Assignment 1: Consultant Submission (1751 Words)

By
Carly Lamb
919731

Subject: Introduction to Positive Psychology

Subject Coordinator: Paige Williams
Date: 10th May 2017
The following information provides the details, evidence to support design, empirically
supported interventions and assessments, and expected outcomes of a positive
psychology intervention (PPI) Program planned to “make life better” at Genesis Fitness
Club, Bundoora.

Genesis Fitness Club is the gym I have been operating my Personal Training Business
through, and also hold the role of ‘Fitness Recruitment Manager’. After analysing the
workplace, I have identified the need for applied positive psychology and
implementation of PPI within the personal training team.

I propose the areas in need of and a (PPI) program are engagement and self-efficacy.
The specific PPI Program I propose is undertaken, is as follows;

The program is run over 6 sessions. The first week will consist of two sessions (No longer
than 60mins) Tuesday and Friday. I have specifically assigned two sessions in the first
week to ensure staff remain connected to positive emotions as this will be the
underlying factor that will need to be harnessed and in turn, motivate the team to move
towards change (Diener,2010). One per week will be scheduled for the following four
weeks.

Session one:

The first session will consist of trainers completing ‘Purposeful work scale’ as a form of
initial assessment, (Diener & Linley, 2009), and VIA character strengths survey.
(www.viacharacter.org) (Peterson & Seligman, 2004).

Once complete, I will have the trainers think about and write down ways in which their
strengths have come into play at work over the previous few days (Seligman, 2011).
Then for the purpose of group interaction, fun and laughter I will have each trainer write
down the results of their top 5 strengths on a piece of paper (without their name). As a
group, they all have to match each list of 5 strengths to the person, (‘Strengths behind
the person’ activity http://positivepsychologytoolkit.com). For this first session, I am
specifically aiming at boosting positive emotion, in order to expand mindset, open
thinking and increase creativity, immediately before assigning a small task that is to be
started on the first session and completed on the fourth session.

Task- Part 1-Compare the personal trainer you are today; ‘realistic trainer’ and contrast
to the person trainer you would like to be; ‘Ideal trainer’. This activity will hopefully
provide crucial feedback for the personal change process. This can illuminate areas for
growth, and boost positivity, (Diener, 2010).

Part 2- What would it take to get you to be that ‘ideal trainer’?

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Session two- This session will consist of a gratitude activity (Seligman, 2011), and a task
for homework, that will be shared with the group during session four.

Staff are to write down three things they are grateful for. Two need to be related to
their ability as a trainer, and one needs to be related to the workplace/ work
environment at Genesis Bundoora.

The task for homework is to think of a skill or exercise that they would like to be able to
confidently and competently, teach to their clients. They will be required to
demonstrate/ teach to the group in session four.

Session three- Staff will complete ‘reflected best self’ exercise.

Session four- Completion of the tasks they were assigned in the first and second session.

i. What were the pathways developed in order to become ‘ideal trainer’?

ii. Demonstration and instruction of new skill/exercise.

The previous four sessions will have boosted positive emotion, increased self-efficacy
and engagement. This is the perfect environment now for the final session where I will
be using an Appreciative Inquiry session to conclude the PPI program, and facilitate
change.

Session 5- Appreciative Inquiry based session. (Cooperrider, 2012)

The fifth session will consist of the training team coming together and individually and
collectively answering the following questions and brainstorming/discussing their
experiences and ideas.

Discover

1. Describe a highpoint experience at genesis Bundoora, a time where you were most
alive and engaged.

2. Without being modest, what is it that you value most about yourself, your work and
your organisation?

3. What are the core factors that give life to the organisation?

Individual appreciation becomes collective appreciation. Affirmative topics are

brainstormed. Through sharing ideals, social bonding develops, (Cooperrider & Whitney,
2005).

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Dream- Creating a positive image of ‘what might be' and imagining the positive core
fully alive and functioning. (Cooperrider & Whitney, 2005)

The dream phase is where synergy is created and energy, excitement and enthusiasm
are all raised, (Cooperrider, 2012).

Design - The design phase is about designing pathways towards the future and creating
‘possibility propositions’.

Deliver/Destiny- The destiny phase delivers on the new images for the future. It is a
time for continuous learning, adjustment and improvisation. The momentum and
potential for innovation are extremely high, (Cooperrider, 2012).

To conclude the PPI program, I will have the team complete the ‘Purposeful work
scale’ questionnaire again, to gain insight as to the effectiveness of the PPI program.
The following information explains theories, models and concepts underpinning the PPI
Program, which also provides justification for the inclusion and application of the tasks
and activities, which form the design of the (PPI) program.

In sessions one and two, character strengths are very much in play. Character strengths
form a large part of engagement (Seligman, 2011). Finding and applying our character
strengths enables us to feel great satisfaction and appreciation of ourselves, others and
the world. It helps us to think more clearly, openly and increases our motivation and
passion for life. (Diener, 2010). The key to increasing engagement is to identify strengths
and develop a plan for implementing them into life, (Seligman, 2011).

In sessions one, two, four and five, Hope theory (Synder et al., 2000) is one of the main
underlying theories at work. Pathways thinking (one aspect of hope theory) refers to an
individual believing that they’re capable of achieving a goal, and then generating
workable routes or pathways towards achieving that goal, (Tong et al., 2010).

Agentic thinking reflects the self-referential thoughts about starting to move along a
pathway and continuing to progress toward a goal, along that pathway, (Synder et al.,
2000). Our belief in our ability to positively influence our life/future outcome is central.
This sense of hope should elicit feelings of motivation and excitement (Lyubomirsky,
2007).

Barbara Fredrickson’s Broaden and build model is connected throughout this PPI
program, in that all sessions require staff to build on positive emotions. Certain discrete
positive emotions-including joy, interest, pride and love, all share to broaden peoples
momentary thought-action repertoires and build their enduring personal resources,
(Fredrickson, 2011). Because positive emotions include a component of positive affect,
they too function as signals to approach or continue, and widen the array of thoughts
and actions that come to mind (Fredrickson, 1998).

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In session two, gratitude is the main focus. Gratitude has been shown to increase
positive emotions and ‘make life happier and more satisfying’ (Seligman, 2011).
Furthermore, I have intended the gratitude be connected with themselves and their
ability as way to increase self-efficacy, (Seligman, 2011). I have also specified the
workplace as a way to cultivate positive feelings about the workplace, and develop
engagement, (Luthans & church, 2002).

Session three I based on the ‘Reflected Best Self Exercise’ (RBSE), which is a feedback
seeking exercise that helps identify and understand unique strengths and talents,
(www.Michellemcquaide.com). The results should increase positive emotion and
awareness about ‘what is good’ about the individual. This will also help to increase self-
efficacy. (Seligman, 2006).

One of the key components and underlying concepts for session four is ‘Mastery’.
Mastery of experiences is in fact experiencing the results of self-efficacy first hand,
(Lyubomirsky, 2007). Research has shown approaching life with dedicated efforts and
experimenting with realistic but challenging goals will enhance self-efficacy. Essential to
mastery is also acknowledging the satisfaction of goals that are achieved, (Lyubomirsky,
2007).

This PPI Program essentially accesses all quadrants of the LIFE, and connects to various
layers in each quadrant. It is because of this, that the PPI Program itself adopts a layered
approach. The subjective quadrant is the main quadrant accessed, and interestingly
enough is also considered the ‘root’ domain from a positive psychology perspective,
(Lomas et al., 2014). The complex interactions between embodiment, emotions,
cognitions are the main layers of focus for this particular PPI Program- the emotions
layer in particular, as it is the staff’s ability to work with their own emotions that is the
main concern, (Lomas et al., 2014). Regarding the Objective domain; biochemistry,
neurons, neural networks, are all addressed as new/positive thoughts are intended to
create new actions and behaviours (Lomas et al., 2014).

The intersubjective domain is also accessed at the mesosystem or even exosystem level
(This is assuming trainer’s family/spouse/close friends to be at the microsystem level),
through social bonding between all staff of the training team, and then even enhanced
bonding between the trainers and their clients, (Lomas et al.,2014). The interobjective
domain will also be coupled with the PPI at the mesosystem or exosystem level in that,
the trainers will likely increase their income as the quality of their service and energy will
have heightened. There is also potential for improvements within the facility or
purchase of new exercise equipment, depending on results of Appreciative Inquiry
process. This could reflect a connection at the macrosystem level, (Lomas et al., 2014).

It is clear that the layering or multidimensional approach provides the architecture for a
comprehensive approach to wellbeing and this PPI program, (Lomas et al., 2014).

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This PPI will positively impact well-being, in that the staff are immediately made aware
of, and actively utilize their strengths on a daily basis, which will help the team be more
engaged and energized by their work, (Seligman, 2006).

The PPI is also focused on continually cultivating positive emotions. Positive emotions
are likely to have an effect on work engagement because they facilitate approach
behaviour, which prompts individuals to set goals and to be engaged in attaining these
goals and work-related activities, (Luthans & church, 2002).

Furthermore, positivity and mastery translates directly to increase in creativity, which is

great for brainstorming solutions, increases curiosity and interest in the world (great for
visioning), increase health and relationships, (Diener, 2010). Furthermore, all elements
of PERMA will be boosted, because all elements have been connected with the PPI at
some stage.

It clear then that the anticipated outcomes, directly address the need for APP and PPI
identified, and will improve engagement and self-efficacy.

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REFERENCES

Diener R.B, (2010). Practicing positive psychology. Assessments, activities, and

Strategies for success.

Fredrickson B. L, (2001). The role of positive emotions in positive psychology. American

Psychological Association. Vol 56, No .3, 218-266

Lomas T, Hefferson K & Ivtzan I, (2014). Applied positive psychology. Integrated Positive

Practice. 3-45

Luthans F, (2002). Positive organisational behaviour: Developing and managing

psychological strengths. Academy of Management Executive. 1(16)

Lyubomirsky S, (2007). The how of happiness. A new approach of getting the life you

Want.

Oades L.G, Steger M, Delle Fave A & Passmore J (2017). The Wiley Blackwell Handbook

of The Psychology of Positivity and Strengths- Based Approaches at Work.

Peterson C, Ruch W, Beerman U, Park N & Seligman M E.P, (2007). Strengths of

character, orientations to happiness, and life satisfaction. The Journal of Positive

Psychology. 2(3): 149-156

Seligman M E.P, (2006). Learned optimism. How to change your mind and your life.

95-100, 254-259.

Seligman M E.P, (2011). Flourish. A visionary new understanding of happiness and

Well-being. 30-3

Synder C.R, Rand K.L & Sigmon D.R, (2000). Hope theory. A member of the positive

psychology family. 257-267 Carly Lamb -919731

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