Abstract
The aim of this chapter is to demonstrate that art-of-living can be changed by training the individual components. In the introduction we referred to meta-analyses with respect to positive psychology interventions and argued that the “how” and “what” of interventions deserve considerations. The “how” deals with the delivery “for whom”, follow-up studies, and support of the transfer of the intervention, the “what” emphasizes that combinations of single interventions were needed. We derive our interventions from the art-of-living model and the needs of the respective sample. All studies aim at special target groups, we train university students, students in school and employees. The studies have different foci. One study especially invests special combinations of training contents, body related and cognitive interventions. Study 2 deals with the fit of person and kind of treatment. The other studies tested a work-based intervention and a web-based intervention. The person-intervention-fit study compares different kinds of assignments of art-of-living strategies to individuals. It could be shown that not the self-selection let to optimal results but the assignment with respect to deficits of the subjects in the pretest was successful. The comparison of the different interventions found both training variants similar effective. The work-based training and the web-training both could change important art-of-living aspects. All trainings could prove that it is possible to enhance art-of-living components or overall art-of-living by short interventions. Some follow-up testings could show that the enhancement of art-of-living by the trainings was either stable or further enhanced from the post- to the follow-up- testing.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
It was planned to include a follow-up test but only a small part of the students worked on the follow-up test, therefore we do not present these data.
- 2.
Reliabilities were calculated in the course of this study.
References
Bannink, F. P. (2012). Praxis der positiven Psychologie [The praxis of positive psychology]. Göttingen: Hogrefe Verlag.
Bao, K. J., & Lyubomirsky, S. (2014). Making happiness last: Using the hedonic adaptation prevention model to extend the success of positive interventions. In Parks, A. (Ed.), The Wiley-Blackwell handbook of positive psychological inventions (pp. 373–384). New York: Wiley-Interscience.
Baumgardner, S. R., & Crothers, M. K. (2010). Positive psychology. New Jersey: Pearson.
Beck, R., & Rush, J. S. B. F., & Emery, G. (1979). Cognitive therapy of depression. New York: Guilford press.
Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory—Second edition: Manual. San Antonio, TX: The Psychological Corporation.
Beitel, E. (1999). Bochumer Gesundheitstraining. Ein ganzheitliches Übungsprogramm. [An holistic training program]. Dortmund: Verlag modernes lernen.
Berg, J. M., Dutton, J. E., & Wrzesniewski, A. (2013). Job crafting and meaningful work. In B. J. Dik, Z. S. Byrne, & M. F. Steger (Eds.), Purpose and meaning in the workplace (pp. 81–104). Washington, DC: American Psychological Association.
Berking, M. (2008). Training emotionaler Kompetenzen [Trainng of emotional competences]. Heidelberg: Medizin Springer.
Besser, R. (2004). Transfer: Damit Seminare Früchte tragen. Strategien, Übungen und Methoden, die eine konkrete Umsetzung in die Praxis sichern [Transfer: Making seminars bear fruit. Strategies, exercises and methods to ensure practical implementation]. Weinheim, Basel: Beltz.
Blumenthal, J. A., Babyak, M. A., Moore, K. A., Craighead, E., Herman, S., Khatri, M., et al. (1999). Effects of exercise training on older patients with major depression. Archives of Internal Medicine, 159, 2349–2356.
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: a meta-analysis of randomized controlled studies. BMC public health, 13(1), 1. doi:10.1186/1471-2458-13-119.
Brock, R. L., Barry, R. A., Lawrence, E., Dey, J., & Rolffs, J. (2012). Internet administration of paper-and-pencil questionnaires used in couple research: Assessing psychometric equivalence. Assessment, 19, 226–242.
Buckingham, M., & Clifton, D. O. (2001). Now, discover your strengths. New York: Simon and Schuster.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Erlbaum Associates.
Cohn, M. A., & Fredrickson, B. L. (2010). In search of durable positive psychology interventions: Predictors and consequences of long-term positive behavior change. The Journal of Positive Psychology, 5, 355–366.
Cole, S. M., Bedeian, A. G., & Feild, H. S. (2006). The measurement equivalence of web- based and paper-and-pencil measures of transformational leadership. Organizational Research Methods, 9, 339–368.
Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: Findings from the nun study. Journal of Personality and Social Psychology, 80, 804–813.
Diegelmann, C. (2007). Trauma und Krise bewältigen [Overcoming trauma and crisis]. Stuttgart: Klett-Cotta.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 59(3), 542–575.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71–75.
Diener, E., & Lucas, R. (1999). Personality and subjective well-being. In D. Kahneman, E. Diener, & N. Schwarz (Eds.), Well-being: The foundations of hedonic psychology (pp. 213–229). New York: Sage.
D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78(1), 107–126.
Ellis, A. (1994). Reason and emotion in psychotherapy. A comprehensive method of treating human disturbances. Revised and updated. New York: Birch Lane Press.
Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84, 277–289.
Fellmann, F. (2009). Philosophie der Lebenskunst zur Einführung [The philosophy of art-of-living for beginners]. Hamburg: Junius.
Foersterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98, 495–512.
Fordyce, M. W. (1977). Development of a program to increase personal happiness. Journal of Counseling Psychology, 24, 511–521.
Frank, R. (2010). Wohlbefinden fördern – Positive Therapie in der Praxis [Enhancing well-being – The praxis of positive therapy]. Stuttgart: Klett-Cotta.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden- and-build theory of positive emotion. American Psychologist, 56, 218–226.
Fredrickson, B. L. (2011). Die Macht der guten Gefühle: Wie eine positive Haltung ihr Leben dauerhaft verändert [The power of positive emotions: How a positve attitude can change your life]. Frankfurt am Main: Campus Verlag.
Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. (2003). What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of Personality and Social Psychology, 84, 365–376.
Gander, F., René, T. P., Ruch, W., & Wyss, T. (2012). Strength-based positive interventions: Further evidence for their potential in enhancing well-being. Journal of Happiness Studies. doi:10.1007/s10902-012-9380-0.
Gilman, R., Huebner, E. S., & Furlong, M. J. (2009). Handbook of positive psychology in schools. New York, London: Routledge.
Glaesmer, H., Grande, G., Braehler, E., & Roth, M. (2011). The German Version of the Satisfaction with Life Scale—Psychometric Properties and Population based norms. European Journal of Psychological Assessment, 27, 127–132.
Glaesmer, H., Hoyer, J., Klotsche, J., & Herzberg, P. Y. (2008). Die deutsche Version des Life-Orientation-Tests (LOT-R) zum dispositionellen Optimismus und Pessimismus. [The German version of the Life-Orientation-Test (LOT-R) for measuring dispositional optimism and pessimism]. Zeitschrift für Gesundheitspsychologie, 16, 26–31.
Grant, A. M. (2007). Relational job design and the motivation to make a prosocial difference. Academy of Management Review, 32(2), 393–417.
Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
Hanh, T. N. (1988). The sun my heart: From mindfulness to insight contemplation. California: Parallax Happiness Studies.
Hautzinger, M., Keller, F., & Kühner, C. (2009). BDI-II. Beck-Depressions-Inventar. Revision (2. Aufl.) [Revision of the BDI-II (2nd ed.)]. Frankfurt: Pearson Assessment.
Hone, L. C., Jarden, A., Schofield, G. M., & Duncan, S. (2014). Measuring flourishing: The impact of operational definitions on the prevalence of high levels of wellbeing. International Journal of Wellbeing, 4(1), 62–90. doi:10.5502/ijw.v4i1.4.
Inglehart, R., Foa, R., Peterson, C., & Welzel, C. (2008). Development, freedom, and rising happiness: A global perspective, 1981-2007. Perspectives on Psychological Science, 3, 264–285.
Jacobson, E. (2011). Entspannung als Therapie: Progressive Relaxation in Therapie und Praxis. [You must relax]. Stuttgart: Klett-Cotta
Kabat-Zinn, J., & Hanh, T. N. (2009). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Delta.
Kaluza, G. (2005). Stressbewältigung: Trainingsmanual zur psychologischen Gesundheitsförderung [Managing stress: Training manual for psychological health promotion]. Heidelberg: Springer.
King, L. A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27, 798–807.
Klauer, K. J., & Leutner, D. (2007). Lehren und Lernen. Einführung in die Instruktionspsychologie [Teaching and learning: An introduction to instructional psychology]. Weinheim: Beltz Psychologie Verlags Union.
Korotitsch, W., & Nelson Gray, R. O. (1999). An overview of self-monitoring research in assessment. Psychological Assessment, 11(4), 415–425.
Lammers, C. H. (2011). Emotionsbezogene Psychotherapie: Grundlagen, Strategien und Techniken. Stuttgart: Schattauer.
Landmann, M., & Schmitz, B. (Hrsg.). (2007). Selbstregulation erfolgreich fördern. Praxisnahe Trainingsprogramme für effektives Lernen [Facitating self-regulated learning: practical training-programs to ensure effective learning]. Stuttgart: Kohlhammer.
Lopez, S. J., Pedrotti, J. T., & Snyder, C. R. (2014). Positive psychology—The scientific and practical explorations of human strengths. London: Sage.
Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. New York: Penguin Press.
Lyubomirsky, S., King, L., & Diener, E. (2005a). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803–855.
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137–155.
Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005b). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9, 111–131.
Manthey, L., Vehreschild, V., & Renner, K. H. (2014). Effectiveness of two cognitive. Interventions promoting happiness with video-based online instructions. Journal of Happiness Studies, 17(1), 319–339.
Maruta, T., Colligan, R., Malinchoc, M., & Offord, K. (2000). Optimists vs. pessimists: Survival rate among medical patients over a 30-year period. May Clinic Proceedings, 75, 140–143.
Meier, R. (2005). 30 Minuten für mehr Glück und Zufriedenheit. [30 minutes to enhance luck and satisfaction]. Offenbach: Gabal.
Murray, G., Leitan, N. D., Berk, M., Thomas, N., Michalak, E., Berk, L., et al. (2015). Online mindfulness-based intervention for late-stage bipolar disorder: Pilot evidence for feasibility and effectiveness. Journal of Affective Disorders, 178, 46–51.
Nürnberger, E (2010). Optimistisch denken [Thinking optimistically]. Freiburg: Haufe-Lexware.
Osgood, C. E. (1964). Semantic differential technique in the comparative study of cultures. American Anthropologist, 66, 171–200. doi:10.2307/669329.
Perels, F., van de Loo, K., & Schmitz, B. (2008). Trainer trainieren: Seminare effektiv gestalten [Teaching teachers: Make your seminars more effective]. Stuttgart: Kohlhammer.
Peterson, C., Park, N., & Seligman, M. E. P. (2005). Orientations to happiness and life satisfaction: The full versus the empty life. Journal of Happiness Studies, 6, 25–41.
Peterson, C., & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. Oxford: Oxford University Press.
Pfennig, T. (2009). Die Macht der Selbsthypnose. [The power self-hypnosis]. Schrobenhausen: Rainer Bloch.
Reil, K. (2012). Die Selbstreflexion der Studierenden fordern und fördern. [Demanding and promotion self-reflection of students]. In R. Arntz, H. P. Krings & B. Kühn (Hrsg.,). Autonomie und Assessment - Erträge des 3. Bremer Symposions zum autonomen Fremdsprachenlernen (S. 204–208). Bochum: AKS.
Roth, G. (2007). Persönlichkeit, Entscheidung und Verhalten: Warum es so schwierig ist, sich und andere zu ändern. [Personality, decisions and behaviour: Why it is so difficult to change oneself and others]. Stuttgart: Klett-Cotta.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Scheier, M. F., Carver, C. S., & Bridges, M. W. (1994). Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A re-evaluation of the Life Orientation Test. Journal of Personality and Social Psychology, 67, 1063–1078.
Schmid, W. (1998). Philosophie der Lebenskunst. Eine Grundlegung [The philosophy of art-of-living]. Frankfurt am Main: Suhrkamp.
Schmid, W. (2007). Mit sich selbst befreundet sein: Von der Lebenskunst im Umgang mit sich selbst. [To be freinds with ourselves] Frankfurt a. M.: Suhrkamp.
Schmitz, B., & Perels, F. (2011). Self-monitoring of self-regulation during math homework behaviour using standardized diaries. Metacognition and Learning, 6(3), 255–273.
Schmitz, B., & Schmidt, A. (2014). Entwicklung eines Fragebogens zur Lebenskunst. Pychologie in Erziehung und Unterricht, 61(4), 252–266.
Schmitz, B., & Wiese, B. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time series-analyses of diary data. Contemporary Educational Psychology, 31, 64–96.
Schueller, S. M., & Seligman, M. E. P. (2010). Pursuit of pleasure, engagement, and meaning: Relationships to subjective and objective measures of well-being. The Journal of Positive Psychology, 5, 253–263.
Schwarz, N., & Strack, F. (1999). Reports of subjective well-being: Judgmental processes and their methodological Implications. In D. Kahneman, E. Diener & N. Schwarz (Eds.), Well-being: The foundation of hedonic psychology (pp. 61–84). New York: Sage.
Schwarzer, R., & Jerusalem, M. (2002). Das Konzept der Selbstwirksamkeit [The concept of self-efficacy]. Zeitschrift für Pädagogik, 44, 28–53.
Seiffge-Krenke, I. (2006). Nach PISA. Stress in der Schule und mit den Eltern [After PISA. The struggle with school and parents.]. Bewältigungskompetenz deutscher Jugendlicher im internationalen Vergleich. Göttingen: Vandenhoeck & Ruprecht.
Seiwert, L.J. (1995). Das neue 1x1 des Zeitmanagement [Modern time management 101]. Offenbach: Gabal.
Seiwert, L. (2014). Das 1 x 1 des Zeitmanagement: Zeiteinteilung, Selbstbestimmung, Lebensbalance [The basics of time management: time-allocation, self-determination and work-life-balance]. München: Gräfe und Unzer. 2. Auflage.
Seligman, M. E. (2004). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Simon and Schuster.
Seligman, M. E. (2011). Learned optimism: How to change your mind and your life. Vintage.
Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. New York: Simon and Schuster.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.
Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421.
Sheldon, K. M., & Lyubomirsky, S. (2006). How to increase and sustain positive emotion: The effects of expressing gratitude and visualizing best possible selves. The Journal of Positive Psychology, 1, 73–82.
Silberman, M. L. (1990). Active training. New York: Lexington books.
Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65, 467–487. doi:10.1002/jclp.20593.
Steger, M. F., & Dik, B. J. (2009). work as meaning: Individual and organizational benefits of engaging in meaningful work. In P. A. Linley, S. Harrington & N. Garcea (Eds.), Oxford handbook of positive psychology and work (pp. 131–141). New York: Oxford University Press.
Stepper, S., & Strack, F. (1993). Proprioceptive determinants of emotional and nonemotional feelings. Journal of Personality and Social Psychology, 64, 211–220.
Strack, F., Martin, L., & Stepper, S. (1988). Inhibiting and facilitating conditions of the human smile: A nonobtrusive test of the facial feedback hypothesis. Journal of Personality and Social Psychology, 54, 768–777.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Soial Psychology, 86, 320–333.
University of Leicester. (2006). Psychologist produces the first-ever ‘World Map Of Happiness’. Science Daily. Retrieved 02 Sep 2016 from http://www.sciencedaily.com/releases/2006/11/061113093726.htm.
Veenhoven, R. (2003a). Arts-of-living. Journal of Happiness Studies, 4, 373–384.
Veenhoven, R. (2003b). Notions of art-of-living. Journal of Happness Studies, 4, 345–349.
Wagnild, G., & Young, H. (1993). Development and psychometric. Journal of Nursing Measurement, 1(2), 165–178.
Wengenroth, M. (2012). Therapie-Tools Akzeptanz- und Commitmenttherapie (ACT) [Therapy-tools: acceptance- and commitment-therapy (ACT)]. Weinheim: Beltz.
World Health Organization. (1948). World health organization constitution. Basic documents, 1. Retrieved 02 Sep 2016 from http://www.who.int/governance/eb/who_constitution_en.pdf.
Wrzesniewski, A., McCauley, C. R., Rozin, P., & Schwartz, B. (1997). Jobs, careers, and callings: People’s relations to their work. Journal of Research in Personality, 31(1), 21–33.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Schmitz, B. (2016). Interventions to Enhance Art-of-Living. In: Art-of-Living. Social Indicators Research Series, vol 63. Springer, Cham. https://doi.org/10.1007/978-3-319-45324-8_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-45324-8_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-45323-1
Online ISBN: 978-3-319-45324-8
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)