The Wiley Blackwell Handbook of Positive Psychological Interventions	3
	Contents	9
	List of Contributors	13
	Preface	17
	References	20
	Part I Established Areas of Intervention	23
	1 Gratitude Interventions: A Review and Future Agenda	25
	What Is Gratitude and How Is It Measured?	25
	Findings from the Science of Gratitude	27
	Interventions to Increase Gratitude in Adults	27
	Counting blessings	28
	Three Good Things	29
	Grateful self-reflection	29
	The “Gratitude Visit”	30
	Summary of gratitude interventions	31
	Interventions to Increase Gratitude in Children and Adolescents	31
	Counting blessings	31
	The “Gratitude Visit”	32
	Learning schematic help appraisals	33
	Next Steps for Gratitude Interventions	34
	Use of gratitude in clinical therapy	34
	Use of booster sessions to strengthen interventions	36
	Consideration of moderators in interventions	36
	Infusing gratitude into existing school curricula	37
	Modern forms of communication and interaction	37
	Conclusion	38
	Note	38
	References	38
	2 Positive Psychological Interventions for Promoting Forgiveness: History, Present Status, and Future Prospects	42
	Introduction	42
	Evidence-based benefits of forgiving	44
	Other uses of forgiveness interventions	44
	Descriptions of Forgiveness Interventions	45
	Group interventions	46
	Interventions to promote forgiveness in couples	48
	Do Forgiveness Interventions Work?	51
	Efficacious Components of Forgiveness Interventions	53
	Unresolved Questions about Forgiveness Interventions	55
	What are the theories of change?	55
	Are common factors at play in forgiveness interventions?	56
	How does forgiveness relate to other virtues?	57
	Do forgiveness interventions do more than promote forgiveness?	57
	Who responds to forgiveness interventions?	58
	Are cultural adaptations required?	58
	Conclusion	58
	References	59
	3 Nurturing the Capacity to Savor: Interventions to Enhance the Enjoyment of Positive Experiences	64
	Conceptual and Empirical Background to Savoring	65
	Conceptual background	65
	Empirical background	66
	Interventions Intended to Enhance Enjoyment of Positive Experiences	67
	Past-Focused Savoring Interventions	68
	Thinking about positive events	68
	Positive reminiscence	68
	Recalling three positive daily events	71
	Basking in achievement/acknowledging the role of others	71
	Reflecting on recent personal acts of kindness	72
	Present-Focused Savoring Interventions	72
	Increasing the use of savoring strategies	72
	Adopting a positive focus	74
	Taking mindful photographs	74
	Engaging in daily savoring exercises	75
	Enhancing active-constructive communications	75
	Future-Focused Savoring Interventions	75
	The power of positive imagination	77
	The benefits of scarcity	77
	A Supplementary Meta-Analysis	78
	Recommendations and Future Directions	80
	Designing new interventions	80
	Unresolved Issues and Concluding Thoughts	82
	Acknowledgment	83
	References	83
	4 Strengths Interventions: Current Progress and Future Directions	88
	An Overview of the Strengths Perspective	88
	Various Approaches to Conceptualizing and Assessing Strengths	90
	Strengths as Developed Talents: The Gallup Model	90
	Strengths as Elements of Character: The Values in Action Model	91
	The Current Nature of Strengths Interventions	92
	Scope of This Chapter	94
	Review of Existing Strengths Intervention Research	94
	Strengths interventions in educational settings	94
	Strengths interventions in the workplace	100
	Recommendations for Practice	101
	Recommendation 1: Conceptualize strengths as dynamic capacities that can be developed, not as fixed entities that are either present or absent	101
	Recommendation 2: Remember that strengths are manifested in relationship with each other rather than in isolation, and that they exist in degrees rather than as qualities that an individual either possesses or lacks	103
	Recommendation 3: Design strengths interventions by first delineating the desired outcomes and then integrating empirically supported strategies for their attainment into the intervention plan	104
	Recommendation 4: Create a strengths intervention plan that contains elements that are designed to reinforce learning over a long time horizon	105
	Suggestions for Future Research	105
	References	107
	5 Promoting Meaning and Purpose in Life	112
	Meaning-Oriented Interventions	113
	Toward New Approaches	116
	A theoretical model of meaning in life	116
	A new approach to promoting meaning	116
	Promoting comprehension	117
	Promoting purpose	123
	Future Directions for Meaning-Enhancing Interventions	124
	References	126
	6 Empathy-Related Interventions	133
	What Is Empathy?	134
	Antecedents	135
	Processes	136
	Intrapersonal outcomes	136
	Interpersonal outcomes	137
	Summary	137
	Empathy Interventions	138
	Perspective taking	138
	Instructional approaches	143
	Audio/visual media	145
	Skills training	147
	Empathy Interventions: What Works?	149
	Conclusion	151
	References	152
	Part II New and Emerging Areas of Intervention	157
	7 Creativity as a Target and Tool for Positive Interventions	159
	Creativity as a Target for Positive Interventions	160
	The intrinsic value of creativity	160
	Approaches to the Enhancement of Creativity	161
	Cognitive/ideational approaches	161
	Social/motivational approaches	162
	Personality approaches	162
	Two applied examples in business and education	163
	Creativity as a Tool for Increasing Well-Being	166
	Building Creativity-Based Positive Interventions	169
	An example of a positive intervention – exploring your creative potential	170
	Conclusion	170
	Acknowledgments	171
	Notes	171
	References	172
	8 Do Good Things Come to Those Who Wait?: Patience Interventions to Improve Well-Being	177
	Historical Perspectives on the Virtue of Patience	177
	Defining and Discriminating Patience	178
	What patience is not	179
	Patience and Well-Being	180
	Empirically Tested Patience Interventions	181
	Future Directions for Patience Interventions Research	183
	Isolating patience-increasing activities	183
	Improved control conditions for social desirability	184
	Is patience a buffer against negative emotions or a producer of positive emotions?	184
	Moving beyond individual well-being: interpersonal outcomes	185
	Possible Applications of Patience Interventions	186
	Note	187
	References	188
	9 Courage Interventions: Future Directions and Cautions	190
	Definition	190
	Types of Courage	191
	Possible Models Leading to Interventions	192
	Encouragement from others	193
	Self-encouragement	194
	Caution: low or negative value goals	195
	Caution: genuine risk	197
	Caution: research outcome concerns	197
	Conclusion	198
	References	198
	10 Humor Intervention Programs	201
	What Is Humor?	202
	Measurement Issues	202
	Early Humor Intervention Studies	203
	The 7 Humor Habits Program	204
	Home play and humor log exercises	205
	Review of research testing the impact of the 7HHP	205
	Use of the 7 Humor Habits Program in clinical practice	209
	Considerations for Future Humor Intervention Research	210
	Does pre-intervention sense of humor impact the effectiveness of the 7HHP?	210
	Can brief humor interventions be effective?	210
	How much engagement in training activities is needed?	211
	Can morally good forms of humor be promoted?	211
	From boosting resilience to well-being and flourishing?	212
	Conclusion	212
	Acknowledgment	213
	References	213
	11 Enacting Flow and Student Engagement in the College Classroom	216
	Flow Theory and Student Engagement	216
	Research on Flow in Educational Settings	217
	Toward Interventions to Facilitate Flow and Engagement in Learning	218
	The Study	220
	Method	221
	Results	226
	Discussion	230
	Facilitating Flow in Educational Contexts	232
	References	233
	12 Positive Education and Teaching for Wisdom	235
	Understanding Wisdom: A Variety of Approaches	236
	Wisdom Theory in Positive Psychology and the CSV	237
	Wisdom as intellectual virtue	237
	Wisdom Theories in the Science of Wisdom	238
	Wisdom as personality	238
	Wisdom as pragmatic expertise	239
	Wisdom as balanced decision-making	240
	Wisdom as narrative understanding and self-insight	240
	Summary of theories of wisdom	241
	Positive Education	242
	Teaching for Wisdom	242
	Project Wisdom and WiseSkills	243
	Sternberg’s “balanced” curriculum	244
	English Teacher Wisdom Project	246
	Conclusion and Discussion	249
	Notes	250
	References	250
	Part III Areas of Application	255
	13 Positive Family Therapy Interventions	257
	Systems Theory	257
	Communication Theory	258
	Social Constructivism	258
	Positive Family Therapy	259
	Broaden and Build Theory	260
	Approach Goals	260
	Interventions in PFT	261
	Strengths	261
	Paraphrasing	262
	Positive empathy	262
	Circular questioning	263
	Capitalization	264
	Formula First Session Task	265
	Success finding	266
	Visualizing success	267
	The miracle question	268
	Catching-your-child-being-virtuous	271
	Family rituals	272
	Conclusion	272
	References	273
	14 Applications of Positive Psychology to Individual Therapy	277
	Positive Psychological Therapy Models	278
	Strengths-Based Counseling	278
	Strength-Centered Therapy	279
	Quality of Life Therapy	281
	Well-Being Therapy	283
	Hope Therapy	284
	Positive Psychotherapy	286
	Individual Client Exercises Informed by Positive Psychology	287
	Forgiveness exercises	287
	Gratitude exercises	289
	Altruism exercises	289
	Optimism exercises	290
	A note on using positive psychological interventions and exercises	291
	Conclusion	291
	References	291
	15 Evidence-Based Coaching as a Positive Psychological Intervention	295
	What Is Coaching?	295
	Coaching psychology or evidence-based coaching?	296
	What Is the Evidence for Evidence-Based Coaching?	298
	Evidence-based coaching in organizations	298
	Evidence-based coaching in education	299
	The Relationship Between Positive Psychology and Coaching Psychology	301
	Highly complementary disciplines	301
	The emergence of positive psychology coaching	302
	Strategic Integration of Positive Psychology and Coaching Psychology	302
	Future Research and Implications	304
	Conclusion	305
	References	305
	16 Online Positive Psychological Interventions: State of the Art and Future Directions	308
	What Are Online Positive Psychological Interventions?	309
	Definition of online interventions	309
	Online positive psychological interventions	310
	For whom?	311
	Benefits of Online Positive Psychological Interventions	311
	Self-management/empowerment	311
	Population strategy by high scalability	312
	Effectiveness of Online Positive Psychological Interventions	312
	Examples of online positive psychological interventions	312
	Online positive psychological interventions, a review of randomized controlled studies	312
	The Future of Online Positive Psychological Interventions	323
	Persuasion	323
	Quality standards for interventions	325
	Quality standards for research designs	325
	Creating a business model	326
	Conclusion	327
	References	328
	17 Resilience Interventions for Youth	332
	Positive Prevention Programs	332
	The Penn Resiliency Program	332
	The Positive Psychology Program	334
	A Positive Treatment Program: Game-Based Cognitive-Behavioral Therapy for Child Sexual Abuse	335
	Theoretical framework	336
	Group structure	337
	Therapeutic topics	338
	Conducting a GB-CBT group	339
	Group game examples	341
	Caregiver group	342
	Caregiver group games	343
	Empirical research	343
	Future directions	344
	Conclusion	344
	References	345
	18 Positive Social Identity Interventions: Finding a Conduit for Well-Being in Stigmatized Group Memberships	349
	The Construction of Social Identity	350
	Evidence for Group Identification as a Predictor of Health and Well-Being	351
	Moderators of the Well-Being Benefits of Group Identification	353
	Positive Social Identity Interventions	353
	Social self-definition/redefinition interventions	355
	Social identity affirmation interventions	356
	Collective action interventions	357
	Discussion and Future Directions	358
	Conclusion	360
	Note	361
	References	361
	19 Adapting a Positive Psychological Intervention for People with Schizophrenia	366
	Understanding Schizophrenia Symptoms, Treatment, and Recovery	367
	The Role of Positive Psychological Interventions in Recovery	368
	Adapting Positive Psychotherapy for Persons with Schizophrenia	369
	Results from the Positive Living Pilot Study	372
	Recommendations for the Adaptation of Positive Psychological Interventions	374
	Conclusion	375
	References	376
	20 Adapting Positive Psychology for Smoking Cessation	380
	General Information on PPT-S	381
	Homework	382
	Participants’ Introduction to PPT	382
	Three Good Things (Week 1 and Beyond)	383
	Gratitude Visit (Week 2)	385
	Savoring (Week 3)	386
	Active-Constructive Responding (Week 4)	387
	Savoring Acts of Kindness (Week 5)	388
	Closing Thoughts and Memory Building (Week 6)	389
	Additional Exercises	389
	General Reflections	389
	Recommendations	390
	Conclusion	391
	References	391
	Part IV Special Considerations	393
	21 Making Happiness Last: Using the Hedonic Adaptation Prevention Model to Extend the Success of Positive Interventions	395
	Becoming Happier	395
	Barriers to Becoming Happier	396
	How to Sustain Happiness through Positive Activities	398
	Positive emotions and events	398
	Aspirations	400
	Variety	401
	Appreciation	403
	Conclusion	404
	References	405
	22 Person–Activity Fit in Positive Psychological Interventions	407
	Introduction	407
	Why Person–Activity Fit?	408
	Historical Precedents for Person–Activity Fit in Interventions	409
	Theories of Person–Activity Fit	410
	Strengths	411
	Weaknesses	413
	Specific Examples of Person–Activity Fit	414
	Personality	414
	Motivation	418
	Ethnicity	419
	Implications and Future Directions	420
	Personalized Positive Psychology	420
	References	421
	23 Taking Culture into Account with Positive Psychological Interventions	425
	The Role of Culture in Positive Interventions	426
	Definitional differences across cultures	427
	Differential relationships between positive constructs	428
	Different manifestation of positive characteristics	430
	Attention to Cultural Facets Other than Race, Ethnicity, and Nation of Origin	432
	Suggestions for Researchers	432
	Attention to equivalence issues	433
	Avoiding deficit models	433
	Over-sampling underrepresented groups	434
	Moving beyond East/West distinctions and including multicultural studies	434
	Conclusion	435
	References	435
	24 Dovetailing Ethical Practice and Positive Psychology to Promote Integrity, Industriousness, Innovation, and Impact	438
	Ethical, Professional, and Scientific Standards	440
	Why Are Ethical, Professional, and Scientific Standards Necessary for Positive Psychology?	441
	What Do Positive Psychological Interventions Include?	442
	The positive and negative divide	443
	Avoiding harm (non-malificence) of positive interventions	443
	Efficacy (beneficence) of positive interventions	444
	Competency and training issues associated with positive interventions	446
	Acknowledgment of prior work	447
	Positive psychology and ethics – the ideal partnership	448
	Recommendations for the Field of Positive Psychology to Flourish: Integrity, Industriousness, Innovation, and Impact	449
	Integrity	449
	Industriousness	449
	Innovation	449
	Impact	450
	Moving Forward to Dovetail, and Not Just Join, Positive Psychology and Ethical/Professional Practice	450
	Conclusion	451
	References	452
	25 Beyond Life Satisfaction: A Scientific Approach to Well-Being Gives Us Much More to Measure	455
	Subjective Well-Being and Human Nature	456
	Life Satisfaction Will Not Reliably Capture Well-Being	458
	Available Models of Well-Being	460
	Domain-Specific Patterns	461
	Behavioral Measures	463
	Experience Sampling – You Can Make an App for That	464
	Meaning	465
	Extended Well-Being – Including Close Others’ Welfare as an Extension of One’s Own	466
	An Index of Well-Being	466
	Conclusion	467
	Note	468
	References	468
	26 Positive Psychological Interventions and Self-Perceptions: A Cautionary Tale	472
	Cautions from Self-Enhancement Research	473
	Emphasizing Positive yet Realistic Self-Perceptions	476
	Progressing from Current to Ideal Self	477
	The Self-Perception Equilibrium	480
	Conclusion	481
	Acknowledgment	481
	References	481
	27 Act Well to Be Well: The Promise of Changing Personality States to Promote Well-Being	484
	The Study of Personality	485
	Application of Manipulating Personality States to Increase Positive Affect	487
	Application of Enacting Personality States to Facilitate Well-Being	488
	Work performance	488
	Creative thinking	489
	Post-traumatic growth	490
	Future Directions	491
	Conclusion	492
	Acknowledgments	492
	References	493
	Index	497