( 5 Pages)
This is a well-being project that will require students
to first assess the current state of their well-being using a specific screening measure.
Students will choose a well-being goal(s) to pursue over a period of time (up to two weeks).
Students will choose an evidence-based intervention(s) that has been introduced during the
course to help them achieve their goal(s). Finally, a validated post-intervention well-being
questionnaire will be taken and a synthesis of the whole process, including results, will be
submitted at the end of the course. These activities can also be found at
https://ggia.berkeley.edu, see rubric.
Students will write this up as an empirical paper addressing the following.
Introduction: Why did the student decide to change what they (hopefully) changed?
What variables facilitated and impeded this change? What mechanisms may explain
why? What is the students hypothesis? Use research to support answers.
Methods: Students will describe the procedure(s) used to change themselves. What
techniques were used? What is the science behind these techniques? How did the
student measure change?
Results: What happened? Even though self-report data may suggest the intervention was
effective, the student must also provide corroborating evidence from other sources.
Objective health indicators (e.g., fewer sick days used), and behavioral measures (noticing
more good things on a daily basis; more positive social interactions) are all appropriate.
Discussion: Was the students hypothesis confirmed or disconfirmed? Are the results
consistent with prior research? What did the student learn about self-change, and positive
psychology? The student might discuss strengths, weaknesses, and difficulties in
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implementing their intervention, or the student might explain why some techniques seemed
to be more effective than others. What would the student do differently if they had the
opportunity to do it again? Why?
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