Completed Projects

Online self-compassion training vs. expressive writing: a randomized controlled trial

Linford, L. B., & Warren, J. S. (2024). Online self-compassion training vs. expressive writing: A randomized controlled trial. The Journal of Positive Psychology, 1–16. https://doi.org/10.1080/17439760.2024.2362431

A number of online self-compassion trainings have emerged in recent years including the Gift of Self-Compassion (GSC), a 30-day online course. This study examined the effects of the GSC course and a modified expressive writing (EW) paradigm in a non-clinical sample. Measured outcomes were self-compassion, life satisfaction, positive and negative affect, and subjective well-being. Participants were 219 adults randomly assigned to either the GSC or EW condition. Seemingly unrelated regression models were used to estimate outcomes between groups and the relationship between curriculum usage and outcomes. Both groups demonstrated significant improvements in well-being; however, compared to EW, GSC participants reported significantly greater improvements in self-compassion. Our hypothesis that the amount of curriculum usage would impact outcomes was partially supported. The GSC course appears to be an effective online training tool that improves self-compassion skills and is at least as effective as expressive writing in enhancing subjective well-being.

Efficacy of an Online Self-Compassion Training for Improving Well-Being and Body Image: A Randomized Waitlist-Controlled Trial

Linford, L. B., & Warren, J. S. (2022). Pilot Study of an Online Self-Compassion Training: A Randomized Waitlist-Controlled Trial. European Journal of Applied Positive Psychology, 6, 12, 1-14. https://www.nationalwellbeingservice.org/volumes/volume-6-2022/volume-6-article-12/

This study examined the efficacy of the My Best Self 101 (MBS101) self-compassion module, an internet-delivered self-compassion training within a non-clinical general population sample. Using a randomized-waitlist control design, this study examined whether module participants experienced significant improvements in self-compassion, well-being, and body image compared to waitlist controls. Participants were 228 adults (mean age 30.3, 23.5% male and 76.5% female). At pretest and posttest, both groups completed self-report measures of self-compassion, subjective well-being, and body image. Repeated measures mixed model analyses revealed that compared to waitlist controls, participants who used the MBS101 self-compassion module reported significant improvements in self-compassion, well-being, and body image with effect sizes ranging from medium to large. These results lend evidence to support the MBS101 self-compassion module as a promising resource to improve well-being and body image. Future research should examine its efficacy in different populations and focus on expanding its content.

Implementation of a positive psychology curriculum in a high school setting: A mixed methods pilot study

Linford, L., Bekker, J., Ameen, J., & Warren, J. (2022). Implementation of a positive psychology curriculum in a high school setting: A mixed methods pilot study. Journal of Positive School Psychology, 6(1), 25-37.

This study used a mixed-method design to examine the qualitative feasibility of a comprehensive positive psychology curriculum taught by an educator in a naturalistic high school classroom. Limited efficacy testing was also performed. Using a naturalistic quasi-experimental design, this study examined the qualitative impact and feasibility of a high school positive psychology course compared to a standard psychology course. Qualitative variables examined included student attrition, demand, implementation, and practicality as well as student feedback. Quantitative self-report measures of well-being were also included. Participants were 113 adolescents enrolled at a high school in the Mountain West United States. The course was found to have high demand and low rates of attrition. The educator noted that preparing the course was feasible and did not require external funding. Feedback from students was overwhelmingly positive with many of them noting the positive effect that it had on their well-being and ability to cope with challenges. Quantitative results were mixed. These results largely support previous research that has associated positive outcomes with the employment of positive psychology interventions in a classroom setting. Future research should focus on the quantitative effects of school-based positive psychology interventions in a larger scale, high-powered sample.

Mobile Application Interventions in Positive Psychology: Current Status and Recommendations for Effective Design

Salazar, G. C., Bekker, J., & Warren, J. S. (2022). Mobile Application Interventions in Positive Psychology: Current Status and Recommendations for Effective Design. European Journal of Applied Positive Psychology, 6, 3,1-17. https://www.nationalwellbeingservice.org/volumes/volume-6-2022/volume-6-article-3/

Background: Positive psychology practices allow for its principles to be applied to all people, regardless of their current level of functioning. To increase the dissemination of these practices,
interventions are being adapted for use with digital technology, such as mobile apps. However, the research regarding positive psychology mobile app interventions is still in its infancy.
Objectives: This review aimed to 1) summarize the current state of the positive psychology mobile app literature and 2) present research-supported recommendations for positive psychology app development to maximize behavior change.
Results: We found that while positive psychology apps varied widely in content and purpose, there was a near-complete lack of research supporting their effectiveness. Most apps provided no
rationale for the behavioral change techniques (BCTs) they employed in their app, and most did not develop their app with specific theoretical frameworks or design models in mind.
Discussion: Given this problem, we recommended three steps for effective positive psychology app design. First, developers must establish their app in a research-supported theory of change. Second, researchers must select appropriate behavioral change techniques which are consistent with their app’s goals. Third, researchers must leverage effective design principles. These steps will help mobile applications use data-driven methods for encouraging behavior change in their users. Lastly, we discuss directions for future research.
Keywords: Behavioral Change Technique, Mobile Applications, Mobile App, Mobile Intervention, eHealth, Positive Psychology

Cultivating the Skill of Savoring: an Internet-Delivered Intervention to Promote Well-Being

Park, S. Y. (2019). Cultivating the skill of savoring: An internet-delivered intervention to promote well-being (Order No. 28187291).

The skill of savoring is one practice from the positive psychology literature that appears to facilitate well-being and happiness (e.g., Cazanescu, Tecuta, Candea, & Szentagotal-Tartar, 2018). Given such findings and the emerging evidence in favor of delivering positive psychology interventions via the Internet (Layous, Nelson, & Lyubomirsky, 2013), the potential feasibility of providing researched-based savoring instruction using self-directed online resources warrants empirical examination. This pilot study examined the feasibility of a self-directed online module of instruction and exercises intended to aid in cultivating individuals’ savoring abilities. The two primary aims of the present study were: 1) to examine the feasibility and preliminary outcomes of delivering an online 21-day savoring intervention through the website www.mybestself101.org (Savoring Module), and 2) to collect descriptive/qualitative feedback on the module content for further improvement of these resources. A supplemental aim was to establish convergent validity of the newly developed Savoring Questionnaire with an existing measure of savoring beliefs. Results indicated that participants completing the 21-day self-directed content and exercises in the Savoring Module reported positive and significant changes in savoring skills and subjective well-being. However, only 22% of consenting participants completed the 21-day sequence of content and exercises on their own. The majority of participants who completed the study found both the informational content and the strategies of the module to be “very helpful” or “extremely helpful.” Overall, findings indicate that a self-directed savoring intervention delivered via the Internet can produce an increase in savoring skills and subjective well-being

Outdoor Air Pollution and Psychological Well-Being: A Meta-Analysis

Bekker, J., Warren, J. Subjective Well-being and Ambient Air-pollution: A Systematic Review and Meta-Analysis.

Human life takes place as part of a global ecosystem, meaning that human mental health is at least partially tied to the health of the planet. Health experts who seek to promote psychological well-being should consider how changes to the broad ecological system may impact their efforts. Given the potential impact of the environment on human well-being, we conducted a meta-analysis to assess the impact of air pollution on subjective well-being. The goal of this project was to outline the current state of the research on these constructs and provide a clear framework for what research is still needed. Nonsignificant relationships were found for six out of seven of the measured pollutants. Overall, these results appear to indicate a nonsignificant negative relationship between our constructs; however, our model had significant heterogeneity which may impact the validity of these findings. Attempts to reduce statistical heterogeneity demonstrated the importance of complex measurement and study design when studying the impact of ecological environments on well-being.