Changing Behaviour in Schools

My latest article for Positive Psychology News Daily is a review of a new Positive Psychology-based book by ed psych and consultant Sue Roffey, called Changing Behaviour in Schools: Promoting Positive Relationships and Well-being.

One of the great strengths of this book is its breadth, not just in terms of aims but also its evidence base. It draws on quantitative research from more than a dozen areas including restorative approaches, school culture and leadership, mental health, and values education, not just positive psychology. Thus the suggested approaches have a multi-dimensional foundation.  Not surprisingly, there isn’t space in just over 200 pages to describe positive psychology theories or research in great depth.

Roffey makes use of most of the main positive psychology concepts, such as flow, strengths, resilience, optimism, positive emotions, and emotional intelligence, although with the exception of emotional intelligence, they aren’t described in detail. Depending on your expectations and your association with positive psychology, this might be a disappointment or a welcome relief! I particularly liked the chapter on Being and Becoming Emotionally Literate, with its 11 dimensions of social and emotional literacy, and numerous questions for personal development.

I love the core message, which is that school can be a positive transformational experience, and that building positive relationships and school connectedness lead to both improved learning and better behaviour for all students.

Despite its limitations, I think this is a fabulous resource book for anyone working in primary or secondary education. Dip into almost any page and you will find some gem of information, a question that will challenge your thinking, an activity, or an insightful case study. If you picked up this book expecting it to help you manage challenging student behaviour you may be in for a surprise. It does this exceeding well in my opinion, but it does much more than that.

This book sets out the expectation that everyone in an education role, every teacher, trainee, teaching assistant, support person, and early childhood practitioner, can be a role model of well-being. Changing behaviour is schools is based on the premise that a theoretical knowledge of the subject isn’t sufficient. Teachers have to be able to do well-being in order to teach well-being.

For the full review, click here.

Hefferon & Boniwell's Book

Unusually for me, my posting for Positive Psychology News this month is a book review, Kate Hefferon and Ilona Boniwell’s Positive Psychology: Theory, Research and Applications. Don’t be put off by the fact that it’s a textbook, in short it’s a highly enjoyable, educational, and engaging read, well worth the £18-£20 it’s currently selling for online. It includes all the usual subjects such as positive emotions, subjective well-being and resilience, lots of new research, and topics you won’t find mentioned in other positive psychology textbooks, like the positive body, sex and positive death. I thoroughly recommend it whether you’re a student, lecturer, practitioner or positive psychology enthusiast. It’s so good it’s now at the top of our list of recommended reads on our Positive Psychology Masterclass!

For the full review, click here.

The Difference Engine

One of the very first pieces I wrote for Positive Psychology News Daily back in 2007 focused on the application of strengths – whether strengths as defined in positive psychology are always positive and how we know which strength to apply in any given situation. This was inspired by a great article by Barry Schwartz and Kenneth Sharpe (see below) about ‘practical wisdom’, the nous we all need to help us navigate life’s trickier waters. What I like about Schwartz and Sharpe is that they remind us that context is king. Positive psychologists tend to define strengths as inherently positive characteristics, but that doesn’t mean they can be applied willy-nilly, hence the need for some practical wisdom to guide our choice of behaviour.

This month’s article for Positive Psychology News looks at a 2011 paper by James McNulty and Frank Fincham (details below) in which the authors argue that positive psychology needs to be more contextual. They have a point – most psychology research is carried out on convenience samples of psychology students in a  college environment, which is hardly representative of people in the real world. They chose 4 well-documented positive psychology topics (forgiveness, positive attributions, optimism and kindness), presenting research which counters the usual positive psychology claims that more of them is better for well-being. However, I found their conclusions more interesting, in particular:

• The need to study the implications of various psychological concepts in the context of both happy and unhappy people. Perhaps some may benefit people in optimal circumstances, but may harm people in suboptimal circumstances. For example, some may not be suitable for people in therapy.

• The need to examine the implications of psychological characteristics over a long period of time. Most of the positive psychology studies look at consequences over the short term, the assumption being that if the immediate outcome is positive, the long term result will be too.

Of course, we should not forget that positive psychology is a very young discipline (about 13 years old). Hopefully it will continue too grow and mature, and perhaps over time it may even acquire the scientific kudos that Seligman is so keen on.

To read the full article and readers’ comments, click here.

* McNulty, J.K. & Fincham, F.D. (2011). Beyond positive psychology? Toward a contextual view of psychological processes and well-being. American Psychologist. doi: 10.1037/a0024572.

In the Positive Psychology Masterclasses that I co-present with fellow University of East London MAPP graduate, Miriam Akhtar, the important role that gratitude plays in boosting well-being often comes up. Gratitude is active when people write thank-you letters, reflect on three good things at the end of the week, or simply say, “Thank you,” to someone (and really mean it).

But our participants often balk at the prospect of reading out loud a Thank You letter to the person they want to thank. It seems that this kind of overt display of positive emotion is a step too far. “Posting a letter is one thing,” said Katrina, “but I couldn’t stand in front of [Mrs  X] and read it out loud – way too embarrassing, for both of us!”

As it happens, we’re in good company here: Thank you, Sonja Lyubomirsky, for being honest enough to admit that expressing gratitude doesn’t float your boat either.

The Importance of Fit

During our MAPP programme, when we were assigned to test out various happiness-enhancing activities on ourselves and report back, we often argued about the idea of fitness. Some of us found that a particular exercise worked really well, and we may even have continued to practice it after our assignment was handed in, whereas other students couldn’t get on with it at all and stopped at the earliest opportunity.

In her book, The How of Happiness, Sonja Lyubomirsky devotes a whole chapter to the question of suitability, pointing out that although it’s widely accepted in the domains of diet and physical health, thinking about whether a particular approach will suit us isn’t something we often do when considering our emotional and psychological health.  She explains three elements of suitability: fit with the source of your unhappiness, fit with your strengths, and fit with your lifestyle. The advice is that choosing appropriately will vastly increase your chances of succeeding when you’re contemplating doing any exercises to increase your well-being.

On top of suitability, her new research with her colleagues Rene Dickerhoof and Julia Boehm (University of California, Riverside) and Kennon Sheldon (University of Missouri, Columbia) suggests there are two other important factors which influence your chances of increasing your happiness when you carry out an evidence-based happiness exercise: your motivation and the effort you invest.

Longitudinal Study

In this study involving approximately 330 students, Sonja Lyubomirsky and colleagues gave participants two choices: they could choose to participate in a happiness intervention or they could choose to participate in a cognitive exercises study. Participants in both groups were randomly assigned to one of two empirically-validated positive exercises or to a control activity, each of which involved writing for 15 minutes per week for 8 weeks, as described below:

• Evidence-based exercise 1: Expressing optimism by writing about an imagined future ideal self
• Evidence-based exercise 2: Expressing gratitude by remembering times when you were grateful to another person and writing a letter to that person (but not sending it).
• Control Activity: Writing about what you did in the past 7 days

Well-being was assessed using a range of measures at the start of the study, at the end of the 8^th week, and again another 6 months later. The degree of effort and energy that participants put into their writing exercises every week was assessed by independent coders who ranked it on a 7 point scale.

The Motivation Effect

The researchers interpreted self-selection into the happiness intervention group as an indication of motivation to become happier. They hypothesized that that the ones in the happiness intervention group that performed one of the positive exercises would report greater gains in well-being than those in the cognitive exercises group, even though they completed exactly the same empirically-validated happiness activities. They predicted that participants in the experimental conditions in both groups would report greater gains in well-being than those in the control condition.

The Effort Effect

Researchers also predicted that those participants who exerted more effort would demonstrate a greater boost in their well-being compared to those who exerted less effort, and that the effort effect would be strongest in the two experimental conditions and weakest or non-existent in the control condition.

The Results

As a whole, combining both happiness intervention and cognitive exercise groups, there was no significant difference in the well-being levels of the participants who completed the two empirically-validated exercises compared to the control group either at the end of the 8^th week, or at the 6 month follow-up.

Given that expressing gratitude and optimism have been shown in other studies to increase well-being, this may come as a surprise. The researchers explain this in terms of the role played by one’s motivation to be happier. In other studies, all participants were interested in increasing their own happiness and were aware that this was the purpose of the study. In this research, some participants thought they were signing up for cognitive exercises, but at the start were told that the aim of the study was to improve well-being. In other words, it may be that expressing optimism or gratitude is simply not as meaningful or useful to people who aren’t motivated to practice them.

At the end of 8 weeks the happiness intervention participants reported greater increases in well-being compared to the participants in the cognitive exercise group. The happiness intervention participants who completed the positive exercises reported greater increases in well-being compared to both the cognitive exercise participants who did the same exercises and to those in the control condition.

After 6 months, the happiness intervention participants who completed the positive activities reported greater boosts in well-being than those in the cognitive exercise group who practiced the same exercises and than those in the control groups.

What Role does Effort Play?

In terms of effort, as predicted, the results suggest that the amount of effort we use when practicing positive exercises such as expressing optimism or gratitude does affect subsequent gains in well-being, but doesn’t have a significant effect when we do a neutral or less meaningful activity, such as listing our previous week’s activities.

Research conclusion

The study results indicate that motivation to become happier (in this case demonstrated by self-selection into the happiness intervention group) and continued effort make a difference, but only in the two positive activity conditions, not the control.

Lyubomirsky and her colleagues conclude that happiness activities such as expressing optimism and gratitude are more than just placebos, but that they are more effective when participants are motivated to improve their well-being and put effort into doing them.

Summary

We can sum all of this up by saying that if you want to increase your happiness, there are three basic  rules you need to be aware of:

1. It’s important to do the right positive exercise.  It needs to be empirically validated, and it needs to be right for you. If expressing gratitude or optimism doesn’t do it for you, try something else.
2. You must be highly motivated to improve your well-being, and, if you’re working with clients, they need to be aware of purpose of the positive exercise. Sceptics need not apply!
3. There’s no getting away from it. You have to carry out the activity conscientiously and persistently. In other words, you need to invest time and effort into practicing. If you think you can take short cuts, forget it!

So with those three guidelines in mind, what will you do differently?

Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: An experimental longitudinal intervention to boost well-being. Emotion, 11(2), 391-402.

Lyubomirsky, S. (2007). The How of Happiness: A Scientific Approach to Getting the Life You Want. New York: Penguin Books.

Images

1. Gratitude: Kateausburn

2. Bright Optimism: Theen Moy

3. Day 25 Effort: Toastwife

The Happy Couple

Here’s my March 2011 article for Positive Psychology News Daily, in it’s entirety – sorry that it’s so late!

This month focuses on new research behind the meaning of smiling, and in particular, the intriguing differences between men’s and women’s smiles.

I don’t know what it is about March but for me it’s such an optimistic month. Spring is well and truly here, the buds are appearing, daffodils blooming and gone are the long dark days of winter. Spring is also the time for love and romance – you can just picture the scene, the happy couple smiling as they emerge from the church, wedding bells ringing in the air and confetti floating like blossom on the wind.

Yearbook Smiles

Thinking about smiling, marriage and well-being, one piece of research that every student of positive psychology can reel off is the Yearbook Study, in which the genuineness (or ‘Duchenne-ness’ as Chris Peterson calls it) of women students’ smiles in their college yearbook photos predicted, 30 years later, whether they were married and scored highly on life satisfaction, good relationships and managing stress. This study by Lee Anne Harker and Dacher Keltner in 2001 is often used to illustrate the ‘build’ aspect of Barbara Fredrickson’s Broaden and Build theory of positive emotions – that positive emotions are about more than just feeling good, they help to build social and psychological resources too. In short feeling happy now is much more than an end in itself, it’s also an important influence on your future well-being.

One of the limitations of this research is, obviously, that its participants are all female – it used data from a pre-existing study (the Mills Longitudinal Study) – and I wonder how much it also applies to men. Do men’s smiles now predict future happy marriages and personal life satisfaction?

But What About Men?

Yesterday I accidentally came across a little snippet of new research by Simine Vazire, Laura Naumann, Peter Rentfrow and Samuel Gosling on smiling which suggests that male and female smiles don’t mean the same thing. In other words smiling reflects different emotions depending on gender. This study found that smiling is positively associated with positive emotion in women but not in men. In men, smiling is negatively associated with negative emotion. Curious isn’t it?

Equally happy?

In the study, 76% of women smiled compared to only 41% of men, although they experienced similar levels of positive emotion (measured using the PANAS – Positive and Negative Affect Scale).  In short, positive emotion is a strong positive predictor of smiling for women but not for men, and negative emotion is a strong negative predictor of smiling for men but not for women.

Different Adaptations for Men and Women?

So, if we’ve got this right it would seem that women smile when they’re happy, and men smile when…well…they’re not unhappy. In line with Jacob Vigil’s socio-relational framework of expressive behaviours (which in lay terms means that the way we express certain emotions is adaptive and motivates others to respond to us in ways which enhance our social fitness) Simine Vazire and her colleagues suggest that in women, smiling signals warmth, trustworthiness and enthusiasm to others, and in doing so attracts fewer and more intimate relationships (not sure about the fewer!), whereas in men, smiling signals confidence, calmness and a lack of self-doubt and distress, which apparently attracts numerous, less intimate relationships.

If that’s the case, then this adds some further detail to Fredrickson’s Broaden and Build theory. Perhaps the Yearbook Study isn’t quite as straightforward as it’s often portrayed, and the positive emotional paths to future well-being are rather more winding than direct. It would be interesting to see if a similar study of men’s smiling  or unsmiling yearbook photos resulted in similar well-being outcomes.

It’s a bit of a cliché that men complain that they don’t understand women, but to me it now seems the other way round. I mean, what is it that men do when they’re feeling happy then, if it’s not smiling? Any suggestions??

Harker, L., & Keltner, D. (2001). Expressions of positive emotion in women’s college yearbook pictures and their relationship to personality and life outcomes across adulthood. Journal of Personality and Social Psychology, 80(1), 112-124.

Vazire, S., Naumann, L.P., Rentfrow, P.J.& Gosling, S.D. (2009). Smiling reflects different emotions in men and women. Behavioral and Brain Sciences, 32(5), 403 -405. Abstract.

Vigil, J.M. (2009). A socio-relational framework of sex differences in the expression of emotion. Behavioral and Brain Sciences, 32 (5), 375 -390.

Zhivotovskaya, E. (2008). Smile and Others Smile with You: Health Benefits, Emotional Contagion, and Mimicry. Positive Psychology News Daily.

Images

The happy couple: Bride, you may kiss by e3000

Equally happy?:  Promenade in the rain by seanmcgrath