Day 2 :
European University of Rome, Italy
Time : 08:15-08:55
Javier Fiz Perez teaches developmental psychology, spam of life and application of education in clinical and organizational fields. He is responsible for the development of international research and is a Senior Researcher at the Laboratory of Applied Psychology in the field of Organizational Psychology (Business and Health Lab) at the European University of Rome. He’s a Psychologist and Psychotherapist in Italy and a Member of the Advisory Board of the Academic Senate of l’Accademia Tiberina. He is also the Scientific Research Director of the European Institute of Positive Psychology (IEPP, Madrid).
Purpose: The purpose of this study is to examine the prevalence rate of workplace bullying in a sample of Italian and Spanish employees, and its differential consequences on employees’ job satisfaction and psychological well-being. The effects of workplace bullying on job satisfaction and psychological well-being were explored taking into account a contextualized approach.
Design/Methodology/Approach: Cross-sectional study was adopted, in which a sample of 1,151 employees in Italy and 705 in Spain completed a questionnaire. We hypothesized that the relationship between exposure to bullying behaviors and psychological well-being is mediated by job satisfaction, and that this simple mediation model is moderated by the country (moderated mediation).
Findings: Results suggest that no particular differences exist in bullying prevalence among Spanish and Italian employees. However, we found scientific confirmation of our hypothesized moderated mediation model.
Research Limitations/Implications: Nevertheless the limitations of the sample studied, findings capture contextual differences in the bullying phenomenon, which may have several implications for further research in this domain, as well as for designing interventions to deal with workplace bullying.
Originality/Value: Although this study explores bullying in different cultural contexts without investigating specific cultural values, it establishes the roots to evaluate workplace bullying from a contextualized perspective.
Volda University College, Norway
Keynote: Positive emotions, neuroscience and bodily responses: How these three are connected and the implications for psychological, social and physical well-being
Time : 08:55-09:35
Merethe Dronnen holds a PhD in Organizational Leadership with specialization in Positive Psychology and Leadership, and currently works as Associate Professor at Volda University College, where she lectures in Master’s courses in leadership, motivation and learning. She previously worked for 8 years as a Personnel Manager, and 6 years as a School Pedagogical- psychological Advisor. She is also the Managing Director of Positive Change, bringing academic level courses to leaders, coaches, HR around the world. She is an author and a popular speaker in subjects like Positive Psychology, Motivation, and Leadership.
A scientifical and a practical look at how building and exhibiting positive emotions can influence mind and body will be presented. How is the brain and neuroscience connected to this? What bodily reponses can be found connected to positive emotions? In this presentation, the author will also speak about the implications for psychological, social and physical well-being. The author presents a scientific presentation of the latest research about positive emotions from the field of positive psychology as well as a scientific presentation from the neuroscience field. These two are being compared and contrasted in this presentation. Last, but not least, The author will present scientifically proven evidence of how positive emotional states can trigger lasting changes in the structure an function of the brain, and how these emotions are connected to general health, resilience against stress and disease. Last, the author will give practical examples on how these implications can be applied across diverse fields and practises.
University of Massachusetts, USA
Time : 09:35-10:15
Carroy (Cuf) Ferguson holds a PhD in Psychology from Boston College. He is a Tenured Professor, former Dean, and currently Human Service Internship Coordinator at University of Massachusetts-Boston. In 2006, he made history by becoming the first African-American President of the Association for Humanistic Psychology, and is currently in that role again. He is an Author of books and articles; a Clinical Practitioner; Associate Editor in the Journal of Humanistic Psychology and co-Founder of two visionary organizations (Associates in Human Understanding; Interculture, Inc.). His forthcoming book is titled, “Living in Synchronicity: A Prequel to Evolving the Human Race Game”.
The focus of this presentation is to call attention to what I call Archetypal Energies in my newest book, “Evolving The Human Race Game”, and to discuss how they can be used as a framework for resilience and optimal mental health. The book received the 2016 Living Now Evergreen Best Book Bronze Medal Award for Spiritual Leadership. In the book, Archetypal Energies, transcending all cultures, are defined as Higher Vibrational Energies that operate deep within our psyches, at both individual and collective levels. We tend to experience them as “creative urges” to move us toward our optimal selves and optimal realities. Easily recognized terms are used to evoke a common sense of these Archetypal Energies (e.g., Trust, Love, Acceptance, Harmony, Inclusion, Patience, Wisdom, Courage, Truth). There are three types of Archetypal Energies (overall 25 of them) that establish a healthy disposition for growth and resilience. Each Archetypal Energy has its own transcendent value, purpose, quality, and “voice” unique to the individual. To illustrate the links among Archetypal Energies, resilience, and optimal mental health, I will use as a case study the experience of African Americans in the United States. To assist in understanding the case study, psycho-historical themes and research findings will be drawn from: (a) Psycho-historical information and original essays in my book, “Transitions in Consciousness from an African American Perspective” (e.g., Chapter 2, “Toward A Psychology of Black Mental Health”); (b) The literature and research on resilience (e.g., Liebenberg & Unger’s “Resilience In Action”); and (c) My other writings related to choice (e.g., “The Power of ‘Yes’ and ‘No’: The Relation To Consciousness, Probable Realities, and ‘E-motions’”) and healing wounds in the psyche (e.g., “Healing Our Race-Linked Wounds”). Relevant mental health and resiliency tools and strategies for accessing Archetypal Energies will also be identified.
City University of Hong Kong, Hong Kong
Keynote: Integrating positive psychology and elements of music therapy to alleviate adolescent anxiety
Time : 10:30-11:10
Sylvia Kwok has completed her PhD from the Chinese University of Hong Kong. She is the Convenor of the Positive Education Laboratory at the City University of Hong Kong. She has published a number of papers in reputed international refereed journals. In addition, she has obtained more than US$1,000,000 grants for different mental health projects. She pioneered in applying positive psychology intervention to alleviate anxiety, depression and suicidal ideation among Chinese children and adolescents. Her research has contributed to a paradigm shift from a pathological orientation to a positive orientation. The positive psychology projects have increased awareness of the school personnel and social welfare administrators to adopt whole-agency positive psychology approach in their schools and social welfare agencies to enhance well-being of the students, the teachers, the clients, and the agency staff. Her expertise in clinical research is well recognized locally and internationally.
Background: Positive psychology, with its emphasis on building up a person’s cognitive, emotional and social strengths, provides a sound theoretical basis in programs for anxious adolescents. In addition, music therapy enables adolescents to explore and understand their emotions, cognition and behavior in a musical environment where their hope, emotional competence and problem-solving abilities can be developed and enhanced. Hence, elements of music therapy will be integrated with positive psychology in designing an intensive group-based program for adolescents with anxiety and its effectives are examined.
Goals: Goals of this study were to 1. Integrate positive psychology (hope & emotional intelligence) and elements of music therapy in designing a group protocol for alleviating adolescents’ anxiety and increasing their happiness, and 2. Examine the effectiveness of the designed protocol in increasing the sense of hope and enhancing emotional intelligence, hence decreasing anxiety and increasing subjective happiness of the adolescents.
Methods: A randomized wait-list controlled trial was conducted. A total of 63 students with mean age 13.6 from six different secondary schools studying Grade 8 to 9 in Hong Kong, China, was randomly assigned to join the programme, while another 63 students act as wait-list control group. They had anxiety score 9 or above in the Anxiety Sub-scale of the Hospital Anxiety and Depression Scale. Pre-test and post-test data was collected to examine the adolescents’ change after participating in a 10-session programme. Measures include Hospital Anxiety and Depression Scale, Dispositional Hope Scale, Social Problem Solving Inventory, Emotional Intelligence Scale.
Results: The interaction effect of Time X Group on anxiety, emotional competence, hope, and social problem solving was examined using mixed ANOVA, with gender, grade and religious belief controlled. Students in the experimental group had significant decrease in anxiety, increase in emotional competence and hope, increase in happiness after controlling for the change in the control group, while no significant interaction effect was found in social problem solving.
Conclusion: Integrating positive psychology and elements of music therapy is effective in enhancing hope and emotional competence, decreasing anxiety and increasing subjective happiness in adolescents. Hence, further promotion of similar programme in schools is necessary to alleviate adolescent anxiety.