies of research:
(a) a five-year-long cross-cultural empirical research on the
nature and structural characteristics of optimal consciousness
as an interplay of spirituality and intellect; (b) a three-year-long
cross-cultural community development project fostering mental
health, well-being and individual and collective empowerment
in marginalized rural Latino immigrants in South-East US. The
paper examines the intersections between the macrodynamics of
optimal development and the microdynamics of mental health
and well-being across cultural and personality characteristics.
It describes the moment-to-moment nature of mental health
and well-being, and articulates an integrative psycho-spiritual
approach to fostering well-being, consonant with the world view
of wisdom traditions. This approach affirms the spiritual nature
of the human personality and the spiritual basis of authentic
mental health. The study marks a significant step beyond
existing cognitive behavioral and constructivist paradigms
that emphasize re-construction of the self-created system
of thought as a precondition for overcoming debilitating or
dysfunctional cognitive modes. An important differentiation
is drawn between emphasizing primarily people’s personal
realities and socially-constructed identities and helping people
tap into their own creative, essentially spiritual nature, which
allows them to understand and embrace life, to operate with a
calmer awareness of interdependence, and a faith in the ultimate
wisdom of life from moment to moment. The paper concludes
on the significance of such emerging understanding in positive
psychology for making psychology more relevant to a fastchanging world of large displaced populations, cross-cultural
tensions, poverty, and lack of access to education and middleclass-oriented mental health services.
Darcia Narvaez,
Associate Professor,
Psychology,
University of Notre
Dame—USA
Darcia Narvaez is an Associate Professor of Psychology at the
University of Notre Dame. She is Director of the Center for
Ethical Education and Development at the University of Notre
Dame. She earned her Ph.D. in Educational Psychology from
the University of Minnesota, where she also taught (1993-2000)
and was executive director of the Center for the Study of Ethical
Development. She also earned a Masters of Divinity from Luther
Northwestern Seminary. She received a Carey Senior Fellowship
at the Erasmus Institute at the University of Notre Dame. She is
co-author or co-editor of Moral Development in the Professions:
Psychology and Applied Ethics (1994), Postconventional Moral
Thinking (1999), Moral development, self and identity (2004). She
has also written many journals articles and book chapters on
moral development, character education, the influence of moral
development on moral story comprehension. She has published
various curriculum materials and was the leader of the design
team for the Minnesota Community Voices and Character
Education Project which she reported on at a Whitehouse
conference.
INTEGRATIVE ETHICAL EDUCATION: PUTTING
FLOURISHING BACK INTO CHARACTER
EDUCATION
The Integrative Ethical Education (IEE) framework combines
individual and community flourishing, rational moral education,
and traditional character education perspectives with a cognitive
science view of human learning and cognition. IEE views the
ancient Greek understanding of ethics as still relevant today:
ethics is the practical and moral wisdom or expertise learned for
community living and under the guidance of the community.
Richard Nisbett,
Theodore M. Newcomb
Distinguished
University Professor
& Senior Research
Scientist at Michigan’s
Institute for Social Research,
University of Michigan-Ann
Arbor—USA
Richard Nisbett is Theodore M. Newcomb Distinguished
University Professor of Psychology and Senior Research Scientist
at Michigan’s Institute for Social Research. He is former Director
of the Cognitive Science Program at the University of Michigan
and currently co-directs the University’s Culture and Cognition
Program. He is a recipient of the Distinguished Scientific
Contribution Award of the American Psychological Association,
the William James Fellow Award of the American Psychological
Society, and the Distinguished Senior Scientist Award of the
Society for Experimental Social Psychology. He and is a member
of the National Academy of Science and the American Academy
of Arts and Sciences.
Nisbett’s research interests focus on reasoning and basic cognitive
processes, especially induction, statistical reasoning, causal
attribution, cost-benefit analysis and logical vs. dialectical
approaches to problem-solving. He has studied the degree to
which cognitive processes can be trained and the differences in
East Asian and Western reasoning styles. He has also studied
awareness of cognitive processes and lay personality theory. In the
recent past he conducted research on the “culture of honor” in the
U.S. South and West.
CULTURE AND POINT OF VIEW
Westerners are inclined to be analytic in their approach to
reasoning and perception. They focus on some central object or
person, attend to its properties, categorize it, and apply rules to
it, including the most formal of rules, namely logic. East Asians
are inclined to be holistic in their reasoning and perception.
They focus more broadly on the field in which central objects
are located, they attend to relationships and similarities among
elements in the field, they are less concerned with categories and
rules, and they rely on dialectical reasoning. Both intellectual
history and contemporary social organization and practices likely
contribute to these differences.
35
Shigehiro Oishi,
Assistant Professor,
Psychology,
University of
Virginia—USA
Dr. Shige Oishi is an assistant professor of psychology at the
University of Virginia. He was an assistant professor of psychology
at the University of Minnesota from August 2000 till May 2004.
He received his Ph.D. from the University of Illinois at UrbanaChampaign in 2000, and worked with Dr. Ed Diener while at
Illinois. Dr. Oishi’s research interests centers around individual and
cultural differences in well-being, the self, and values.
RESIDENTIAL MOBILITY, A SENSE OF BELONGING,
AND PRO-SOCIAL BEHAVIORS
We examined the relation between residential mobility and
pro-social behaviors in two studies. In Study 1, we found that
people in stable communities were more likely to pay an extra
fee to purchase a “Critical Habitat” License Plate, which supports
the protection of the environment, than those living in mobile
communities. The relation between stability and the proportion
of residents purchasing the Critical Habitat License Plate was
particularly strong in low income communities, compared with
high income communities. In Study 2, we experimentally created
groups, half of which were stable and half of which were unstable.
In the key session, when the confederate pretended to have
difficulty solving problems, we assessed the frequency with which
participants helped the confederate. We found that the stability of
the group was marginally associated with a sense of belonging to
the group, and a sense of belonging, in turn, predicted how often
they helped the confederate. It appears, therefore, that stability
fosters a sense of belonging, and a sense of belonging, in turn,
generates pro-social behaviors.
James O. Pawelski,
Assistant
Professor, Human
& Organizational
Development and
Religious Studies,
Vanderbilt University—USA
James O. Pawelski is Assistant Professor of Human and
Organizational Development and Religious Studies at Vanderbilt
University. He earned his Ph.D. in philosophy from Penn State
in 1997. He has published articles on the history of philosophy
(especially American philosophy) and its application to human
development and has just completed a book manuscript on The
Dynamic Individualism of William James. He has headed up
the Positive Psychology Network’s Interdisciplinary Pod since
its inception in 2001 and was the principal organizer of the
recent conference on “The Philosophical History of Strengths
and Virtues” (held September 2-4, 2004 at the University
of Pennsylvania), which brought together a group of key
philosophers and positive psychologists to discuss the Values in
Action (VIA) Classification of Strengths and Virtues from the
standpoint of Western philosophy.
Dr. Pawelski is also working on the practical application of these
theoretical interests. “Foundations of Character Development,” a
popular course he has created at Vanderbilt University, integrates
philosophy, positive psychology, and applied human development.
So too does Character Development Coaching, an approach he is
developing and applying in his work as a part-time life coach. Dr.
Pawelski is a Pod leader for the Authentic Happiness Coaching
Program, and he and a colleague have created a virtual course on
“Philosophy for Coaches.” He is currently working with Martin
Seligman to create an applied Masters of Positive Psychology
degree program at the University of Pennsylvania.
CHARACTER DEVELOPMENT COACHING
The Values in Action (VIA) Classification of Strengths and Virtues
relies heavily on ideas from the Western philosophical tradition.
In their recent work Character Strengths and Virtues: A Handbook
and Classification, for example, Peterson and Seligman turn to
Plato and Aristotle for ways of thinking about virtue, as well as for
lists of specific virtues. In a section on “Lessons from Philosophy,”
they write, “In sum, we can describe our classification as the social
science equivalent of virtue ethics, using the scientific method
to inform philosophical pronouncements about the traits of a
good person” (Peterson & Seligman, 2004, p. 89). What is the
status of virtue ethics in contemporary moral philosophy? What
do philosophers think of this use of virtue ethics in the social
sciences? What other insights might philosophers contribute for
the further development of the Classification (for VIA-2)?
On September 2-4, 2004, a group of philosophers (including
Martha Nussbaum, Robert Solomon, and John Lachs) met at the
University of Pennsylvania with a group of positive psychologists
(including Christopher Peterson and Martin Seligman, the
36
creators of the VIA Classification) to ask just these questions.
This talk will address the most salient points discussed at the
conference. Its intent is to explore some of the philosophical
underpinnings of the Classification, as well as to stimulate the
Summit audience to think about the philosophical implications of
their own work.
A PHILOSOPHICAL LOOK AT THE VALUES IN
ACTION CLASSIFICATION
Character Development Coaching is an approach to life coaching
that is grounded in the history of philosophy, that has particular
relevance for the cultivation of character in a democracy, and that
has yielded some promising empirical results when used with
undergraduate students in a classroom setting.
Good character is a function of biology, environment, and
volitional choice. Biology and environment are especially
important early in life, before our capacities for individual choice
have been developed. Thus, character has its roots in forces
outside our individual control. Yet as we become developmentally
capable, it is important for us to take more and more control over
our own processes of character development. This is especially
true for citizens in a democracy.
Democracy requires participation at two different levels. The first
level is political democracy, which consists of the practices of
collective self-government. The second level is ethical democracy,
which consists of the practices of individual self-government.
Emotional self-regulation, cognitive flexibility, wise decisionmaking, and behavior that supports the flourishing of the
individual and the community are all examples of such practices.
Understood as ethical democracy, character is both a product and
a process. As a product, it is the collection of habits that biology,
environment, and previous volitional choice have installed in us.
As a process, it is our ability to examine those habits, reinforcing
ones that lead to flourishing and replacing those that do not.
Democratic character development emphasizes processes of habit
formation and their use in individual self-government.
James W. Pennebaker,
Professor, Psychology,
University of Texas at
Austin—USA
James W. Pennebaker is Professor of
Psychology at the University of Texas at
Austin, where he received his Ph.D. in 1977. His research explores
links among traumatic experiences, disclosure, language, and
health. His earlier work found that physician use, medical costs,
and biological markers of stress can be reduced by simple writing
exercises. More recently, he has been exploring the role that
language plays in reflecting and changing social, personality, and
biological processes. Author or editor of 8 books and over 200
articles, Pennebaker has received numerous teaching and research
awards.
WORD USE AS A REFLECTION OF SOCIAL AND
PSYCHOLOGICAL STATE
The ways people naturally use words in written or spoken form
can reveal much more than the apparent content of their message.
The uses of particles, a class of words that include pronouns,
prepositions, articles, and auxiliary verbs, are particularly
sensitive to changes in people’s moods, hormone levels, honesty,
and social relationships. Indeed, the analysis of particles and other
“invisible” parts of speech across a wide array of text sources is
finding that their use can also reflect cultural, demographic (age,
sex, social class), and personality dimensions. In addition to
discussing several measurement issues surrounding natural word
use, some biological and psychological explanations for these
linguistic findings will be presented.
According to this coaching model, the overall strategy is to help
clients develop their powers of individual self-government by
gaining mastery over processes of somatic, affective, cognitive,
and social habit formation. More will be said about the specific
methods and strategies used in Character Development Coaching
and about the significant results (as measured by a variety of pre/
post semester surveys) they appear to generate when used in a
classroom setting.
37
Jane Allyn Piliavin,
Conway-Bascom
Professor of
Sociology, University
of Wisconsin—USA
Jane Allyn Piliavin received her B.A. in Psychology from
the University of Rochester (1958), and her Ph.D. in Social
Psychology from Stanford University (1962). She held positions
at the University of California-Berkeley, Mills College, and the
University of Pennsylvania before coming to the University of
Wisconsin in 1970. Prof. Piliavin has served as Associate Chair,
Director of Graduate Studies, and Chair of the Department
of Sociology and was appointed in 2001 as Conway-Bascom
Professor of Sociology.
She has co-authored four books: Adolescent Prejudice, 1975
(with Glock, Wuthnow, and Spencer); Emergency Intervention,
1981 (with Dovidio, Gaertner, and Clark), Giving Blood: The
Development of an Altruistic Identity, 1991 (with Callero); and
The Psychology of Helping and Altruism: Problems and Puzzles,
1995 (with Schroeder, Penner, and Dovidio). Her most recent
publication, “Prosocial Behavior: Multilevel Perspectives,” in
collaboration with these same authors, will appear in the 2005
Annual Review of Psychology. Her current research involves the
effects of volunteering across the lifespan on mental and physical
health. Two recent publications from this research are Pliavin,
J.A. 2003. Doing well by doing good: Benefits for the benefactor. Pp.
227-247 in Keyes, Corey Lee M. and Haidt, Jon (Eds.). Flourishing:
The Positive Psychology and the Life Well Lived. Washington,
D.C.:APA. and Piliavin, J.A. 2004. Feeling good by doing good: In
Omoto, A. M. & Oskamp, S. (Eds.) Processes of community change
and social action. Mahwah, NJ: Lawrence Erlbaum Associates.
POSITIVE CONSEQUENCES OF VOLUNTEERING
ACROSS THE LIFESPAN
Most of the past research on altruism and helping behavior has
investigated the factors that predict the likelihood of engaging
in these positive behaviors or examine the characteristics of
more and less altruistic individuals. The research reported here
examines the positive consequences for psychological wellbeing, cognitive abilities, and physical health in late adulthood
of community participation and volunteering across the life
span. The analysis is based on the core sample of the Wisconsin
Longitudinal Study, a 1/3 random sample of the graduating class
of 1957 in the state of Wisconsin, who have been followed from
1957 to the present in five waves of mailed surveys and, in the
three most recent waves, telephone interviews. Sample retention
has been excellent. Data are supplemented by codings of their
high school activities, for those for whom high school yearbooks
containing this information were available, as well as mortality
data through mid-2004. There are significant consistencies in
community participation across the life span. As with previous
research, higher participants tend to come from better off
families and to be better students, who go on to higher education.
Analyses controlling for the factors that select individuals into
community participation demonstrate significant positive effects
of participation in high school extra-curricular activities on
38
volunteering in early and later mid-life and at retirement age.
As hypothesized, community participation and volunteering
predict higher psychological well-being, lower depression, and
better self-reported physical health both at late mid-life (age 5254) and at retirement age (63-65). Effects are moderated by the
extent of integration into society, such that those who are less
integrated (not married, not working, with fewer friends, in rural
areas) benefit the most from volunteering. Findings regarding
the relationship of participation to volunteer motives (Clary,
Snyder, et al.) and volunteer identity (Grube and Piliavin) are also
presented.
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Karen Reivich,
Research Associate,
University of
Pennsylvania—USA
Karen Reivich, Ph.D. received her psychology
training at the University of Pennsylvania
under Dr. Martin Seligman, with whom she co-authored The
Optimistic Child. Dr. Reivich is a research associate at the
University of Pennsylvania’s Department of Psychology, where
she co-directs a multi-million dollar grant from the National
Institute of Mental Health to study the prevention of depression
and promotion of resilience in school children. She is also an
investigator on a Department of Education grant to Positive
Psychology to 9th grade students. Along with Dr. Andrew Shatté,
Dr. Reivich co-authored The Resilience Factor that describes skills
for increasing one’s resilience and improving overall productivity
and mental health. Dr. Reivich teaches in the Department
of Psychology at the University of Pennsylvania and lectures
extensively to educators, parents, and corporations on the topics
of resilience, depression-prevention, and Positive Psychology.
USING POSITIVE PSYCHOLOGY IN COACHING
This presentation will focus on using the core exercises of
Positive Psychology in a coaching practice. I will describe the
three pathways to happiness (the pleasant life, the engaged life
and the meaningful life) and will illustrate how specific exercises
can be used to help clients move forward on each of these
pathways. In particular, I will describe how to increase pleasures
through gratitude and optimism, how to increase engagement by
identifying and deploying one’s signature strengths and how to
increase meaning through deepening one’s connections to family
and community. In addition, I will describe how to use Positive
Psychology surveys to help coaches and clients develop goals and
objectives and to sequence sessions.
Barry Schwartz,
Dorwin Cartwright
Professor of Social
Theory & Social Action,
Swarthmore College—
USA
Barry Schwartz is the Dorwin Cartwright Professor of Social
Theory and Social Action in the Psychology Department at
Swarthmore College, where he has taught since earning his PhD
from the University of Pennsylvania in1971. Schwartz is a fellow of
both the American Psychological Association and the American
Psychological Society. He is the author, among other books, of The
Battle for Human Nature (1986), The Costs of Living (1994), and
most recently The Paradox of Choice: Why More Is Less (2004). In
the last year, his writings on the problem of choice overload have
appeared in The New York Times, USA Today, Scientific American,
Parade Magazine, The Chronicle of Higher Education, Slate, The New
Republic, The London Times, and The Guardian. He teaches courses
on judgment, decision making, and practical wisdom.
PRACTICAL WISDOM: ARISTOTLE MEETS
POSITIVE PSYCHOLOGY
Seligman, in Authentic Happiness, and Peterson and Seligman,
in Character Strengths and Virtues, identify six universal
“virtues,” comprised of about two dozen strengths, that form
the core theoretical framework for positive psychology. Their
recommendation for individuals to identify and then cultivate
“signature” strengths rests on the assumptions that strengths
make independent contributions to a person’s well being and
that, since strengths are good, the more of a strength one has,
the better. In this talk we offer an alternative view, derived from
Aristotle. We argue that strengths (virtues) should be thought of
as integrated, not independent, and that more of a strength is not
always better. We argue that practical wisdom—what Aristotle
called phronesis—should be thought of as the “master virtue,”
needed for people to determine which strength, deployed in
which way, and to what degree, is required in any situation. Real
life presents us with complex situations, requiring subtle and
imaginative analysis, in which it is not obvious how to translate
virtues into action. Life presents us with complex situations
in which different virtues suggest contradictory actions. It is
practical wisdom that enables us to resolve these ambiguous
and/or contradictory demands on us. We further argue that the
cultivation of practical wisdom depends critically on experience,
and that the excessive marketization and bureaucratization of
modern life is depriving people of the opportunities to have
the experience they need. Because of the centrality of practical
wisdom to “authentic happiness,” and because of the centrality
of appropriate social institutions to the development of practical
wisdom, more attention must be paid to the creation of “positive
social institutions” as positive psychology develops.
Catherine E. Schwoerer,
Associate Professor,
School of Business,
University of Kansas—
USA
Catherine E. Schwoerer is Associate Professor in the School of
Business at the University of Kansas. She received her Ph.D.
in Business Administration from the University of North
Carolina at Chapel Hill. Currently on the Editorial Board of the
Journal of Management, she has published in such journals as
Personnel Psychology, Journal of Applied Psychology, Journal of
Organizational Behavior, and Journal of Occupational and Health
Psychology. Her research interests include self-efficacy and aging,
careers, learning and development, and well-being.
DISCERNING THE EFFECTS OF A WELL-BEING
INTERVENTION LONGITUDINALLY: VOCATIONAL
SATISFACTION, SELF-EFFICACY AND WELL-BEING
The presenter will describe a longitudinal field study of a multifaceted, multiple phase program designed to enhance well-being
in ordained clergy. Project stages included development, pilot
implementation, expansion and institutionalization. The focal
program included pre-work and an 8-day conference assessing
financial, physical, spiritual, and vocational wellness. Participants
discerned their current well-being, from facet and holistic
perspectives, and developed plans to maintain or enhance their
well-being. Quantitative and qualitative data-gathering methods
were used in order to understand the experiences of participants
and the program’s effectiveness. Surveys were administered before
and after the conference, as well as 4 months and 1 year later.
Qualitative data was gathered using participant observation,
interviews, and collecting evidence such as the plans created
by participants. Based in part on the initial quantitative data
gathering and analysis process, as well as the positive anecdotal
support provided by initial participants, the program was
expanded and extended from its pilot stage. Some insights
regarding the effects of language and process on well-being, as
well as results from quantitative analysis, will be shared.
39
Suzanne Segerstrom,
Associate Professor,
Psychology, University
of Kentucky—USA
Suzanne C. Segerstrom, Ph.D., is an Associate
Professor of Psychology at the University of
Kentucky in Lexington. She has a B.A. in Psychology and Music
from Lewis and Clark College in Portland, Oregon, and M.A. and
Ph.D. degrees in Psychology from University of California, Los
Angeles.
Dr. Segerstrom’s research focuses on psychosocial influences
on human immunity, particularly the interaction between
environmental stressors and personality characteristics. Her work
has shown how optimism influences stress-related changes in the
cellular immune system as well as how cognitive processing styles
affect well-being and immunity. Her research in these areas has
included undergraduates, medical and law students, HIV positive
gay men, and older adults, and has been funded by the NIH, the
Norman Cousins Program in Psychoneuroimmunology, the Dana
Foundation, and the Templeton Foundation. She is also the 2002
winner of the Templeton Positive Psychology Prize for her work
on optimism.
Dr. Segerstrom lives near Lexington, Kentucky, with her husband
and their three dogs. She is trying to prepare them for the day
when she adds a horse to the family.
OPTIMISM AND HEALTH: BRIGHT AND DARK SIDES
Although dispositional optimism, as defined by generalized positive
expectations for the future, is almost invariably associated with
better psychological health, its relationship to physical health
is inconsistent. Some evidence points toward slower disease
progression and longer survival for optimistic people with disorders
such as heart disease, HIV, and cancer, but other evidence shows
no advantage to being optimistic. Differences among these
studies might be attributable to methodological differences, but
research on the immunological effects of optimism suggests
an alternative: Optimism might sometimes be physiologically
stressful and therefore not necessarily advantageous for disease
progression or survival. Both experimental and naturalistic studies
show that optimism is negatively related to measures of cellular
immunity when stressors are difficult (e.g., complex, persistent,
uncontrollable) but positively related when stressors are easy (e.g.,
straightforward, brief, controllable). On popular theory about this
relationship posits that difficult stressors violate optimists’ positive
expectancies, causing disappointment, distress, and decrements in
immunity. However, empirical evidence suggests that decrements in
immunity are more likely to be a consequence of optimists’ greater
engagement with difficult stressors. For example, negative mood
does not account for negative relationships between optimism
and immunity, but conscientiousness, a personality facet related
to engagement, does. A resource model of stress leads to the
conclusion that more optimistic people are more likely than their
pessimistic counterparts to use physical and physiological resources
to overcome difficult stressors, a strategy which may preserve
psychological health at the expense of physiological resources such
as immunity.
40
Martin E. P. Seligman,
Fox Leadership
Professor of
Psychology, University
of Pennsylvania—USA
Martin E.P. Seligman, Ph.D. works on positive psychology,
learned helplessness, depression, ethnopolitical conflict, and on
optimism. He is the director of the Positive Psychology Center
and the Fox Leadership Professor of Psychology at the University
of Pennsylvania. Among his books are Learned Optimism, What
You Can Change & What You Can’t, The Optimistic Child, and
Helplessness. His latest book, Authentic Happiness, is published by
Simon & Schuster. He received both the American Psychological
Society’s William James Award (for basic science) and the Cattell
Award (for the application of science). The National Institute of
Mental Health, the National Science Foundation, the Guggenheim
Foundation, the Templeton foundation, and the MacArthur
Foundation have supported Dr. Seligman’s research. He holds
honorary doctorates from Madrid (Complutense) and Uppsala
(Sweden). In 1996 he was elected President of the American
Psychological Association by the largest vote in modern history.
He is the director of the Positive Psychology Network, and his
current mission is the attempt to transform social science to work
on the best things in life—virtue, positive emotion, and positive
institutions—and not just on healing pathology.
His books have been translated into more than a dozen languages
and have been best sellers both in America and abroad. His work
has been featured on the front page of the New York Times, in
Time, Newsweek, U.S. News and World Report, the Reader’s Digest,
Redbook, Parents, Fortune, Family Circle and many other popular
magazines. He has been a spokesman for the science and practice
of psychology on numerous television and radio shows. He has
written columns on such far flung topics as education, violence, and
therapy. He has lectured around the world to educators, industry,
parents, and mental health professionals.
In 1996 Dr. Seligman was elected President of the American
Psychological Association, by the largest vote in modern history.
His primary aim as APA President is to join practice and science
together so both might flourish; a goal that has dominated his own
life as a psychologist. His major initiatives concerned the prevention
of Ethnopolitical warfare and the study of Positive Psychology.
SUCCESSFUL HAPPINESS INTERVENTIONS
Positive Psychology is the study of positive emotion, positive
character traits, and positive institutions. It represents a sea change
in the social sciences, a change from an exclusive concern with
healing damage and repairing weakness toward a psychology of
understanding and building virtue and strength. I discuss the
empirical validations of interventions that amplify positive emotion
and that build strength and virtue. The distinction between pleasure
and gratification is central to the thesis. Pleasure is defined by
engagement, absorption, and flow, states defined by the absence
of feeling or thought, and pursuing gratification is intrinsic to
the “Good Life.” I suggest that psychology in this decade will
supplement its focus on healing mental illness with a new focus on
and building the Pleasant Life, the Good Life, and the Meaningful
Life using empirically documented techniques.
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Norbert K. Semmer,
Professor, Psychology
of Work and
Organizations,
University of Berne—
Switzerland
Norbert K. Semmer, Pd.D. is a professor of the psychology of
work and organizational at the University of Berne, Switzerland.
He received his PhD from the Technical University of Berlin
in 1983. His major interest refer to (1) stress at work and its
implications for health and productivity, (2) efficiency in work
behavior: its characteristics, and its training, and (3) human error.
A special emphasis on his work regarding stress has been a) on
methods to assess stressors and stress symptoms, b) on the role of
working conditions for the prediction of back pain. More recently,
he has developed the concept of “Stress as Offense to Self ” (SOS).
WORK, WELL-BEING AND HEALTH
Work is associated with being a burden, a source of stress and
exhaustion on the one hand, but with accomplishment and pride
on the other.
That work as such is positive can bee seen in the, by and large,
positive effects of having multiple roles, such as worker, spouse,
and parent, as well as – indirectly – in the negative consequences
of losing one’s job.
As regards the characteristics of work, its intrinsic quality, in terms
of complexity, variety, and control, contributes to well-being in
general, to job satisfaction and to organizational commitment.
On the negative side (which has received more attention), there
is quite some evidence that stress at work can have deleterious
effects on well-being and physical health. Role stressors (role
ambiguity, conflict, and overload) have received most attention
in this respect. Social stressors (e.g., interpersonal conflict) and
barriers to goal attainment (e.g. by poor work organization) have
been studied less often but yield quite consistent results. More
recently, emotional labor has been shown to contribute to strain,
with emotional dissonance as the key factor.
Both positive and negative aspects of work contribute to wellbeing and strain, but their effects seem to be asymmetric, with
the intrinsic nature of work itself contributing more to aspects
of well-being that relate to evaluations (e.g., self-esteem, job
satisfaction), and stressors contributing more to symptoms of
strain (e.g., psychosomatic complaints, irritability).
Control over one’s work, and social support have been shown to
be important resources, as have personal characteristics like selfesteem, self-efficacy, and problem-focused coping.
To a considerable degree it is the social meaning of work and
working conditions that is pivotal, as reflected in research on
“effort-reward balance”, equity, fairness and legitimacy. Issues of
self-worth and respect, as communicated by social behavior at
work as well as by job design, are central to this approach.
Alexander Shapiro,
Senior Research
Fellow, Institute
of Preschool &
Family Education,
Russian Academy of
Education—Russia
Alexander Shapiro, PhD is Senior Research Fellow of the
Institute of Preschool and Family Education, Russian Academy
of Education, Moscow, Russia. He graduated from Moscow State
University (psychological department) at 1978 and received
his PhD in psychology (on family psychology theory) also
from Moscow University. Postgraduate work in training and
supervision programs of family psychotherapy. Dr. Shapiro is an
expert in psychological theory, evolutionary psychology, history
of psychology, family psychology and family psychotherapy
research and practice. He teaches at several psychological
departments in Moscow (including State University of
Humanitarian Sciences Russian Academy of Science, Moscow
State University). Dr.Shapiro also gave lectures at western
universities and spoke at many international scientific conferences
on psychology and family therapy (USA, Norway, Greece,
Hungary, Israel, Slovakia, Chech Republic, Switzerland, Germany,
Croatia, Serbia, Macedonia). Dr.Shapiro is an author of more than
120 articles and papers which have appeared in both Russian and
foreign publications and conference proceedings. He also does
much translation and editorial work introducing Western family
therapists to Russian professionals. Shapiro is the founder and a
former chair of the family psychology and family therapy division
of the Russian Psychological Association. He was a member of the
board of directors of the International Family Therapy Association
(1997-2003). Dr.Shapiro leads in Moscow two scientific seminars
on the concept of positivity in contemporary psychology and on
contemporary family research.
THE CONCEPT OF POSITIVITY IN PSYCHOLOGY
THEORY AND THE THEME OF THE FAMILY IN
CONTEMPORARY SOCIETY
Social observers agree that a family is a focus for contemporary
concerns. New, positive forms of psychological practice are needed
to work at the level of the family. The author suggests that relying
on the value dimension of the field of family therapy, which
means working with such positive concepts as family resilience,
reconciliation can help to defend families against their vulnerability
to manipulation. Some illustrations concerning the author’s work
with Russian families and Russian family culture are included.
The author also stresses the importance of reflecting on the family
theme in psychological theory and blending ideas from positive
psychology and family psychology. The “positivity” concept
provides continuity with the humanistic psychological tradition of
viewing the individual as a complex whole, with many facets shaped
by life itself, endowed with a capability for continuous development,
self-fulfillment and responsibility for the choices human being
makes. That is why the concept of positivity is very important for
the development of family psychology, to discover an adequate
41
methodological language which can deal with the epistemological,
social, ethnic, and moral perspectives of psychological research on
families; to overcome the one-sided and negative views of family
process. The essence of positivity is human specificity - that is
connected to the question of the unique nature of the human being
in all cultural, historical, and evolutionary complexity. The role of
Russian philosophical and psychological theoretical tradition is
discussed in this connection.
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Kenneth E. Sharpe,
William R. Kenan Jr.
Professor of Political
Science, Swarthmore
College—USA
Kenneth Sharpe is the William R. Kenan,
Jr. Professor of Political Science at Swarthmore College. He
teaches courses in political philosophy, Latin American politics
and U.S. foreign policy. The course he and Professor Barry
Schwartz prepared on practical wisdom was supported by a
grant from the Mellon Foundation. He and Professor Schwartz
are currently working on a book on the social conditions that
sustain or undermine practical wisdom. His earlier books
and articles include “Capitalism, Work, and Character” in The
American Prospect (September 2000), Drug War Politics: The
Price of Denial (University of California Press 1996), Confronting
Revolution: Security Through Diplomacy in Central America
(Pantheon Books 1986), and “The Real Cause of Irangate,” Foreign
Policy (Fall 1987). Sharpe has done extensive field research in
Mexico, Guatemala, Costa Rica, Nicaragua, El Salvador and the
Dominican Republic. He received his Ph.D. political science in
1974 from Yale University and m M.Sc. in political sociology in
1967 from the London School of Economics.
PRACTICAL WISDOM: ARISTOTLE MEETS
POSITIVE PSYCHOLOGY
Seligman, in Authentic Happiness, and Peterson and Seligman,
in Character Strengths and Virtues, identify six universal
“virtues,” comprised of about two dozen strengths, that form
the core theoretical framework for positive psychology. Their
recommendation for individuals to identify and then cultivate
“signature” strengths rests on the assumptions that strengths
make independent contributions to a person’s well being and
that, since strengths are good, the more of a strength one has,
the better. In this talk we offer an alternative view, derived from
Aristotle. We argue that strengths (virtues) should be thought of
as integrated, not independent, and that more of a strength is not
always better. We argue that practical wisdom—what Aristotle
called phronesis—should be thought of as the “master virtue,”
needed for people to determine which strength, deployed in
which way, and to what degree, is required in any situation. Real
life presents us with complex situations, requiring subtle and
imaginative analysis, in which it is not obvious how to translate
virtues into action. Life presents us with complex situations
in which different virtues suggest contradictory actions. It is
practical wisdom that enables us to resolve these ambiguous
42
and/or contradictory demands on us. We further argue that the
cultivation of practical wisdom depends critically on experience,
and that the excessive marketization and bureaucratization of
modern life is depriving people of the opportunities to have
the experience they need. Because of the centrality of practical
wisdom to “authentic happiness,” and because of the centrality
of appropriate social institutions to the development of practical
wisdom, more attention must be paid to the creation of “positive
social institutions” as positive psychology develops.
Phillip R. Shaver,
Distinguished
Professor of
Psychology and
Department Chair,
University of
California, Davis—USA
Phillip R. Shaver, a social and personality psychologist, received
his PhD in psychology from the University of Michigan in
1970 and is currently Distinguished Professor and Chair of the
Department of Psychology at the University of California, Davis.
He has also served on the faculties of Columbia University, New
York University, University of Denver, and SUNY at Buffalo.
He is associate editor of Attachment and Human Development,
a member of the editorial boards of Personal Relationships,
Journal of Personality and Social Psychology, and New Review
of Social Psychology, and a former member of grant review
panels for NIH and NSF. He has received numerous research
grants and published several books, including Measures of
Personality and Social Psychological Attitudes and Handbook
of Attachment: Theory, Research, and Clinical Applications, and
more than 175 scholarly journal articles and book chapters.
His current research focuses on emotions, close relationships,
and personality development, especially from the perspective
of attachment theory. In recent years he has been collaborating
with Professor Mario Mikulincer, of Bar-Ilan University in
Israel, on questionnaire, observational, and experimental studies
of attachment security, compassion, and altruism, focusing
especially on the ways in which attachment security (both
dispositional and experimentally manipulated security) fosters
compassion and virtuous behavior, such as helping others in need
and forgiving people who have been hurtful. He has made notable
contributions to the scientific literatures on human emotions,
close relationships, and the psychology of religion. In 2002, he
received a Distinguished Career Award from the International
Association for Relationship Research.
ATTACHMENT THEORY AS A POTENTIAL
FRAMEWORK FOR POSITIVE PSYCHOLOGY
Attachment theory, which deals with the effects of close
relationships on the development of both positive and (in nonoptimal cases) negative personality characteristics, provide a
strong, research-generating framework for positive psychology.
In his exposition of attachment theory, John Bowlby (1969,
1973, 1980) explained why the availability of caring, supportive
relationship partners, beginning in infancy, is so important
to developing a sense of attachment security (confidence that
one is competent and lovable and that caregivers are available
and supportive when needed), which in turn fosters the
development of stable self-esteem, constructive coping with
stressors, maintenance of emotional equanimity, and formation
of mutually satisfying intimate relationships throughout life.
In our research applying attachment theory to adolescents
and adults, we have found that chronic (dispositional) and
contextually augmented security allows people to devote more
mental resources to constructive activities and healthy personal
development and fewer mental resources to defensive maneuvers
aimed at protecting a fragile self-concept. We have found in
scores of studies, both experimental and correlational, that
attachment security encourages the “positive psychological”
characteristics emphasized by theorists and researchers in the
positive psychology movement, such as resilience in the face of
stress, optimism, positive affectivity, curiosity, humor, and the
capacity for love, forgiveness, gratitude, tolerance, compassion,
and altruism. Our research provides strong support for Bowlby’s
ideas about the growth-enhancing consequences of secure
attachments and demonstrates the relevance of attachment theory
to understanding and fostering what Carl Rogers (1961) called
“fully functioning people.”
Joe Sirgy, Professor of
Marketing, Virginia
Polytechnic Institute
and State University—
USA
Joe Sirgy is a social/industrial psychologist (Ph.D., U/
Massachusetts, 1979), Professor of Marketing, and Virginia Real
estate Research Fellow at Virginia Polytechnic Institute and State
University (Virginia Tech). He has published extensively in the
area of quality-of-life research in relation to theory, philosophy,
measurement, business, and public policy.
The central tenets of the theory are captured by the following
postulates: (1) People experience SWB when they have more
positive affective/cognitive experiences (arising from the
satisfaction of developmental needs) than negative experiences
in important life domains. (2) People are motivated to optimize
their SWB. (3) People attempt to optimize their SWB by exerting
control over memorable experiences using inter-, intra-, and
inter/intra-domain strategies.
Árpád Skrabski,
Executive President,
Hungarian Federation
of Mutual Funds—
Hungary
Árpád Skrabski, a graduate in informatics engineering and Ph.D.
in Sociology. He serves as Executive President of the Hungarian
Federation of Mutual Funds, Director of the Foundation for
Promotion of Mutual Benefit Societies, and Vice Dean at the
William Apor Catholic College. He was one of the initiators of
the voluntary mutual insurance fund movement in Hungary. He
played an important part in the drafting of the legal regulations
for these organisations as well as in organising the funds
themselves and the federation that links them, in establishing
professional resources. at a Hungarian and international level, and
in drawing up the vocational training requirements. His research
mainly focuses on sociological and demographic analysis of
human capital (competence, coherence, problem oriented coping)
and social capital and their associations with the health and
mortality rate of the population, diminished personal working
capacity and its contributory factors, in particular.
He was national co-ordinator or head of the following
international projects:
•
UNDP “Background data and recommendations for policy to
improve the health status of the Hungarian population”,
•
“Strenghtening the social cohesion through voluntary mutual
organisations” , “Strenghtening the links between education
and economy / Non-profit manager education”, 1996-1998
•
UNDP. “Support for the development of the services of
Hungarian health funds. HUN/95/001 1995-1997.
•
UNDP, “Strenghtening the Social Insurance System through
Improved Community Health” HUN/87/005, 1987-1991
He is the author/editor of several books related to QOL.
He co-founded the International Society for Quality-ofLife Studies in 1995 and is currently serving as its Executive
Director. He is also the current president of the Academy of
Marketing Science, the largest academic association of marketing
professors world-wide. He received the Distinguished Fellow
Award from both the Academy of Marketing Science and the
International Society for Quality-of-Life Studies. In 2003, the
International Society for Quality-of-Life Studies honored him as
the Distinguished QOL Researcher for research excellence and a
record of lifetime achievement in quality-of-life research.
THE PSYCHOLOGY OF QUALITY OF LIFE
This presentation will be based on a book recently published (Sirgy,
M. Joseph, 2002. The Psychology of Quality of Life. Dordrecht, The
Netherlands: Kluwer Academic Publishers). The book summarizes
an integrative theory of subjective well being (SWB).
He has published 112 scientific publications, including five
books. The latest book was “Social Capital and Health Status in
a Changing Society” “Bibliotheca Septem Artium Liberalium”
Budapest, (2004) (in Hungarian)
Árpád, together with his wife, Maria Kopp has been actively
involved in reorganizing the civic society after the political
changes, he founded several environmental, educational and
mental health associations and foundations since 1990.
43
LIFE MEANING: AN IMPORTANT PROTECTIVE
FACTOR IN A CHANGING SOCIETY
In the Central-Eastern-European countries there is a mortality
and morbidity crisis. Existing explanatory models do not
provide an explanation for this sudden change in health status
of the population. Thus, there is a need for new approaches to
understand the processes of health deterioration in these societies
in transition. If we wish to solve the Central-Eastern European
health crisis, positive psychological approaches are strongly
needed. The goal of positive psychology is to understand and
reinforce human strenghts. Abundant empirical evidence suggests
beneficial effects on health from individuals’meaning in life. The
life meaning subscale of Rahe’s Brief Stress and Coping Inventory
some questions are similar to the “meaningfulness” component
of Antonovsky s Sense of Coherence questionnaire. However,
life meaning also includes questions related to the transcendent
meaning of life.
The “life meaning”, from Rahe’s Brief Stress and Coping Inventory
was examined in relation to demographic factors, other coping
measures, and health status in a sample of 12,640 Hungarian
subjects selected to represent the country’s population according
to sex, age, and place of residence. Life meaning proved to be a
measure most strongly related to participants’ reported health
status. After controlling for sex, age, and education, self-rated
health was 25 times higher, the WHO wellbeing scale 18-times
higher, the work disability measure 12 times lower, and the
depression measure 30 times lower for persons in the highest
quartile of life meaning compared to those in the lowest quartile.
Life meaning proved to be unrelated to age and relatively
unrelated to sex and education; in contrast it was positively
related to self-efficacy, problem-oriented coping, social support
and importance of religion. In our ecological study self-rated
health and self-rated disability were significantly associated with
middle aged mortality. Consequently our results suggest that
meaning in life is an important salutogenic factor in population
health, particularly in a society of considerable political and
economic transition.
David Spiegel, Jack,
Lulu and Sam Willson
Professor in the School
of Medicine, Associate
Chair of Psychiatry &
Behavioral Sciences,
Stanford University School of
Medicine—USA
David Spiegel, M.D., is the Jack, Lulu & Sam Willson Professor in
the School of Medicine and Associate Chair of the Department
of Psychiatry and Behavioral Sciences at Stanford University
School of Medicine in Stanford, California, where he is also
Director of the Center on Stress and Health. In addition, he is
Medical Director of the Stanford Center for Integrative Medicine
at Stanford Medical Center, which provides supportive care
44
for medically ill patients. Dr. Spiegel is President-Elect of the
American College of Psychiatrists (he will assume the Presidency
in 2006) and Past President of the Society for Clinical and
Experimental Hypnosis. A Distinguished Fellow of the American
Psychiatric Association, he has received the 2004 Marmor Award
from the American Psychiatric Association for research in
biopsychosocial psychiatry, the Edward A. Strecker, M.D. Award
from the Institute of Pennsylvania Hospital for his contributions
to clinical psychiatry in the U.S., and the Hilgard Award from the
International Society of Hypnosis for his research contributions
to the field of medical hypnosis. He serves on the editorial boards
of numerous journals and was Editor of the American Psychiatric
Press’ Progress in Psychiatry series. He is the author of 7 books
and 360 journal articles and book chapters on stress, trauma,
dissociation, psycho-oncology, hypnosis, psychotherapy, and
mind/body medicine. Dr. Spiegel received his B.A. from Yale
and his M.D. from Harvard Medical School. He completed his
residency training in psychiatry at the Massachusetts Mental
Health Center and Cambridge Hospital and a fellowship at the
Laboratory of Community Psychiatry, all at Harvard Medical
School in Boston.
RESILIENCE TO STRESS: LESSONS FROM CANCER
AND 9/11
The advance of medical and other technology has not relieved us
of stress, but rather presents it to us in new forms: the threat of
terrorism, our ability to live longer with life-threatening illness.
This has spawned renewed interest in resilience, the abilities that
help us to better manage inevitable stressors. Our study over
several decades of people coping with advancing cancer, as well
as internet-based studies of responses to the 9/11 terrorist attacks,
have provided new insights into the types of coping strategies,
emotion management, and social support that are associated
with better outcome. A growing body of evidence demonstrates
that psychotherapeutic techniques such as group therapy and
hypnosis reduce distress, pain, and social isolation, and may even
improve survival time. Therapeutic domains include building
new networks of social support, encouraging the expression of
emotion related to the stress of illness, detoxifying fears of dying
and death, restructuring life priorities, improving relationships
with family and friends, and clarifying communication with
physicians. In addition, specific stress management techniques
such as training in self-hypnosis can effectively alter perception
of pain and anxiety and facilitate medical procedures. Techniques
such as hypnosis work by altering the function of specific parts
of the brain involved in perceptual processing. New mind/body
pathways linking stress and emotion management to diurnal
patterns of stress hormones such as cortisol and immune function
and to cancer progression will be reviewed. Evidence regarding
effects of biopsychosocial interventions on cancer progression will
be presented. The modulation of perception, emotion, cognition
and social support are critical elements in managing the stress of
medical illness.
In our internet-based study of 7,238 adults who completed
web-based questionnaires 2-12 weeks after 9/11, we found that
higher education, fewer negative changes in worldview, larger
social support networks, lower perceived social constraints,
and less self-blame at baseline predicted both higher well-being
and lower distress at 6-month follow-up. Higher well-being was
also associated with female gender, less emotional suppression,
and more use of planning and emotional support as coping
strategies. Lower global distress was also associated with less use
of denial, substances of abuse, and instrumental support as coping
strategies.
Taken together, these studies provide evidence that resilience
is not merely a matter of being upbeat in the face of adversity,
but consists of realistic optimism: facing the worst while hoping
for the best. Openness of emotional expression, a receptive and
supportive social network, and a world view that transcends
immediate stressors contribute to resilience: feeling may lead to
healing.
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Shannon Suldo,
Assistant Professor
of School Psychology,
2004 IPPS Fellow,
University of South
Florida—USA
Shannon Suldo, Ph.D., is an Assistant Professor of School
Psychology at the University of South Florida. She is a 2004
graduate of the School Psychology Program at the University of
South Carolina. Her research interests include the developmental
course of life satisfaction during youth, positive indicators of
children’s psychological well-being, strength-based assessment
and treatment, effects of parenting behaviors on adolescents’
mental health, and provision of school-based mental health
services, including evidence-based ecological interventions for
students with emotional and behavioral disorders.
IMPLICATIONS OF POSITIVE PSYCHOLOGY
RESEARCH FOR SCHOOL-BASED MENTAL HEALTH
SERVICES: THE CASE OF LIFE SATISFACTION
Subjective well-being is a key construct within positive
psychology. One facet of subjective well-being research that is
receiving increased attention is child and youth life satisfaction.
Existing research related to child life satisfaction will be reviewed,
followed by a discussion of the implications for the delivery of
school-based mental health services. Research with children and
youth has revealed that life satisfaction is related to a variety of
personality, environmental, and activity variables. Research has
also revealed that life satisfaction is a crucial cognitive variable
that serves both mediating and moderating functions with respect
to the development of various behavior problems. Implications
are derived that suggest modifications in the delivery of school
mental health services, including “best practices” related to
assessment, intervention, consultation, program planning and
evaluation, and diversity concerns. Although these practices
are applicable to the delivery of services to all children, special
attention will be devoted to modifications with respect to serving
children and youth with special needs.
George Vaillant,
Professor of Psychiatry,
Harvard University
School of Medicine
and Brigham & Women’s
Hospital—USA
Dr. Vaillant is a Professor of Psychiatry at Harvard Medical
School and the Department of Psychiatry, Brigham and Women’s
Hospital. Dr. Vaillant has spent his research career charting adult
development and the recovery process of schizophrenia, heroin
addiction, alcoholism, and personality disorder. He has spent the
last 35 years as Director of the Study of Adult Development at the
Harvard University Health Service. The study has prospectively
charted the lives of 824 men and women for over 60 years. His
published works include Adaptation to Life, 1977, The Wisdom of
The Ego, 1993, and The Natural History of Alcoholism-Revisited,
1995. His summary of the lives of men and women from
adolescence to age 80, Aging Well, was published by Little, Brown
in 2002.
A graduate of Harvard College and Harvard Medical School, Dr.
Vaillant did his residency at the Massachusetts Mental Health
Center and completed his psychoanalytic training at the Boston
Psychoanalytic Institute. He has been a Fellow at the Center for
the Advanced Study in the Behavioral Sciences, is a Fellow of the
American College of Psychiatrists and has been an invited speaker
and consultant for seminars and workshops throughout the world.
A major focus of his work in the past has been to develop ways of
studying defense mechanisms empirically; more recently he has
been interested in successful aging.
Dr. Vaillant has received the Foundations Fund Prize for Research
in Psychiatry from the American Psychiatric Association, the
Strecker Award from the Institute of Pennsylvania Hospital, the
Burlingame Award from The Institute for Living, and the Jellinek
Award for research in alcoholism. Most recently he has twice
received research prizes from the International Psychogeriatric
Society.
A NEW CHANCE AT WELL-BEING
In a 60 year follow-up of 456 inner city adolescents the Study
of Adult Development had previously demonstrated that men correctly predicted by the vulnerability criteria of Rutter, Garmezy
and Werner to be psychosocially disabled at 25 - often achieved
excellent midlife adjustments. Refollow up of this sample at 70-75
has revealed the surprising finding, that subjective enjoyment of
retirement was independent of mental and physical health at age 50.
In addition it was not affected by SES parameters or even
retirement income. The possible causal predictors of positive
retirement will be discussed.
45
Tom Wright, Professor,
Organizational
Behavior, University
of Nevada, Reno—USA
Thomas A. Wright is a Professor of
Organizational Behavior at the University of
Nevada, Reno. He received his Ph.D. in organizational behavior
and industrial relations from the University of California,
Berkeley. Similar to the Claude Rains character from the classic
movie, Casablanca, he has published in many of the “usual
suspects.” He owes his strong research and teaching interests on
issues involving employee health and well-being and business
ethics to both his mother, Mary, and his co-author and father,
Vincent, who tirelessly worked to raise him “right.” His personal
interests are designed to help foster a more positive outlook on
life, including spending time with his wife (Kay) and family,
hiking in the Sierra Nevada mountains, walking on a quiet ocean
beach, and competitively lifting weights with other aging gym
fanatics.
MORE THAN JUST A MIRAGE: THE ROLE OF
PSYCHOLOGICAL WELL-BEING IN WORK
PERFORMANCE AND EMPLYOEE TURNOVER
Using Fredrickson’s (1998, 2001) broaden-and-build model of
emotions as the theoretical base, I provide results from two field
studies testing the hypotheses that psychological well-being
(PWB) moderates the relations between job satisfaction and job
performance (Study 1), and between job satisfaction and voluntary
employee turnover (Study 2). In Study 1, relative to their lower
PWB and job satisfaction counterparts, those more positive in
PWB and job satisfaction received higher supervisory performance
ratings. In like fashion, in Study 2, relative to their lower PWB
counterparts, those more positive in PWB, irrespective of their level
of job satisfaction, were more likely to remain on the job.
46
F
ellows
Name
University/
Organization
Country
Poster Title
Boniwell, Ilona
Ph.D. Candidate, Research Psychology
The Open University
UK
Use of Time and Well-Being
Burton, Chad
Pd.D. Candidate, Social Psychology
University of MissouriColumbia
USA
Broaden and Build Through Writing
Chen, Hun-Hu
Ph.D. Candidate, Psychology
National Taiwan
University
Taiwan
Proactive Coping and Mental Health: Optimism
and Self-Esteem as Moderators
David, Susan
Ph.D. Candidate, Psychology
University of Melbourne
Australia
Does Emotional Intelligence Play a Role in
Psychological Well-Being?
Demir, Meliksah
Ph.D. Candidate, Psychology
Wayne State University
USA
Friendship Quantity and Friendship Quality:
Which Matters Most for Adolescents’ Happiness?
Dillard, Amanda
Ph.D. Candidate, Psychology
North Dakota State
University
USA
Why Is Such a Smart Person Like You Smoking?
Using Self-Affirmation to Reduce Defensiveness
to Risk Messages About Smoking
DiRago, Ana
Research Assistant, The Study of Adult
Development
Brigham & Women’s
Hospital
USA
Childhood Strengths and Occupational Status
Across the Lifespan
Duckworth, Angela
Ph.D. Candidate, Psychology
University of
Pennsylvania
USA
Discipline Outdoes Talent: Self-Control Predicts
Performance in High-Achieving Adolescents
Eells, Jennifer
Ph.D. Candidate, Social & Personality
Psychology
University of MissouriKansas City
USA
The Road to Happiness Itself: Comparing the
Effects of Writing Focused on the Process vs. the
Outcome of One’s Best Possible Future Self
Enns, Janelle
Ph.D. Candidate, Organizational
Behavior/Human Resource
Management
University of Toronto
Canada
Contingent Work Arrangements and the Search
for Meaning
Ersner-Hershfield, Hal
Ph.D. Candidate, Psychology
Stanford University
USA
A Limited Time Perspective Produces the
Experience of Poignancy
Fisher, Mickie
Ph.D. Candidate, Clinical Psychology
Case Western Reserve
University
USA
Self Forgiveness: Virtue or Vice?
47
Name
University/
Organization
Country
Poster Title
Forest, Jacques
Ph.D. Candidate, Industrial &
Organizational Psychology
University of Montreal
Canada
How Can People’s Work Make Their Lives More
Worth Living?
Friede, Alyssa J.
Ph.D. Candidate, Industrial &
Organizational Psychology
Michigan State University USA
George-Curran, Roberta
Ph.D. Candidate, Counseling
Psychology
University of Missouri Kansas City
USA
Positive Psychology and Health in a General
Medical Care Population
Guernsey, Rich
Ph.D. Candidate, Parks, Recreation &
Tourism
University of Utah
USA
The Effect of Quality of Life Improvements on
Retention in the United States Navy
Hershovis, Sandy
Ph.D. Candidate, Management
Queen’s University
Canada
Hitlin, Steve
Post-doctoral Fellow, Center for
Development Science
University of North
Carolina at Chapel Hill
USA
Self-Horizon Theory: Bringing Values Into the
Self and Social Psychology
Kneezel, Teresa T.
Ph.D. Candidate, Social & Personality
Psychology
University of California,
Davis
USA
Measuring Spirituality: Approach-Avoidance
Motivation and Sanctification in Personal
Strivings
Le, Thao
Ph.D. Candidate, Psychology
University of California,
Davis
USA
Practical and Transcendent Wisdom: A
Typological Approach
Linley, Alex
Post-doctoral Fellow and Lecturer
University of Leicester
UK
Coaching Psychology: The Positive Psychological
Foundations
Lischetzke, Tanja
Post-doctoral Fellow, Faculty of
Psychology & Education Sciences
University de Geneve
Switzerland
Why are Extraverts Happier Than Introverts?
Exploring the Role of Mood Regulation
Processes
Mayer, Anne-Kathrin
Post-doctoral Fellow, Life-Span
Research
University of Trier
Germany
Child-Related Emotions and Subjective WellBeing of Older Parents: Results of a 4-Year
Longitudinal Study
Mickels, Joseph
Post-doctoral Fellow, Personality
Psychology Cognitive Neuroscience
Stanford University
USA
The Power of Positive Emotions: The Enhanced
Preservation of Working Memory for Positive
Emotions in Old Age
Mikolajczak, Moria
Ph.D. Candidate, Psychology
Catholic University of
Louvain
Belgium
Does Emotional Intelligence Represent a
Protective Factor Regarding Mental and Somatic
Resistance to Stress?
Mobley, Paula
Graduate Research Assistant,
SHF Substance Abuse Prevention
Intervention
University of Hawaii
USA
Development of a Brief Multidimensional
Wellness Inventory
48
Support Systems as Predictors of Well-Being in
Student-Parents
Name
University/
Organization
Country
Poster Title
Ong, Anthony
University of Notre Dame USA
Post-doctoral Fellow, Principal Research
Investigator
The Contours of Resilience in Later Life
Otake, Keiko
Post-doctoral Fellow, Japan Society for
Promotion of Science
Kwansei Gakuin
University
Japan
Happy People Become Happier by Counting
Kindnesses in Daily Life
Paludo, Simone dos Santos
Ph.D. Candidate, Developmental
Psychology
Federal University of Rio
Grande do Sul
Brazil
Moral Emotions in Street Kids
Parks, Acacia
Ph.D. Candidate, Psychology
University of
Pennsylvania
USA
Preventing Depression With a Positive
Intervention
Potgieter, Johan
Post-doctoral Fellow, School of Psychosocial Behavioral Sciences
North West University of
Potchefstroom
South Africa
Future Time Perspective as a Potential Strength
During the Grieving Process of the Alzheimer
Caregiver
Pressman, Sarah
Ph.D. Candidate, Psychology
Carnegie Mellon
USA
Trait Positive Affect as a Predictor of Salivary
Cortisol in Healthy Adults
Raimer, Kathleen M.
B.A., Psychology (2004)
State University of New
York, Geneseo
USA
The Interaction Effect of Positive SelfPerceptions and Social Support on Internalizing
Stressful Events
Rowbothan, Kate
Ph.D. Candidate, Organizational
Behavior/Human Resource
Management
University of Toronto
Canada
Contingent Work Arrangements and the Search
for Meaning
Russell, Emily B.
Ph.D. Candidate, Counseling
Psychology
University of MissouriKansas City
USA
The Relationship Between Personality (FFM)
and Positive Affect
Slav, Keren
Ph.D. Candidate, Clinical Child
Psychology
Bar-Ilan University
Israel
An Attachment Perspective on Gratitude in
Couple Relationships
Solberg-Nes, Lise
Ph.D. Candidate, Clinical Psychology
University of Kentucky
USA
A Meta-Analytic Review Examining the Impact
of the Life Orientations Test on Coping
Solyi, Peter
Ph.D. Candidate, Clinical Psychology
University of Slovakia
Slovakia
Quality of Life in Young People in Slovakia
Spence, Gordon
Ph.D. Candidate, Coaching Psychology
University of Sydney
Australia
Laying Down an Evidence-Base for Life
Coaching: Current Research and Future
Directions
49
Name
University/
Organization
Country
Poster Title
Steca, Patrizia
Ph.D. Candidate, Psychology
University of Padova
Italy
Subjective Well-Being and Psychological WellBeing Along the Life Span
University of South
Suldo, Shannon
Florida
Post-Doctoral Fellow, University of
South Florida, Ph.D., 2004, University of
South Carolina
USA
Longitudinal Evidence for Existence of
Psychological Strengths During Adolescence
Szabo, Laura
Ph.D. Candidate in Sociology, Budapest
University of Economic Studies
The Gallup Organization
Hungary
Relationship of Personal Social Support Network
and Subjective Well-Being Among NonDisabled and Disabled People
Tam, Tania
Ph.D. Candidate, Psychology
Oxford University
UK
Positive and Negative Dimensions of Contact
Between Groups: Prejudice, Avoidance, and
Approach Behavior
Tong, Eddie
Ph.D. Candidate, Psychology
University of MichiganAnn Arbor
USA
1. An Implicit Theories Approach to Hope
2. What Good Are Implicit Theories in Positive
Emotion? Exploring the Role of Incremental
Theories as Psychological Resources in
Enhancing Positive Emotions
Tov, William
Ph.D. Candidate, Psychology
University of Illinois,
Urbana-Champaign
USA
Time Perspective and Subjective Well-Being
Wadlinger, Heather
Lab Manager/Research Assistant,
Emotion Lab
Brandeis University
USA
Perpetuating the Upward Spiral: Positive Affect
Broadens Attention
Waugh, Christian
Ph.D. Candidate, Social Psychology
University of MichiganAnn Arbor
USA
Benefits of Feeling Good and Feeling Close:
Positive Emotions, Self-Other Overlap, and
Perspective-Taking
Wingate, LaRicka
Ph.D. Candidate, Clinical Psychology
Florida State University
USA
Do Feelings of Effectiveness and Connectedness
Substantially Increase Quality of Life and
Subjective Well-Being?
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51
S
peakers Easy-Find Chart
Last, First Name
Date
Time
Location
Ahuvia, Aaron C.
Saturday, October 2
1:30-3:00 p.m.
Van Buren Room, 5th Floor
Anderson, Edward “Chip”
Friday, October 1
4:30-6:00 p.m.
Washington Room, 2nd Floor
Avolio, Bruce
Friday, October 1
12:30-2:00 p.m.
Washington Room, 2nd Floor
Bandura, Albert
Barling, Julian
Baumeister, Roy
Brackett, Marc
Brown, Norman
Caprara, Gian Vittorio
Carstensen, Laura L.
Sunday, October 3
Friday, October 1
Saturday, October 2
Saturday, October 2
Friday, October 1
Saturday, October 2
Friday, October 1
10:30-11:30 a.m.
10:30 a.m.-Noon
8:30-9:30 a.m.
3:30-4:30 p.m.
8:30-10:00 a.m.
1:30-3:00 p.m.
10:30 a.m.-Noon
Great Hall, 2nd Floor
Van Buren Room, 5th Floor
Great Hall, 2nd Floor
McKinley Room, 5th Floor
McKinley Room, 5th Floor
Washington Room, 2nd Floor
Great Hall, 2nd Floor
Cerf, Vinton
Clark, Andrew
(with Lelkes)
Clark, Andrew
Csikszentmihalyi, Mihaly
Thursday, September 30 5:30-6:30 p.m.
Friday, October 1
12:30-2:00 p.m.
Great Hall, 2nd Floor
Van Buren Room, 5th Floor
Saturday, October 2
Saturday, October 2
3:30-4:30 p.m.
1:30-3:00 p.m.
Van Buren Room, 5th Floor
Great Hall, 2nd Floor
Diener, Ed
Sunday, October 3
8:30-10:00 a.m.
Great Hall, 2nd Floor
DiRago, Ana
(with Vaillant)
Dykens, Elisabeth M.
Easterbrook, Gregg
Eid, Michael
Fivush, Robyn
Fredrickson, Barbara L.
Saturday, October 2
1:30-3:00 p.m.
Great Hall, 2nd Floor
Saturday, October 2
Saturday, October 2
Saturday, October 2
Friday, October 1
Friday, October 1
8:30-9:30 a.m.
10:30 a.m.-12:30 p.m.
1:30-3:00 p.m.
10:30 a.m.-Noon
10:30 a.m.-Noon
McKinley Room, 5th Floor
Great Hall, 2nd Floor
Van Buren Room, 5th Floor
Washington Room, 2nd Floor
Great Hall, 2nd Floor
Frisch, Michael B.
Gilman, Rich
(with Huebner and Suldo)
Graham, Carol
Friday, October 1
Saturday, October 2
10:30 a.m.-Noon
3:30-4:30 p.m.
McKinley Room, 5th Floor
Washington Room, 2nd Floor
Friday, October 1
12:30-2:00 p.m.
Van Buren Room, 5th Floor
Harter, Jim K.
Hayward, H’Sien
Holmes, John G.
Hsee, Christopher K.
Friday, October 1
Saturday, October 2
Friday, October 1
Saturday, October 2
4:30-6:00 p.m.
8:30-9:30 a.m.
12:30-2:00 p.m.
3:30-4:30 p.m.
Van Buren Room, 5th Floor
McKinley Room, 5th Floor
Great Hall, 2nd Floor
McKinley Room, 5th Floor
52
PRESENTATION TITLE
UNIVERSITY/ORGANIZATION
Aristotle’s Error and Revealed Preferences: If Money Doesn’t Buy
Happiness, Why Do We Act Like It Does?
How High-Achieving Students Apply Their Strengths
University of Michigan-Dearborn
Authentic Leadership Development: 100 Years Later
An Agentic Perspective on Positive Psychology
Positive Psychology at Work
Is There Anything Good About Men?
Emotional Intelligence and Positive Social Interaction Among Friends
The Paradoxical Power of Negative Emotions for Positive Psychology
Personal Determinants of Positive Thinking and Affect
Aging and the Positivity Effect: The Increasingly Forgettable Nature of
Negative Information
New Internet Discoveries
Deliver Us From Evil: Religion as Insurance
Happiness, Habits and High Rank: Human and Social Capital
Creativity
The Scientific Foundations of Happiness
A New Chance at Well-Being
Toward a Positive Psychology for Persons With Mental Retardation
The Progress Paradox: How Life Gets Better While People Feel Worse
Genetic and Environmental Influences on Subjective Well-Being
Narratives and Well-Being in Developmental Perspective
Positive Emotions and Flourishing Mental Health
Teaching Positive Psychology (Workshop)
Implications of Positive Psychology Research for School-Based Mental
Health Services: The Case of Life Satisfaction
Can Happiness Research Contribute to Development Economics?
Azusa Pacific University and Gallup Senior
Scientist
University of Nebraska-Lincoln and Gallup
Senior Scientist
Stanford University
Queen’s University School of Business
Florida State University
Yale University
Embry-Riddle Aeronautical University
University of Rome, “La Sapienza”
Stanford University
MCI
DELTA
DELTA
Claremont Graduate University and Gallup
Senior Scientist
University of Illinois, Urbana-Champaign and
Gallup Senior Scientist
Harvard University School of Medicine and
Brigham & Women’s Hospital
Vanderbilt University
The New Republic and The Brookings Institution
University of Geneva
Emory University
University of Michigan and Gallup Senior
Scientist
Baylor University
University of Kentucky
The Center on Social and Economic Dynamics,
The Brookings Institution
Managing the Human Difference
The Gallup Organization
The Positive Psychology of Disability
University of Pennsylvania
The Power of Positive Thinking in Close Relationships
University of Waterloo
What Behavioral Decision Theory Can Contribute to Happiness Research University of Chicago
53
Last, First Name
Date
Time
Location
Huebner, Scott
(with Gilman and Suldo)
Kauffman, Carol
(with Pawelski, Linley, & Reivich)
Kopp, Maria
(with Skrabski)
Kozusznik, Barbara
Saturday, October 2
3:30-4:30 p.m.
Washington Room, 2nd Floor
Friday, October 1
4:30-6:00 p.m.
McKinley Room, 5th Floor
Friday, October 1
8:30-10:00 a.m.
Great Hall, 2nd Floor
Sunday, October 3
8:30-10:00 a.m.
Washington Room, 2nd Floor
Friday, October 1
12:30-2:00 p.m.
Van Buren Room, 5th Floor
Friday, October 1
10:30 a.m. -Noon
Washington Room, 2nd Floor
4:30-6:00 p.m.
McKinley Room, 5th Floor
12:30-2:00 p.m.
McKinley Room, 5th Floor
Lelkes, Orsolya
(with Clark)
Lerner, Richard M.
Friday, October 1
Linley, Alex
(with Kauffman, Pawelski, & Reivich)
Friday, October 1
Lloyd, Paul
(with Lowman)
Lowman, Rodney
(with Lloyd)
Friday, October 1
12:30-2:00 p.m.
McKinley Room, 5th Floor
Luthans, Fred
Friday, October 1
4:30-6:00 p.m.
Washington Room, 2nd Floor
Manchin, Robert
Saturday, October 2
3:30-4:30 p.m.
Washington Room, 2nd Floor
May, Douglas R.
Friday, October 1
4:30-6:00 p.m.
Van Buren Room, 5th Floor
Mayerson, Donna and Neal H.
Saturday, October 2
8:30-9:30 a.m.
Van Buren Room, 5th Floor
Michalos, Alex C.
Mikulincer, Mario
(with Shaver)
Monaco, Paul
Saturday, October 2
Friday, October 1
8:30-9:30 a.m.
12:30-2:00 p.m.
Washington Room, 2nd Floor
Great Hall, 2nd Floor
Friday, October 1
11:30 a.m.-12:30 p.m.
Great Hall, 2nd Floor &
Washington Room, 2nd Floor
Morrison, Mike
Friday, October 1
2:30-4:00 p.m.
Great Hall, 2nd Floor
Murray, Charles
Friday, October 1
8:30-10:00 a.m.
Washington Room, 2nd Floor
Mustakova-Possardt, Elena
Narvaez, Darcia
Saturday, October 2
Friday, October 1
1:30-3:00 p.m.
8:30-10:00 a.m.
McKinley Room, 5th Floor
McKinley Room, 5th Floor
Nisbett, Richard
Oishi, Shigehiro
Pawelski, James O.
Pawelski, James O.
(with Kauffman, Linley, & Reivich)
Friday, October 1
Saturday, October 2
Friday, October 1
Friday, October 1
4:30-6:00 p.m.
1:30-3:00 p.m.
8:30-10:00 a.m.
4:30-6:00 p.m.
Great Hall, 2nd Floor
Van Buren Room, 5th Floor
McKinley Room, 5th Floor
McKinley Room, 5th Floor
54
PRESENTATION TITLE
UNIVERSITY/ORGANIZATION
Implications of Positive Psychology Research for School-Based Mental
Health Services: The Case of Life Satisfaction
Pivot Point Multi-Modal Coaching
University of South Carolina
Life Meaning: An Important Protective Factor in a Changing Society
Semmelweis University
Influence Tactics of Female and Male Managers Versus Their Perception
of Themselves and of Other People
Deliver Us From Evil: Religion as Insurance
University of Silesia
Thriving and Civic Engagement Among America’s Youth: Current
Findings From the 4-H Study of Positive Youth Development
Coaching Psychology: The Positive Psychological Foundations
Harvard University Medical School
Hungarian Ministry of Finance
Tufts University
University of Leicester
Integration of Positive Psychology Principles Into Consulting
Psychology & Management: Applications at the Individual, Group and
Organizational Levels
Integration of Positive Psychology Principles Into Consulting
Psychology & Management: Applications at the Individual, Group and
Organizational Levels
Positive Psychological Capital Management
Alliant University
The Constraints on Measuring Individual Well-Being, Social Network
and Time
Engaging the Human Spirit at Work: The Roles of the Psychological
Conditions of Meaningfulness, Safety, and Availability
Distance Coaching: A New Delivery Model for Positive Psychology
University of Nebraska-Lincoln
An Intractable Problem in Quality of Life (QOL) Measurement
Attachment Theory as a Potential Framework for Positive Psychology
Introducing Two New Documentaries: “Signature Strengths, Flow, and
Authentic Happiness” and “Personal Well-Being, Social Support, Health,
and Aging Well”
Lean Thinking Strategies for Continuous Improvement and
Breakthrough Thinking
Transcendental Goods and Human Accomplishment in the Arts
Cultivating Optimal Consciousness in the Lifespan and in the Micromoment
Integrative Ethical Education: Putting Flourishing Back Into Character
Education
Culture and Point of View
Residential Mobility, a Sense of Belonging, and Pro-Social Behaviors
A Philosophical Look at the Values in Action Classification
Character Development Coaching
Southeast Missouri State University
University of Nebraska-Lincoln and Gallup
Senior Scientist
The Gallup Organization - Europe
The Mayerson Foundation and Hummingbird
Coaching Services
University of Northern British Columbia
Bar-Ilan University
University of Toyota
American Enterprise Institute for Public Policy
Research
State University of West Georgia
University of Notre Dame
University of Michigan-Ann Arbor
University of Virginia
Vanderbilt University
Vanderbilt University
55
Last, First Name
Date
Time
Location
Pennebaker, James W.
Piliavin, Jane Allyn
Reivich, Karen
Schwartz, Barry
(with Sharpe)
Schwoerer, Catherine
Sunday, October 3
Friday, October 1
Friday, October 1
Saturday, October 2
8:30-10:00 a.m.
8:30-10:00 a.m.
4:30-6:00 p.m.
3:30-4:30 p.m.
Great Hall, 2nd Floor
Washington Room, 2nd Floor
McKinley Room, 5th Floor
Great Hall, 2nd Floor
Saturday, October 2
1:30-3:00 p.m.
McKinley Room, 5th Floor
Segerstrom, Suzanne
Seligman, Martin E. P.
Semmer, Norbert K.
Shapiro, Alexander
Saturday, October 2
Saturday, October 2
Friday, October 1
Sunday, October 3
1:30-3:00 p.m.
10:30 a.m.-12:30 p.m.
12:30-2:00 p.m.
8:30-10:00 a.m.
Washington Room, 2nd Floor
Great Hall, 2nd Floor
Washington Room, 2nd Floor
Washington Room, 2nd Floor
Sharpe, Kenneth E.
(with Schwartz)
Shaver, Philip R.
(with Mikulincer)
Sirgy, Joe
Saturday, October 2
3:30-4:30 p.m.
Great Hall, 2nd Floor
Friday, October 1
12:30-2:00 p.m.
Great Hall, 2nd Floor
Saturday, October 2
8:30-9:30 a.m.
Washington Room, 2nd Floor
Skrabski, Arpad
(with Kopp)
Spiegel, David
Suldo, Shannon
(with Huebner & Gilman)
Vaillant, George
(with DiRago)
Wright, Tom
Friday, October 1
8:30-10:00 a.m.
Great Hall, 2nd Floor
Friday, October 1
Saturday, October 2
8:30-10:00 a.m.
3:30-4:30 p.m.
Great Hall, 2nd Floor
Washington Room, 2nd Floor
Saturday, October 2
1:30-3:00 p.m.
Great Hall, 2nd Floor
Sunday, October 3
8:30-10:00 a.m.
Washington Room, 2nd Floor
56
PRESENTATION TITLE
UNIVERSITY/ORGANIZATION
Word Use as a Reflection of Social and Psychological State
Positive Consequences of Volunteering Across the Lifespan
Using Positive Psychology in Coaching
Practical Wisdom: Aristotle Meets Positive Psychology
University of Texas at Austin
University of Wisconsin
University of Pennsylvania
Swarthmore College
Discerning the Effects of a Well-Being Intervention Longitudinally:
Vocational Satisfaction, Self-Efficacy and Well-Being
Optimism and Health: Bright and Dark Sides
Successful Happiness Interventions
Work, Well-Being and Health
The Concept of Positivity in Psychology Theory and the Theme of the
Family in Contemporary Society
Practical Wisdom: Aristotle Meets Positive Psychology
University of Kansas
University of Kentucky
University of Pennsylvania
University of Berne
Russian Academy of Education
Attachment Theory as a Potential Framework for Positive Psychology
University of California, Davis
The Psychology of Quality of Life
Virginia Polytechnic Institute and State
University
Hungarian Federation of Mutual Funds
Life Meaning: An Important Protective Factor in a Changing Society
Resilence to Stress: Lessons From Cancer and 9/11
Implications of Positive Psychology Research for School-Based Mental
Health Services: The Case of Life Satisfaction
A New Chance at Well-Being
More Than Just a Mirage: The Role of Psychological Well-Being in Work
Performance and Employee Turnover
Swarthmore College
Stanford University School of Medicine
University of South Florida
Harvard University School of Medicine and
Brigham & Women’s Hospital
University of Nevada, Reno
57
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