A Test of Two Positive Psychology Interventions to Increase Employee Well-Being

Purpose

Despite an abundance of organizational research on how contextual and individual difference factors impact well-being, little research has examined whether individuals themselves can take an active role in enhancing their own well-being. The current study assessed the effectiveness of two simple, self-guided workplace interventions (“gratitude” and “social connectedness”) in impacting well-being.

Design/Methodology/Approach

Sixty-seven university employees participated in one of the two self-guided interventions for 2 weeks and completed self-report measures prior to the intervention, immediately following the intervention, and one-month post-intervention. Growth curve modeling was used to examine the effects of each intervention.

Findings

Partially supporting hypotheses, the gratitude intervention resulted in significant increases in positive affective well-being and self-reported gratitude but not did significantly impact negative affective well-being or self-reported social connectedness. The social connectedness exercise did not significantly impact any of those four outcomes. However, both interventions related to a reduction in workplace absence due to illness.

Implications

The study suggests that self-guided, positive psychology interventions (particularly gratitude) hold potential for enhancing employee well-being. Because the interventions are short, simple, and self-guided, there is little in the way of costs or drawbacks for organizations. Thus, these types of interventions seem like a potentially useful component of workplace wellness initiatives.

Originality/Value

This study is one of the few to examine whether self-guided, positive psychology interventions can enhance well-being. Moreover, this is the first study to examine a social connectedness workplace intervention and the first to demonstrate effects on illness-related absence.     

Null Results in Assessing Survey Score Comparability: Illustrating Measurement Invariance Using Item Response Theory

In using organizational surveys for decision-making, it is essential to consider measurement equivalence/invariance (ME/I), which addresses the questions of whether score differences are attributable to differences in the latent variable we intend to measure, or attributable to confounding differences in measurement properties. Due to the tendency for null results to remain unpublished, most articles have focused on findings of, and reasons for violations of ME/I. On the other hand, little is available to practitioners and researchers concerning situations where ME/I can be expected to uphold. This is especially disconcerting due to the fact that the null is the desired result in such analyses, and allows for unfettered observed-score comparisons. This special issue presents a unique opportunity to provide such a discussion using real-world examples from an organizational culture survey. In doing so we hope to clear up confusion surrounding the concept of ME/I, when it can be expected, and how it relates to actual differences in scores. First, we review the basic tenets and past findings focusing on ME/I, and discuss the item response theory differential item functioning framework used here. Next, we show ME/I being upheld using organizational survey data wherein violations of ME/I would reasonably not be expected (i.e., the null hypothesis was predicted and supported), and simulate the consequences of ignoring ME/I. Finally, we suggest a set of conditions wherein ME/I is likely to be upheld.     

Student Healthcare Clinicians' Illness Narratives: Professional Identity Development and Relational Practice

ABSTRACT

In this qualitative, grounded theory study we examine how the intersection of self-reflection, illness narratives and perceived messages of professional identity inform care provided by medical, nursing, and medical family therapy students to patients and families. We discovered four common challenges students faced navigating personal experiences of illness and connecting to patients: 1) discrepancies between ideal and lived experiences, 2) challenges of healthcare work and culture, 3) navigating power and hierarchy, and 4) developing a shell of privacy. Discussion and implications include interdisciplinary training and collaboration and the unique role of medical family therapists in healthcare.     

Uncertainty,Belongingness, and Four Needs for Meaning

Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways. The adult and child hope scales that are derived from hope theory are described. Hope theory is compared to theories of learned optimism, optimism, self-efficacy, and self-esteem. Higher hope consistently is related to better outcomes in academics, athletics, physical health, psychological adjustment, and psychotherapy. Processes that lessen hope in children and adults are reviewed. Using the hope theory definition, no evidence is found for "false" hope. Future research is encouraged in regard to accurately enhancing hope in medical feedback and helping people to pursue those goals for which they are best suited.     

Benefits Derived by College Students from Mentoring At-Risk Youth in a Service-Learning Course

Service learning is increasingly being used as a pedagogical strategy for promoting the development of civic-mindedness among university students. Despite the use of this strategy, little is known about the benefits derived from specific types of service-learning experiences. Additionally, few notable studies have examined the unique outcomes experienced by mentors of at-risk youth. Therefore, this study examines the civic-related benefits that college students derive from mentoring at-risk youth within a structured, service-learning course. A series of linear regression models were estimated to determine if there were significant post-intervention differences between the treatment and comparison condition for the variables of interest, after adjusting for key background factors and pre-intervention levels of all variables. The results indicated that, in comparison to college students who did not participate in the course (n = 258), college student in Campus Corps, a youth mentoring program, (n = 390) had significantly higher scores at post-intervention regarding mentors’ civic attitudes, community service self-efficacy, self-esteem, interpersonal and problem solving skills, political awareness, and civic action. Findings hold important implications for youth mentoring programs and future research.     

A psychological predictor of elders' driving performance: social‐comparisons on the road

Older individuals often believe they can drive better than their contemporaries. This belief is an example of downward social‐comparisons; they can be self‐enhancing tools that lead to beneficial outcomes. As predicted, we found that drivers who engaged in downward social‐comparisons were significantly less likely to have adverse driving events over time, after controlling for relevant factors (p = .02). This effect was particularly strong among women, who tend to experience more negative driving stereotypes (p = .01). The study was based on 897 interviews of 117 elder drivers, aged 70–89 years, over 2 years. Our findings suggest that interventions to reduce adverse driving events among elders could benefit from including a psychological component.     

Grounded Theory and Grounded Action: Rooted in Systems Theory

The research methodologies of grounded theory and grounded action are framed by a systems perspective, from which they contribute their own unique properties and processes to the evolution of systems thinking. The author provides definitions for systems, theory, grounded theory, grounded action, and systems thinking, and explores the relationships between theory, grounded theory/grounded action, and systems thinking with regard to purpose, context, and usefulness for the resolution of social concerns and systemic change.     

Risk Reduction Behaviors and Provider Communication Following Genetic Counseling and BRCA1 Mutation Testing in an African American Kindred

Little is known about the impact of cancer genetic counseling and testing on health behaviors in racial and ethnic subgroups. This prospective observational study examined use of risk reduction strategies following BRCA1 counseling and testing. Participants were female members of an African American kindred who received genetic education, counseling and testing (n = 40) and completed a 1-year follow-up interview. Mutation carriers were more likely to opt for breast (100%, 7/7) and ovarian (25%; 1 of 4) cancer surveillance than prophylactic surgery. Following genetic counseling, 71% (5/7) of the BRCA1 carriers who opted for surveillance reported having a mammogram within the year following receipt of their genetic test results. Ovarian cancer screening among mutation carriers increased from 0% at baseline to 25% (one of four) at 1 year. Compared to noncarriers (23%, 7/30), carriers (70%, 7/10) were more likely to discuss their BRCA1 test results with their primary health care providers. Surveillance for breast cancer was preferred to prophylactic surgery and chemoprevention as a way to reduce risk for these cancers. Our data indicate that patient-provider communication about BRCA1 test results is suboptimal.     

Preschool Children’s Pretend and Physical Play and Sex of Play Partner: Connections to Peer Competence

This study was designed to examine associations between preschool childrens pretend and physical play with same-sex, other-sex, and mixed sex peers and childrens social competence with peers. Sixty predominately middle-class preschoolers (33 boys, 51 European-American) were observed on the playground at their school over a period of 4 months. Childrens same-sex, other-sex, and mixed-sex peer play was observed, and teachers and peers provided assessments of childrens social competence. Analyses revealed that children who engaged in more same-sex pretend play were better liked by peers and were viewed by teachers as being socially competent. In addition, girls who engaged in same-sex exercise play and boys who engaged in same-sex rough-and-tumble play were better liked by peers, whereas boys who engaged in rough-and-tumble play with other-sex peers were less liked by peers. The results suggest that child gender and gender of playmate are important factors in the association between pretend play and rough-and-tumble play and childrens social competence with peers.     

Altering "motivational" variables alters induction produced by upcoming food-pellet reinforcement

Previous research has demonstrated that rats will increase their rates of lever pressing for sucrose rewards in the first half of an experimental session when food pellets, rather than the same sucrose, continually serve as the reward in the second half of the session. This effect has been coined induction, and the present study investigated whether it could be altered by altering "motivational" variables. Experiment 1 manipulated subjects' motivation by altering, across conditions, their level of food deprivation. Predictably, the size of induction varied directly with level of deprivation. Experiments 2 and 3 manipulated subjects' motivation by feeding them food pellets and sucrose, respectively, prior to their responding in the experimental session. These pre-session feedings decreased the size of the observed induction in both experiments. The results from the present study indicate that the size of induction is correlated with subjects' motivation to respond for the available reinforcers. They are also consistent with the idea that operant processes underlie the effect. The notion that induction might encompass the concept of "anticipation" is also discussed. Electronic Publication