PP & PPIPositive psychology is the study of the conditions and

processes that contribute to the flourishing or optimal functioning of people, groups, and institutions.

-(Gable & Haidt, 2005).

Definition for intervention is, ―(instance of) interfering or becoming involved.

-(Oxford Advanced Dictionary)

“Interventions that promote knowledge and behavior change via web-based programs that are typically theory driven, self-paced, interactive, tailored to the user and utilize the multimedia opportunities provided by the internet. The intervention websites are generally based on effective face-to-face interventions that have been operationalised and transformed for internet delivery”

- (Ritterband et al.2003)

Positive Psychological Intervention Studies:S.No Studies & PPI’s Conducted By N Result & Conclusion

1) Fordyce Happiness Program(PHEP)[Keeping busy, Socializing, Positive thinking & developing positive personality]

Fordyce (1977)Fordyce (1983)

338228

Self study program is helpful to students wishing to increase emotional satisfaction.

2) Positive Writing Wing et al.,2006King et al.,2000 ;Burton et al., 2004; Low et al.,2006

1751189060

Writing about positive emotional experiences with an emotion regulation cue led to significant increases in emotional intelligence, life satisfaction & well-being.

3) Gratitude Intervention Emmons et al., 2003Sheldon et al.,2006Della Porta et al.,2008; Froh et al.,2008;

20167130221

Participants who practiced counting their blessings and showed gratitude to life were reported of having higher levels of well-being.

4) Kindness Intervention Lyubomirsky et al.,2004; Otake et al.,2006; Tkach (2006).

147175285

Happy people were more motivated to perform after recognition and enactment of kind behaviors.

5) Goal Training/Life Coaching

Green (2006)Sheldon et al.,2006Spence et al.,2007McLeod et al.,2008

50786320

Greater well-being in terms ofenvironmental mastery and;Goal setting and planning leads to higher levels of well-being.

3

PPI’s Contd…

S.No PPI Study Conducted by N Results & Conclusion

6) Forgiveness Freedman et al.,1996; Reed et al., 2006.

1220

Intervention significantly enhanced hope & forgiveness in women

7) Self Management Kremers et al., 2006

119 SMW theory based intervention was useful for the aged women.

8) Mindfulness Bedard et al.,2003; Grossman et al.,2007; Zatura et al.,2008.

135220

Intervention consisting of insight meditation, guided visualization etc. improved the quality of life of participants

9) Well-being Therapy (WBT) Fava et al.,1998 Fava et al.,2005Ruini et al.,2006

2016111

Both well-being and cognitive-behavioral therapies were associated with a significant reduction of residual symptoms.

10) Cultivating sacred moments Goldstein (2007) 110 Cultivated spiritual experiences and writing about daily activitiesEnhances well-being equally like a writing intervention.

11) Positive Psychotherapy(PPT) Seligman (2004); Seligman et al.,2006; Rashid et al.,2006

18541122

PPT delivered to student groups significantly decreased levels of mild-to-moderate depression

through 1-year follow-up.

4

Positive Psychology Internet Interventions:S.No PPII

(Components Details)

Conducted By N Results & Conclusions

1)

Internet exercises like;1. Gratitude visit; 2. Three good things

in life; 3. You at your best; 4. Using “signature

strengths” in a new way;

5. Identifying signature strengths

Seligman et al.,2005

(577) 411

Two of the exercises namely ;Three good things in life; Using “signature strengths” in a new way; enhanced the well-being and reduced depression for six months.

2)

Randomized Controlled Trial;

3 group x 3 time periods1)Strengths Group2)Problem-Solving Group3)Placebo control GroupTime1)Baseline2)Post-test3)Follow-up

Mitchell et al.,2009

160

It supported with some requirement that well-being can be enhanced through intentional activity.

5

PPI in Indian context (Singh & Choubisa, 2009)90 Participants (HUL 267 Enrolled)Pre-post within group design.Meaning in Life Questionnaire, Brief Multidimensional

Students Life Satisfaction Scale, PANAS, Connor Davidson Resilience Scale & Cognitive and Affective Mindfulness Scale-Revised were used as measures.

Currently, an internet adapted and somewhat modified version in available at http://web.iitd.ac.in/~kamleshsingh/PPR/

Intervention Methodology:IntroductionThe importance and need of self-management strategies were

discussed after a brief welcome and round of introduction. Students gave their consent to be a part of the intervention. The information pertaining to the course of intervention was provided to the student participants.

2: Pre-TestingThe student participants filled up demographic information forms and

relevant self report inventories as mentioned in the measures section pertaining to life satisfaction, affect happiness and resilience.

3: Self-Management (Phase I) In this session, students were given a brief intro on the topic and the

role it plays in maintaining their lives. They were acquainted with the positive empowering effects of self-talk on the routine activities and the tasks in the long run. Apart from that questions such as their purpose in life and behavioral manifestations of perceived self and actual self were discussed.

Assignment-Students were told to exercise self talk before any task over a period of week and then share their feelings/experiences with the class.

Contd…4: Self Management(Phase II) A 10 minutes retrospection of the previous week’s activity was done and its

feedback was taken from the group. In this session, students were told to write few lines on the questions such as; Where are you spending your energy? What is important to you- Immediate or Delayed Gratification? Are you happy with your way of leading your life? The answers of these questions were discussed within the groups and effective

strategies were sought in response to overcome the troubles and impediments while making correct decisions in student life. Also, the problems of student lives regarding managing themselves were discussed, analysed and provided solutions.

5: Self Management (Phase III) Retrospective session and feedback of previous week In this session some of the more pertinent domains relating to managing oneself

like time, relationships and goals were focused upon and students shared their views regarding the amount of time spent in daily chores and the dynamics behind forming a friend circle.

Assignment-Students were requested to write about their short and long term goals and discussed both the types of goals.

 

Cont…6: Self Management (Phase IV) Retrospection and feedback of previous week In this session, the effects of physical exercises and meditation as self management

activity were discussed. They were told about the positive physiological effect of deep breathing, self-control relaxation, muscle relaxation etc.

Assignment- Students were asked to focus on breathing while concentrating on a particular imagery whenever they feel anxious, nervous or low and otherwise also whenever they feel so.

7: Self Management(Phase V) Retrospection and Introspection about previous week In this session, topics like self esteem, strengths, weaknesses and entertainment

were discussed. They were discussed and suggested ways of boosting their morale and self-esteem. Besides, the students were asked to;

Write about their best possible selves. Write about three good things happened and done by them. And, ways they indulge in kind of activities to entertain themselves. Besides, the students also cracked jokes for invoking humor and making the

atmosphere of discussion a lighter one.

Contd… 8: Self Management (Phase VI) Retrospection and Introduction about previous week In this session, focus was given on inherent qualities of

preaching’s in different religions, customs and traditions. The role of religious literature and spirituality was defined and discussed thoroughly with the participants. The role of temperamental quality like forgiveness and transcendental quality of gratitude were discussed.

Assignment-Students were asked to write a paragraph to someone they knew who have done well to them as a gesture of gratitude.

9: Self Management (Phase VII) Retrospection and Feedback In this session, students were told to develop a sense of gratitude

to whatever they have got in life, let off their grudges and be forgiving by nature. The students also discussed the importance of positively pacifying effects of altruistic kind acts and empathy to others apart from what/how they can contribute to the society.

Contd…10. Self Management(Phase VIII)Retrospection and Feedback In this session, students were made aware about the distinction

between internal and external locus of control as a key to self management. They were given insights from case studies about the importance of realistic appraisal of situations and the power of optimism. They were told to take responsibility for their actions and not to ignore or avoid them. Besides, they were shown ways through examples that how they can learn from different environments.

11. Case studyRetrospection and feedback In this session, students were given an assignment of writing a

case study of a person they have known anonymously and discuss the significance and learning’s from the case study with the rest of the class. Also, they were told to draw conclusive inferences and its impact on their lives.

Contd…12. Social ProblemRetrospection and feedbackIn this session, the students were told to write about a social problem that exists in our societies and also provided it’s most legitimate and radical solution. This problem was then discussed in class to enhance their perspectives and divergent thinking.13. Post TestIn this session, the students were given the same self report inventories which were provided to them during post testing and they were supposed to fill them.14:Conclusive/valedictory sessionIn this session, the researcher interacted with the student participants and thanked each one of them for their active participation in the intervention study. Nonetheless, some other queries of the students were pacified during this session.

Results:S.No

Pairs of Self-report Measures (N=77)

Mean±SD(Time 1)

Mean ±SD(Time 2)

t-value (df=76)Significance Level

(2-Tailed)

1.(Pair-1) Pre BMSLSS-Post BMSLSS

30.84±4.5 30.29±4.4 .996 .322

2 (Pair-2) Pre-MLQ-Post MLQ Subscale Dimensions:a) Pre-Presence-Post Presenceb) Pre-Search-Post-Search

45.88±8.123.32±6.022.56±6.7

46.27±7.824.17±5.522.10±7.4

-.432-1.460.652

.667

.148

.516

3 (Pair-3) Pre CAMSR-Post CAMSR Subscale Dimensions: a) Pre-Attention - Post-Attention b) Pre-Present Focus & Post-Present focus c) Pre-Awareness-Post Awareness d) Pre-Acceptance - Post-Acceptance

30.64±4.67.70±2.08.08±1.77.40±1.68.26±1.9

31.87±4.57.65±1.97.83±1.77.77±1.88.62±2.0

1.608.252

1.446-1.645-1.835

.112

.801

.152

.104

.070

4. (Pair-4) Pre PA-Post PA 32.36±6.3 32.83±7.1 -.630 .530

5. (Pair-5) Pre NA-Post NA 18.23±6.5 18.87±6.5-.810 .420

7.

(Pair-7) Pre GHS-Post GHS18.64±3.8 19.08±3.7

-1.107.272

8.(Pair-8) Pre CDRISC-Post CDRISC

36.48±4.738.09±4.9

-3.580 .001

Online Avatar of the well-being promotion program

To Pilot investigate the project done in a classroom setting with research evidence the program was adopted for delivery in an online environment.

Five Constructs were identified for creative transformation into a web delivered well-being promotion program.

They were : Time management, Stress management, Purpose in life, Emotional Intelligence, Self Management.

The web exercise were consisting of simple online and offline writing tasks that needs to be completed at the gap of 7 days by creating a login information and a personalized password.

A pre-post design methodology was adopted wherein standardized pre-testing questionnaires were given and after completing all the session (with 7 days gap in between) the post testing was done to measure the differences at both the times.

The website for the program was; http://web.iitd.ac.in/~kamleshsingh/PPR/Results (statistically obtained)from the pilot

study suggested that it is effective with Indian college students except the construct of purpose in life which is removed from the rectified version of the study. Currently its RCT version is open for students.

Results:S.No

Module Component Result

1 Time Management Time management skills increased after intervention

2. Stress management Better able to handle stress after doing the 5 step intervention.

3. Purpose in Life No change: As if a purpose is present in their lives already

4. Emotional intelligence The results indicated that their skills were enhance d but not much significantly.

5. Self management Timeliness of task accomplishment ; goal orientedness and one more domain were enhanced. Not overall skills.

Surrounding ( Socio- Cultural environment) which facilitate her well- being

Most Deprived Section: Rural Women

HigherLow

er

Awareness (relatively broader vision & interaction with other sub cultural groups)Economic independence

Relatively less socio- cultural barriers/ increase facilitators

Awareness (relatively broader vision & interaction with other sub cultural groups)Economic independence

Relatively less socio- cultural barriers/ increase facilitators

EducationAwareness (relatively broader vision & interaction with other sub cultural groups)Economic independence vs. poor and dependentRelatively less socio- cultural barriers vs. increase facilitatorsTremendous vs. mild social pressure

Urban women (comparatively empowered Section)

+

- Gender

Discrimi

n-ation

+

Lower

Higher