Biography:

Agnieszka Bojanowska has her expertise in well-being, personality and values. She is mainly interested in determinants of various aspects of well-being at different levels of personality and identity. Her model of Happy Temperament explains how well-being is related to formal characteristics of behaviors. She conducted questionnaire research on national samples and is currently aiming to determine how personality traits interplay with personal values and behaviors and how these interactions may impact well-being. She is also conducting experiments using ACT therapy elements related to values. Her current research is aimed at building a bridge between theoretical findings related to values and well-being and social and therapeutic interventions.

Abstract:

Statement of the Problem: What people believe, how they realize their beliefs in action and if feel that they do this efficiently may impact various aspects of their wellbeing in different ways? In our study we analyzed how values (openness to change, self-transcendence, self-enhancement, and conservation), value-related behaviors and perceived self-efficacy of these behaviors impact eudaimonia, satisfaction, positive and negative affect. Methodology & Theoretical Orientation: We used Schwartz’s value circle and our own behavior and self-efficacy questionnaires based on Schwartz’s conception. Participants (N=1015, national Polish sample) filled out a series of questionnaires online, indicating what they believed, how they behaved and how they perceived their behaviors. We conducted a series of regressions and confirmed our hypotheses. Findings: Values impacted well-being domains in various ways. Valuing selfenhancement (e.g. power, achievement) proved to be damaging for well-being, and this effect was further intensified by engagement in activities aimed at realizing these values (e.g. actively pursuing power), especially if these behaviors were perceived as effective. Other values had positive or no effect, but in some cases behaviors related to specific value (e.g. self-transcendence expressed in caring behaviors) proved to be more significant than the belief that the value is important. Our findings bear significant implications for practice – they show that if values are used in interventions aimed at well-being, they may be used in more precise ways. In some cases the interventions should be aimed at beliefs (values, cognitive constructs), while in others at behaviors or self-perceptions. Our results may serve as a starting point for the development of precise social interventions or therapeutic protocols that consider values significant (e.g. in ACT therapy).

Biography:

Edilaine C Silva Gherardi-Donato has expertise in Mental Health, Stress and Mindfulness. She is an Associate Professor, Senior Mindfulness Instructor and Coordinator of Center of Mindfulness and Integrative Therapies in the Department of Psychiatric Nursing and Human Sciences at the University of São Paulo at Ribeirão Preto College of Nursing - PAHO/WHO Collaborating Centre for Nursing Research Development. She was responsible for the first mindfulness course offered to undergraduate and graduated students in her university, and also for introducing a mindfulness room in a psychiatric hospital in Brasil. Her commitment is to contribute to the dissemination and research in mindfulness, expanding the benefits of the practice for the quality of life and better health conditions

Abstract:

Aim: Mindfulness-based practices have showing promising results for mental health and positive changes at workplace context. The present study evaluated an intervention of mindfulness-based practices in technical-administrative workers to improve mental health parameters: perceived stress, depression, anxiety, burnout and mindfulness. Methods: Sixty subjects participated; they were randomized to a group that received an intervention with mindfulness-based practices for eight weeks and to a group that received no intervention. The main outcome evaluated was perceived stress, through the Perceived Stress Scale (PSS14), and the secondary outcomes were depression by Beck Depression Inventory (BDI-II), anxiety by Beck Anxiety Inventory (BAI), burnout by Maslach Burnout Inventory - general survey (MBI-GS), and mindfulness by Five Facet Mindfulness Questionnaire (FFMQ-BR). Outcomes were assessed before (T0) and after the intervention (T1). Descriptive analysis, Pearson's Chisquare test and Fisher's exact test were performed to compare distributions of the variables between EG and CG groups. Mann-Whitney test was performed to evaluate intergroup changes between T0 and T1. Clinical trial registered UTN: U1111-1179- 7619. Results: The EG presented a reduction in the mean scores for perceived stress (p<0.001), depression (p<0.001) and anxiety (p=0.003), and increased the total mean score for mindfulness (p=0.012) and at the facet 3-observe: p=0.010 and facet 6-Do not react to internal experience: p=0.002, when compared to CG. The same postintervention effect was not observed for burnout at the total score (p=0.314) and its dimensions of the scale (emotional exhaustion: p=0.083; cynicism: p=0.736 and work efficacy: p=.486). Conclusion: The results showed that mindfulness program resulted in reduction of perceived stress, depression, anxiety and increased mindfulness, demonstrating the beneficial potential of mindfulness-based practices for a nonclinical population of workers.

Biography:

Silvia da Costa has her expertise in Social Psychology and Behavioral Science. Specifically it is dedicate to creativity and innovation in open complex social systems such as organizations. Her lines of research are creativity and innovation in organizations, including the role of positive emotional climate, wellbeing, emotional intelligence, self and hetero emotional regulation, as well as beliefs, values and emotions of self-transcendence, like spirituality elevation at work. High positive affect and emotions, like gratitude, are related to creativity that is an antecedent of reappraisal or positive cognitive restructuring. Creativity is also a facet of individual and communal adaptive coping and resilience that helps to build individual and social wellbeing. Finally, he is also interested on cultural determinant of both creativity and wellbeing, having examined the role of macro-cultural dimensions like collectivism, power distance and uncertainty avoidance on societal creativity and innovation

Abstract:

Emotional creativity is the ability to experience and express emotions in a novel, effective and authentic way (Soroa et al., 2015). This ability is measure with the ECI-S scale (see figure 1). Study 1. A sample (N=112, 66% women, mean age 30) of workers and organizational master students filled in the ECI-S scale, the emotional self-regulation scale, MARS, adjustment to work stress, interpersonal emotional regulation scales EROS and EIM, as well as the Emotional Intelligence facet of emotion management measured by MSCEIT. Reliabilities were satisfactory for all the scales and confirmatory factor analysis found that ECI-S three dimensions fit well the data. ECI scores were related to adaptive forms of self- and hetero-regulation, to stress adjustment and to MSCEIT. Study 2. A sample of 428 Chilean students, 63.5% women, mean age 20) filled in ECI-S, a scale of positive emotions and another of intrinsic motivation (IM) and academic engagement (AE). ECI-S scores were associated to positive emotions, such as gratitude, love and hope, in the classroom. ECI-S predicts IM and AE by mediation of positive emotions. Study 3. In a sample of organizational master students (N=55; mean age 24) ECI-S was associated to creativity evaluated by judges of the solution given to a labor conflict r = .29, to reevaluation r = .24, active physiological regulation r = .29, search for information r = .27, to low abandonment r = -.23 and low suppression of MARS r = -.23, all p <.05. Study 4. In educational and social intervention workers from three nations (N=1440, K=80) wellbeing assessed by PHI correlates r =.14 with ECI. ECI is a useful tool because show structural and construct validity, was associated to adaptive regulation, stress adjustment, motivation and engagement, cognitive creativity and wellbeing, showing that is a factor conducive to mental health.

Biography:

Lelia Brady has spent the last 13 years embedded with the United States Marine Corps both as a liaison and conduit between commands and families and an embedded behavioral health specialist. She is currently serving as the Director of the Embedded Preventive Behavioral Health Program. Her expertise includes a strengths based approach to prevention. Her combined arms approach offers a different lens to view, and can be applied at all levels of leadership. She has built this model after years of experience in research, evaluation, teaching and administration both in clinical and education institutions. The foundation is based on the social-ecological model to holistic total fitness, and aids in breaching the barriers to care. This approach is applicable to all stakeholders and is unique to the program.

Abstract:

Health and well-being cannot be viewed from a singular lens. The Force Preservation Combined Arms approach instills the holistic (mind, body, spirit, and social) approach coupled with a council applying a strengths based approach (Rideout, 2019). This perspective enables us to look at frequently experienced challenges and issues from a broad angle with a wealth of experience sitting at the table to offer solutions. Exploring influencers, individuals and groups that impact Marines, and how these protective factors can increase resilience of the individual. Additional perspectives include the applications of the six F’s of Marine Corps Leadership Development: Fidelity, Fighter, Fitness, Family, Finance, and Future as well as Marine Total Fitness for all Marines. This combined arms approach is a proactive and preventive approach to combat critical incidents and suicidal behavior among service members and their families. Methods Using observed data and collected critical incident data, needs assessments, and program analysis results in the recommendation of why a holistic approach to resilience is important for service members and their families. Applying the socialecological model which represents the interplay between the individual, those with whom they have close relationships, and the community. It is determined that these factors can increase or decreases the likelihood of experiencing behavioral health issues. Factors from one level can influence factors from another level of influence. Discussion Resilience is defined by the Marine Corps as the ability or capacity to successfully adapt in the presence of adversity and or risk (CG, 2019). Warriors possess grit, toughness, and the determination to persevere, however they also require a balance or total fitness approach to not only adapt but flourish. The combined arms approach to force preservation offers additional lenses to view and tackle the behavioral health issues. Using a holistic view of mind, body, spirit, and social; each area is of equal importance as physical strength does not outweigh mental strength nor spiritual growth and resilience; just as healthy peer relations are of equal importance as well

Biography:

Ifigenia Stylianou is a Licensed School Psychologist. She has a BA in Psychology and has completed a third-year MA degree in Applied School Psychology from the University of Cyprus. She is currently runs a private practice while at the same time she is a Doctoral candidate in Clinical Psychology at the University of Cyprus, where she is also employed part-time as an Instructor and a Research Scientist. She has experience in working with children, adolescents and young adults with psychosocial problems and behavioural difficulties. She also has expertise in developing and implementing prevention and intervention programs in schools and the corporate environment. These programs focus on developing basic skills such as self-regulation, stress management skills, effective goal setting, time management etc.). She is also an expert in implementing interventions that involve counselling, behaviour modification, and family therapy. She has published much of her Research in School and Clinical Psychology and she has presented her work in numerous international conferences. Her research has been funded by two scholarships for from the Cyprus State Scholarship Foundation and a research grant from the Cyprus Youth Organization.

Abstract:

Introduction: Bullying and victimization have long-term consequences on mental health. Cognitive interventions are among the recommended, but there is limited research investigating the effect of cognitive strategies on bullying and their reciprocal interactions. The aims of the study were to (a) test the extent to which adaptive and maladaptive cognitive emotion regulation strategies (CERS) are used by adolescents who get involved in bullying incidents and (b) examine the bidirectional reciprocal effect between bullying, victimization and CERS using a cross-lagged design. Methods: Five hundred sixty adolescents aged 15-18 from Cyprus participated in this longitudinal study with three time points over a year (every four months) and completed among other questionnaires, the Bullying Victimization Questionnaire Revised (BVQ-R) and the Cognitive Emotion Regulation Questionnaire (CERQ). The cross-lagged design allowed examination of the long-term reciprocal interactions between bullying and CERS, using Mplus 7.3. Results: Results indicated that with regard to the frequency of CERS used, significant differences existed only for self-blame and catastrophizing (higher for victims), as well as others-blame (higher for bully/victims). The cross-lagged longitudinal model with continuous variables showed good fit, with χ2(230)=885.755, p<.001, CFI=.962, TLI=.916, RMSEA=.062. Long-term victimization was consistently significantly predicted by the use of maladaptive CERS, with emphasis on self-blame, rumination and catastrophizing, whereas the reverse relationship was not supported. Long-term bullying at time three was significantly predicted by use of others-blame at time two, and again no reciprocal effect was detected. Conclusions: The findings supported the unidirectional effect of maladaptive CERS on long-term victimization and bullying. This supports that training on CERS and CBT informed challenging of cognitive distortions about self-blame could be protective, especially against long-term victimization

Biography:

Myra Braun, MS, LPC, is an American Psychotherapist, who works in private practice in Southern Wisconsin, USA. She received her Master of Science in Community Counseling from Concordia University. Her undergrad work includes degrees in Education, Psychology, Criminal Justice and Sociology. She is bilingual in Spanish. She has done further trainings nationally and internationally on various approaches to the treatment of anxiety; including the benefits of hypnosis, mindfulness, and other evidence-based treatments. Her focus is on anxiety, stress management, trauma recovery, relationship counseling, and life transitions. Her therapeutic approach is collaborative, nurturing, and non-judgmental, empowering and further facilitating growth and fulfillment. She works with children, adolescents, adults, and couples using a holistic approach.

Abstract:

Mental health treatment continues to evolve around the world. The importance of collaboration among professionals in the mental health care field is a critical part of the effective treatment of patients suffering from mental health illnesses, specifically those high functioning with anxiety disorders. There are different dimensions to collaboration. The first dimension is collaboration among health care professionals, in a more inclusive setting whenever possible: (patient, psychotherapist/ psychologist, psychiatrist, and general practitioner/doctor). Another dimension of collaboration, the individual draws upon different support systems, which are detrimental for the patient’s well-being. These support systems must be identified and collaboration with such systems should be actively explored as social interactions and sense of belonging. Human connections bring us together as a healthier society. The third dimension of collaboration is within the individual themselves, taking into consideration the patient as a whole: their mental state, physical state, and spiritual state. This is a more holistic approach to mental health, acknowledging we are multi-dimensional beings. This way, the effectiveness of mindfulness and other approaches can be observed more consistently in the mental health treatment of anxiety disorders. According to the Mental Health Foundation, UK, “a clear distinction is often made between “mind” and “body”. But when considering mental health and physical health, the two should not be thought as separate”. Lastly and more importantly, compassion is the bond of all these dimensions. Research indicates that self-compassion is relevant to psychological well-being. Teaching compassion, practicing, and modeling self-compassion in a non-judgmental and nurturing environment, is detrimental for the healing process of the patient.

Biography:

Laura Alipoon is the Chair of the Department of Radiation Technology in the School of Allied Health Professions (SAHP) at Loma Linda University located in Southern California in the U.S.A. Dr. Alipoon has taken point on over 10 program development endeavors, two of which were in the international arena. In addition to program development, Dr. Alipoon is one of the assessment specialists for the SAHP. Dr. Alipoon’s interests in emotional intelligence and leadership led her to obtain a certificate in Executive Coaching and to become a board-certified coach. Her coaching focus is on leadership development, fostering emotional intelligence and nurturing wellbeing. Her research interests include positive psychology, emotional intelligence, leadership, stress management and resiliency

Abstract:

Statement of Problem: The intense demands of the healthcare work environment create distinctive challenges for healthcare professionals. The importance of emotional intelligence (EI), well-being (WB), positive psychology and the practice of coaching on enhancing quality of life and reducing burnout is well documented. Building skills related to these areas among healthcare students is critical, but little is known of how well such education works in practice.

Purpose of the Study: The purpose of the study is to examine methods of including positive psychology themes into a course on EI and leadership hypothesized to result in increased EI and WB scores.

Methodology & Theoretical Orientation: This study relied on a pretestposttest design using the MHS EQi-2.0 assessment to obtain EI competency and WB indicator values at the beginning of a 10-week term, and nine-12 months later. All students were exposed to various teaching and coaching methods designed to increase knowledge of EI and WB. An experiential learning framework was employed to examine the role students’ experiences had on their overall learning processes related to EI and WB competencies. Findings: There was a statically significant (p<.05) increase for overall EI scores and three of the four WB subscales, indicating that the course and coaching were effective in improving the EI and WB of healthcare students.

Conclusions & Significance: These findings demonstrate that EI and WB can be enhanced through a multifaceted course emphasizing positive psychology and professional coaching. Such training can be incorporated into the education of healthcare students to build stress management skills and decrease burnout in the workplace