Cultivating Positive Emotion

So, this blog is a portfolio of my experience of cultivating positive emotion. It was a part of my MSc Applied Positive Psychology and Coaching Psychology however, it was much much more than this. I began by researching, applied the interventions described below to myself and what happened was amazing.

Here is my story of that journey in the academic format used to report it.

My aim for this portfolio is to cultivate positive emotion (PE) to increase my sense of wellbeing, comfort and happiness. Positive psychology, PE’s are understood to be positive feelings and fleeting states which last for minutes or less (Fredrickson, 2008). To facilitate my aim I will select three positive psychology interventions (PPI) and two questionnaires to measure my PE before and after practicing the interventions. A PPI may be defined as something which builds positive variables, is scientifically based through empirical evidence and leads to positive outcomes (Parks & Biswas-Diener, 2013). PPI’s are important because they may help people to flourish and feel lastingly happier (Seligman, 2011). To determine which PPI’s would provide me with the most benefit, I undertook the ‘person-activity fit’ diagnostic tool. It provided me with a short-list of activities matching my strengths including ‘expressing gratitude’ and ‘truly engaging activities’ (Lyubomirsky, 2010). I will use the PPI’s in situations which elicit negative emotions in my day-to-day life; when I am tired at the end of the day, busy in the morning and commuting to work. I hope the interventions will lead to new skills which help me navigate these frequently experienced negative emotions. I will practice the PPI’s for four weeks.

The three interventions I have chosen are:

1) I chose the established ‘Mindfulness-Meditation’ (Lyubomirsky, 2010, p250) intervention as the truly engaging activity to cultivate PE when I’m busy (Geschwind et al., 2011).

2) I chose the established ‘Three-Good-Things’ (Seligman, 2011) intervention as the expressing gratitude activity to help cultivate PE when I’m tired.

3) I created the ‘Smiling Commuter’ intervention to cultivate PE when I’m commuting.

The two positive psychology questionnaires (PPQ’s) I have chosen are understood to measure PE independently of other factors (Seligman, 2011). This is important as I want to establish how successful I am at harnessing the beneficial effects of my PE when coping with my negative emotional experiences. The questionnaires relate to ‘now’, to access emotions directly, whereas longer time scales i.e. a day or week relate to overall mood states not emotions (Watson, Clark and Tellegen, 1988). I will administer both PPQ’s pre-test and post-test to create individual snapshots of my PE for comparison. I have chosen not to measure my PE before and after each daily intervention as I will practice them first thing in the morning (Mindfulness-Meditation & Smiling Commuter) and last thing at night (Three-Good-Things). I feel it would be cumbersome and hinder the success of the interventions. However, I do not want to overlook how often I cultivate a PE when experiencing a negative emotion each day. So purely for observation, I will keep a simple tally in a diary. If I have successfully intervened in how I cope with negative emotional experiences then I expect my assessment scores to be higher post-test than pre-test.

The PPQ’s I have chosen are:

1) The PERMA-profiler questionnaire (Appendix 1) (PE, Engagement, Positive Relationships, Meaning and Accomplishment) (Butler and Kern, 2013).

2) The PANAS questionnaire (Appendix 2) (Positive and Negative Activation Schedule) (Watson, Clark and Tellegen, 1988).

Other aims of this portfolio are that I would like to better understand the research which has shown that PE’s can help cope with negative experiences, rebalancing positive and negative emotion more favourably (Seligman, 2011). Further, I aim to deepen my understanding of positive psychology and its measurement tools and interventions. I have no experience or use of them prior to starting this course.

2. Description and reflection of my use of positive psychology questionnaires.

The PERMA-profiler questionnaire has been validated as producing consistent results when applied to the same population over time (Butler and Kern, 2013). Butler and Kern (2013) developed the PERMA-profiler questionnaire to measure the five pillars of wellbeing, including PE as defined in the flourishing theory (Seligman, 2011). It is also viewed as a reliable instrument with which to measure PE individually (Butler and Kern, 2013) and independently of other factors (Seligman, 2011). Each item can be scored between 0 (never) to 10 (always) on an 11 point scale. Each experience is assessed using response scales including ‘how often’, ‘to what extent’, ‘how much of the time’ and ‘in general’. The PERMA-profiler reports its results in a dashboard style whereby each component is given a single component score ranging from 0–10. The higher the score is, the greater the wellbeing is understood to be (Butler and Kern, 2013). I will report my PE score using the following range as adopted by the Authentic Happiness questionnaire center (Authentic happiness, 2015); 9–10 is regarded as very high, 7–8 is high, 6 slightly above average, 5 average, 4 slightly below average, 2–3 low and 0–1 very low.

My pre-test score for PE was 7 (or high). Over the next few weeks, I found that knowing this score drew my attention away from thinking about how much negative emotion I experience towards how much PE I have in my life. The post-test score was one point higher at 8 (or high), which revealed I had cultivated PE slightly. I was pleased with the pre-test score of 7 and post-test score of 8 and consider them to fairly reflect my experiences immediately before and after practicing the interventions. I selected the PANAS questionnaire because it is also a validated and reliable instrument to measure PE with (Watson, Clark and Tellegen, 1988).

Watson, Clark and Tellegen (1988) aimed to create a questionnaire which provides markers of either positive or negative affect. Positive affect may be defined as the extent to which a person has subjectively positive experiences with their environment. Negative affect contrastingly relates to negative experiences. Since Watson, Clark and Tellegen (1988) developed PANAS, it has been widely used and is understood to have good internal consistency, acceptable divergent validity and good correlations between negative affect and measures of affect and psychopathology (Hefferon, 2011). Benefits in using this questionnaire include how easy it is to complete and how it provides specific scores for fleeting PE. It contains 10 positive and 10 negative emotion adjectives which respondents are required to rate on a 5 point scale from 1 (very slightly or not at all) to 5 (extremely). Results are reported in a dashboard style like with the PERMA-profiler. I reported my PE score using the following calculation; the 10 scores of the positive and negative components will be averaged independently producing a single component score for each ranging from 5–50. The scores for positive affect are considered good if they outweigh the score for negative affect 3:1 (Hefferon, 2011).

My pre-test score for PE was 34 out of 50 and negative emotion was 14 out of 50. My post-test score was 41 out of 50 for PE and negative emotion was 9 out of 50. These results show how my PE increased after completing the interventions from less than 3:1 over negative emotion, to more than 3:1. Further, my negative emotion reduced to 9 from 14 out of 50 and PE increased from 34 to 42 out of 50. This change provides evidence that I was successful in cultivating PE after practicing the interventions. Therefore, they have provided me with what I need for this portfolio. However, it does not reflect the daily undulation of PE which I experienced. At first, the experience of using the questionnaire was negative as my score rated less than 3:1 for PE (34) over negative emotion (14). After completing it for the second time my score was above 3:1 (42 for PE and 9 for negative emotion) meaning I now felt a little better. Overall, the PANAS and PERMA questionnaires delivered two different views and experiences of my ability to cultivate PE. The PERMA-profiler questionnaire showed my PE was high at 7/8 and improved slightly after the interventions. The PANAS questionnaire however, highlighted both my positive and negative emotions creating a minor but still negative experience. I now have some small criticisms of both questionnaires which I would like to present.

While the questionnaires did produce evidence that I was able to cultivate PE, they did not capture how consistently this happened. Thus I could not understand how the four week journey from pre-test to post-test happened. While this was a deliberate result of my choice of measurement, I feel that taking these tests before and after each intervention (i.e. three times each day for twenty-eight days) would have impacted how positive I felt. Also, I didn’t see that taking them just once a day would reflect my experiences better than my chosen period of measurement. In light of this issue of practicality I decided to use a tally diary, marking a line each time I cultivated a PE when experiencing a negative emotion and totalled these by day. The results are detailed in graph 1 below. The frequency is presented by a daily total of PE’s ranging from 0–25 PE’s per day. It illustrates that my level of PE fluctuates between 6 and 19 throughout. It also shows that although my post-test scores were higher than pre-test scores in both the PANAS and PERMA questionnaires, there was a varied pattern of cultivation. Some days I produced more PE and others less. Suggestions by Ekman (2004) may help understand this. He proposes that when a longer lasting experience of emotion or mood is active, it is more possible and easier to cultivate fleeting emotions within the same group i.e. PE within a positive mood. I felt positive throughout the intervention period which reflects the positive mood I was mainly experiencing. This may help interpret how I experienced more PE’s on the days where I was noticeably in a stronger positive mood. It is also possible that experiencing more PE may influence the mood I was experiencing.

Graph 1; Number of PE’s per day during the 28 day intervention period.

Another criticism of the PERMA questionnaire is that I found some of the language somewhat unclear. Question 1 (Appendix 1) for example, asks “In general, to what extent do you lead a purposeful and meaningful life” (Authentic happiness, 2015). ‘Purposeful’ or ‘meaningful’ could mean very different things to me so I felt like I was not answering the question clearly. Additionally, the PERMA-profiler and the flourishing theory may both be limited by viewing wellbeing as comprised of only five elements. Researchers are evaluating whether there are other constituent elements of wellbeing such one’s control over their life (Bates and profile, 2008). A point underlined through concepts of embodiment and perception which indicate how we control our lives through our bodies and minds reciprocally (Hefferon, 2013). A criticism of factor analysis in general is that over the abundant years trait theorists have used this method to define personality, they have produced many competing versions such as the Big 5 or 16PF (Thomas, 2007). Demonstrating how theories such as flourishing, are likely to evolve and may be incomplete. In terms of the PANAS questionnaire, several items such as ‘alert’ are not actually understood as emotions (Hefferon, 2011). Further, some important PE’s for wellbeing such as love or contentment have not been included.

3. Summary and reflection on my use of a range of interventions.

Intervention I: Mindfulness-Meditation. Summary and reflection

I chose Mindfulness-Meditation to improve my experience of being busy. Mindfulness is understood as an individual’s lucid awareness of what is happening externally and internally as it happens, linked to flow or the intense experience of activity moment to moment (Hefferon, 2013). Hefferon (2013) describes how this may cultivate wellbeing. Mindfulness-Meditation is comprised from a family of techniques which share the core ingredient of cultivating attention (Lyubomirsky, 2010). It does so by focusing on the present moment, world and thoughts in a non-judgmental way (Hefferon, 2011). Mindfulness-Meditation may help me develop coping efficacy (Fredrickson, 2014; Pooley et al., 2013). Ivtzan et al. (2015) describes coping through resilience to stress is valuable. Geschwind et al., (2011) suggests it helps disengage from automatic behaviour such as negative thinking and improves emotional awareness. Mindfulness-meditation has been used in cognitive therapy (Williams et al., 2007) and stress reduction therapy (Hefferon, 2011). A part of its success in therapy is understood to be its ability to undo hedonic adaptation (Cohn, 2009) or adaption to positive/negative affect. A number of other studies have also found links between Mindfulness-Meditation and PE (Salzberg, 1995; Dalai Lama & Cutler, 1998; Teasdale et al., 2000; Segal, Williams, & Teasdale, 2002; Baer, 2003; Davidson et al., 2003; Kabat-Zinn, 2003; Wallace & Shapiro, 2006; Zautra et al., 2008; Fredrickson et al., 2009; Moyer et al., 2011; He et al., 2015 and Stell and Farsides, 2015). My morning routine is stressful which is why I have chosen practice the intervention beforehand, to begin each day mindfully.

I practiced a guided Mindfulness-Meditation programme (Headspace, 2015) each morning for 10–20 minutes for four weeks. At first I was able to clear my mind easily but after two weeks I found it more difficult, as I was becoming more aware of my emotions and thoughts and how I was feeling throughout the day. I was observing how easily I control, downplay, hide and bury some positive feelings to engage with negative feelings. I found opening myself to this understanding provided clarity and the strength to be open and aware of my thoughts and emotions. Which, I was able to practice at other busy times later in the day. Mindfulness-Meditation has taught me how quickly my attention wanders, how I often run after or am led away by my thoughts and emotions. I have discovered that being less resistant to them and waiting for them to settle led me to experience flow. I was engaging with my thoughts and emotions in a focused but less challenging way. It elicited an enjoyable experience and sense of control over my automatic thoughts and impulsive behaviour. It is evident that I have cultivated PE and coping as a new skill. However, the most significant outcome is my new but unperfected ability to be mindful when I am busy and my understanding that I can cultivate PE.

Intervention II: Three-Good-Things. Summary and reflection

I chose Three-Good-Things (Seligman, 2011) to help me feel positive when I’m tired. Seligman’s (2005) study using Three-Good-Things found happiness was increased while depressive symptoms were decreased for between one and six months. Reflecting on good things may elicit PE and feelings of gratitude for things which are often take for granted (Fredrickson, 2001; Sheldon and Lyubomirsky, 2006; Algoe and Stanton, 2012; Lambert et al., 2012; Ouweneel et al., 2014). Chih-Che (2015) found gratitude induces other PE’s which trigger upward spirals toward emotional wellbeing. Higher levels of gratitude helped predict increases in beneficial psychological outcomes (e.g., life satisfaction), adaptive coping abilities and a reduction in negative emotions. Gratitude may elicit savouring (Seligman, 2011) which can help counteract hedonic adaptation (Frederick and Loewenstein, 1999) through attending to, appreciating and enhancing positive experiences in life (Hefferon, 2011). I don’t often take the time to savour or be grateful for everyday things which go well, particularly when I am tired, just before I go to bed. Therefore, using the Three-Good-Things PPI at this time, I would likely yield the greatest benefit from it.

For four weeks, I spent ten minutes each night before going to bed reflecting on three things which went well that day and why. At first, being tired meant it took quite a bit of effort and I felt resistant to practicing the exercise. I struggled to select smaller events as things which went well. However, this faded as I noticed patterns of gratitude which also encouraged me to savour them. How important they are to me and how lucky I feel to have them. I began to notice things throughout the day and was aware of how the intervention was eliciting a more optimistic outlook and PE. Towards the end of the practice I was surprised about how enthusiastic I felt about using it. I am certain that I should continue to use the intervention as it is evident I have cultivated PE when tired. I now also appreciate things more as they happen. The most significant outcomes of this intervention has been cultivating PE when tired, acquiring a new skill of appreciating smaller things and a deeper understanding of how much PE could be cultivated in this way.

Intervention III: Smiling Commuter. Summary and reflection

I chose the Smiling Commuter intervention to improve my experience of commuting through attention bias modification (ABM). Human beings have an evolved survival process to attend to threats in the environment (Heeren et al., 2015). A bias which in modern times needlessly causes people in the West heightened anxiety in everyday life (Enock et al., 2014). MacLeod et al. (2002) suggest that reducing anxiety may reduce a person’s vulnerability to experience episodes of anxiety.

ABM is well researched (Stroop, 1935; Sperling, 1960; Heeren et al., 2015) and Heeren et al.’s (2015) meta-analysis documents a number of studies which reduced bias towards negative stimuli and increase bias towards positive stimuli. Heeren et al.’s (2015) own study used a version of MacLeod et al.’s (1986) classic visual dot-probe paradigm (Image 1 below). Participants indicate the location of a dot which appears in one of two locations after a positive and negative stimuli are presented simultaneously. Other researchers have found mixed results for the ABM (Fox et al., 2015; Heeren et al., 2015; Everaert et al., 2015). However, Heeren et al. (2015) found greater stability in ABM when using images of faces as positive stimuli compared to word stimuli. ‘HappyFace‘, a mobile phone application (farm.the.rhino.horn, 2014) recently adopted this method using grids of facial images as positive stimuli (Image 2 below). Data suggests users experienced dramatically improved attention bias towards positive stimuli when using it for two-three minutes per day over six weeks (HappyFace, 2014). Dandeneau and Baldwin (2004) also found that after approximately one hundred trials of a similar game ‘find-the-smile’, the habit may became automatic and self-maintaining. In the Smiling Commuter PPI I created, I also chose to use smiling faces as the positive stimuli and neutral or negative faces as the negative stimuli.

Image 1; Visual dot-probe photograph task (Face dot-probe task paradigm, 2015)

Image 2; HappyFace grid of faces (HappyFace, 2014).

I practiced the intervention walking through a busy train station for between five-seven minutes each day. I visually searched for smiling faces among the constant stream of many people I passed and counted between four-eight on average. By scanning in this way I noticed non-smiling faces less. After a week my commute started to feel more pleasant, I was feeling calm and at ease and felt more optimistic about commuting. I was starting to enjoy commuting as a part of my day. After the four week period had finished I understood how important this will be in my day-to-day life. That it has replaced a regular experience of negative emotion with PE. I am now someone who smiles on trains which may have a positive effect on other commuters. The most significant outcome of this intervention is that it has intervened in a negative emotion which I have been experiencing so frequently. By continuing this intervention during my commutes in the future, it may help me to maintain my optimism about commuting.

4. Critical analysis and evaluation of the positive psychology questionnaires and interventions used.

Questionnaire 1 — PERMA-profiler

The PERMA-profiler questionnaire (Butler and Kern, 2013) provided me with snapshots of my PE however, I found it too cumbersome to capture all of the data I was interested in. Although the pre/post-test comparison provided me with the ‘if’, I was also wanted the ‘how’. How often I was cultivating PE when experiencing negative emotion. Was it erratic or constant? Was it little or often? The PERMA-profiler painted a straight line between the pre-test and post-test measurement, missing this valuable information. As Graph 1 reveals the line was in fact not straight. Therefore, while the PERMA-profile is robust and has been validated, it cannot be applied as practically as a tool of this nature may need to. This cumbersome limitation has been unable to uncover a richer and more vivid picture of how and when one might cultivate PE. The data PERMA-profiler produced was accurate but lacking in this instance however, it is possible to understand how self-report measures could lead to misleading results. Schimmack (2008) suggests describing and interpreting parameters that constitute a particular emotion can be very difficult. Cohen et al. (2003) underline how distortion occurs when questionnaires overlook subtle differences between positive and negative emotions which can occur simultaneously. Panksepp (2003) describes how the PERMA-profiler measures conscious feelings through affect but overlooks emotional aspects considered to be expressive, behavioural cognitive and relating to physiological changes (Panksepp, 2003). Going further, the profiler does not consider dimensions and intensity of emotion which are illustrated in Rogers’ circumplex model of emotions (Hefferon, 2011). A more general issue with self-report measures is how they rely on the honesty of the rater to be truthful, without trying to manage how they appear. Self-raters may lack the introspective ability to answer accurately and the questions may also be interpreted differently to how they are expected to. I believe this was the case for me when reading question 1 (Appendix 1).

Questionnaire 2 — PANAS

The PANAS questionnaire (Watson, Clark and Tellegen, 1988) importantly has been shown to have good validity and internal consistency. It provided me with a measurement of my positive and negative emotion and formed a central part of my journey in this portfolio. It helped me to better understand some differences in my positive and negative emotion. However, it possesses the same set of limitations as the PERMA-profiler (Butler and Kern, 2013). It was too cumbersome and possibly possesses general flaws etc. However, it also contains some problems of its own. Schimmack (2008) describes how the PANAS questionnaire succumbs to the contentious issue of how to separate pleasant and unpleasant emotions, in terms of the time. Schimmack (2008) goes further to say that positive affect and negative affect may not be strictly independent or orthogonal (r = .00). That positive and negative affect may have different predictors occurring at the same moment. Ivtzan et al. (2015) also underline how important and inevitable negative affect is in life and for personal growth. A more personal issue I took with the PANAS questionnaire is how it caused me to question something I was happy with. By providing me with a low ratio of less than 3:1 for positive affect over negative affect. Diener and Seligman (2002) underline how happy people report unhappiness or visa-versa which the PANAS questionnaire importantly recognises. However, this ratio divides people into positive or negative. While it may indicate the need to develop, it also produces negativity through this action. Going further, while self-report measures such as this can provide a quick score, they do not reveal much about ‘why’ the rater feels positive or negative. People exploring their positive or negative emotion may be seeking to understand how they relate to their life or them as an individual. While a single score pair or ratio provides a pin-point in time with which to compare with, using later measurements. It fails to reveal the broader picture which may be achieved by also adopting qualitative analysis. Here, one could learn much more through richer data about how a person may or may not be feeling. However, this would be achieved at the cost of a much greater amount of time.

Intervention 1 — Mindfulness-Meditation

The Mindfulness-Meditation PPI has been successful for both clinical and normal populations, physically and mentally (Hefferon, 2013). Short and long term benefits have been found including better health, reduced hypertension and increased positive effect for example. Cohn (2009) highlights how Mindfulness-Meditation may outpace hedonic adaptation by incorporating mindful-attention. This is important because overcoming the adaption to positive affect and emotion could provide long-term benefits. One concern about the possible side-effects of Mindfulness-Meditation is that it may lead the individual to reconnect with negative thoughts and feelings. This could cause pain and anxiety. However, Ivtzan et al. (2015) have underlined the importance of exploring the dark side of life in positive functioning and transformation as individuals. How the search for meaning in life may have negative roots which lead to personal growth through producing unanticipated virtues.

My experience with Mindfulness-Meditation was positive. It helped me develop a skill to navigate negative experiences when I am busy in my day-to-day life. It felt as though practicing the meditation also helped me in practicing the other two PPI’s by learning how to observe demands on my attention. To let them settle or tire so that I am not drawn away by feelings or automatic negative thoughts. Mindfulness-Meditation has revealed a capacity to me which I feel has come at a pivotal moment in my life. By becoming more aware of my emotions, thoughts and capacity now at age 36, I feel that I am mature yet young enough for this to have a great impact on my life. To be the driving force for personal growth and positivity in my life, perhaps even if I might need to explore the dark side. While I have so many expectations I am also aware that this is a new journey and therefore, it will likely be difficult to predict my success.

Intervention 2 — Three-Good-Things

The Three-Good-Things PPI is grounded in the understanding that expressing gratitude can cultivate PE. It has proven successful for both clinical and normal populations (Lyubomirsky, 2010), short and long term. However, the longest time period this intervention has been measured for is six months meaning it is not clear if long-term extends beyond this. It can be seen by these results that the intervention works, but not how. It produces PE, increases wellbeing and helps resist hedonic adaptation which is almost everything you could ask for in an intervention. However, not understanding how it works makes it difficult to see the true potential or benefit of what is already, a very useful tool. Generating gratitude is an undeveloped skill in my life. Meaning that for me, it probably would continue to provide me with PE and develop as a skill. As Chih-Che (2015) underlines, gratitude induces other PE’s which trigger upward spirals toward emotional wellbeing. While higher levels of gratitude may help predict increases in beneficial psychological outcomes (e.g., life satisfaction). The intervention is also low risk and can be administered by the individual meaning it could be utilised inexpensively and widely across many populations which do not routinely express gratitude.

Before this intervention I did not routinely express gratitude. Three-Good-Things has helped me develop this as a skill to help navigate negative experiences when I am tired in my day-to-day life. I feel that it has helped me develop the start of an upward spiral and revealed a capacity to me that I was unaware of. By becoming more aware of my appreciation of the smaller things in life I feel that I have captured a positive experience which I intend to keep. As with the Mindfulness-Meditation, this will continue to be a driving force for personal growth and positivity in my life.

Intervention 3 –Smiling Commuter

The Smiling Commuter PPI is grounded in the understanding that attention bias can be modified (Stroop, 1935; Sperling, 1960; Heeren et al., 2015). It is clear that ABM works and has proven successful for clinical (Linetzky, 2015) and normal populations (Heeren, 2015). It is suggested however, that little is known at this time about how it works. Britton et al.’s (2015) study on the neural changes with ABM for anxiety has highlighted the need for further understanding. There is also mixed support for ABM. Linetzky’s (2015) meta-analysis findings show that ABM works well for clinical populations with anxiety disorders. While Heeren et al.’s (2015) study has uncovered particular limitations in its application for seasonal affective disorder which makes the wide-scale dissemination of ABM for some anxieties limited.

With these limitations in mind, it is important to again highlight the value of ABM in cultivating PE. My experience of ABM has helped me not only overcome some attention bias for negative stimuli, it has also helped me turn a recurring negative experience into a positive one. My commute is now a time where I am relaxed and often smile. Sometimes I even make others smile. It is no understatement to say that this has been a powerful experience. It has indicated how ABM could be a useful intervention for many more people like me in the West today who commute. For those who are experiencing heightened anxiety in everyday life through a bias for negative environmental stimuli (Enock et al., 2014). Not just to counteract anxiety, but also to produce PE and increase wellbeing. However, as with ABM in general, much more research and understanding is needed to substantiate and develop this idea.

5. Review of learning.

I feel that I have met my aim for this portfolio, which was to cultivate PE and increase my sense of wellbeing, comfort and happiness. It is clear to me that the thing I have changed most is my behaviour. How I respond to thoughts and emotions, how I value my experiences and how I focus my attention. The ‘person-activity fit’ diagnostic tool (Lyubomirsky, 2010) was very useful in helping me select the two established PPI’s (Mindfulness-meditation and Three-Good-Things).

Mindfulness-Meditation worked well for me. It was very useful in helping me navigate the negative experience of being busy in the morning. It helped me cultivate awareness, to be more aligned with my thoughts and emotions and at times, observe them rather than running after them. It has been both a journey and an experience and I feel I have barely seen the potential value Mindfulness-Meditation has for me in my life. Three-Good-Things worked well for me too. It has helped me realise how much I value everyday things which I take for granted. I am now savouring and more grateful day-to-day which makes me feel a bit warmer inside and more positive generally. The third intervention which I adapted from other established ABM applications (Heeren et al., 2015; MacLeod et al., 1986; farm.the.rhino.horn, 2014; Dandeneau and Baldwin, 2004) also worked well for me. It helped me generate PE through focusing my attention. It has revealed to me how much of my behaviour may be automatic and in some cases, damaging to my life experiences and possibly my wellbeing. I now appreciate how important it is for me to consider behaviour which may be automatic, whether I can modify this to cultivate PE.

Using the PPI’s for four weeks worked well for me and I was able to cultivate PE. I feel that by continuing to use the PPI’s I can gain more, that they can form a valuable part of my plan for future development. This experience has highlighted how I could identify other day-to-day recurring experiences which would benefit from a PPI. Therefore, I intend to research other PPIs relating to my greatest strengths and incorporate them into my day-to-day life to drive and continue my personal growth and if possible, my upward spiral.

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