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 Positive wellbeing study

Positive wellbeing Study

Mindful: Happiness, Strengths,
and Positivity wellbeing study.
Research Proposal

By Fizza Shah ID:80019644

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 Positive wellbeing study

Content

Positive wellbeing

study

1.1 Terminology.
1.2 Research proposal.
1.3 Literature review.
1.4 Rational of the MHSP approach of wellbeing.
1.5 Aims and objectives of the present study.
1.6 Research hypothesis.

1.7 Methodology.

Design.

Participants.

Measures.

Procedure.

Limitations and Ethical Considerations.

1.8 Timeline for research project.

Word count:2198

1.1 Terminology

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 Positive wellbeing study

MHSPW- Mindful happiness, strengths, positivity wellbeing research project.

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 Positive wellbeing study

1.2 Research proposal: Can a MHSPW approach cultivate optimal levels of wellbeing among Bucks
New university students?

This research proposal postulates a rationale and methodology that aims to investigate the effect of
numerous positive interventions on levels of wellbeing among Bucks New university students over
the duration of three weeks. Entailing the following:

1.A literature review reviewing areas of research interest as the conceptualisation of wellbeing.

2. The rationale postulates the aims and objectives of the research study.

3.The methodology postulates the design, participant sample and procedure of the research study.

4. The limitations and ethical considerations of the research study are stated.

5. A timeline devised to illustrate the framework for the tasks that will be completed over a set point
of time.

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 Positive wellbeing study

1.3 Literature Review

The journey of conceptualisation of the notion of wellbeing derives from the philosophically feelings
of happiness to the present day positive psychological term coined as optimal flourishing. Thus,
linking happiness to the cultivation of personal strengths for the betterment of humanity (Aristotle,
trans, 2000). Whereby Corey Keyes flourishing model postulated that high emotional wellbeing, high
social wellbeing and high psychological wellbeing all lead to a state of flourishing optimal levels of
wellbeing (Shane, J Lopez, & C.R. Snyder, 2009).

The most predominant psychologist in positive psychology have shed some light on the notion of
wellbeing. Firstly, Martin Seligman the founding father of positive psychology postulates that
wellbeing is in context of strengths is a “feeling good as well as having a meaningful life, good
relationships and accomplishments”. In addition, Sonju Lyubomirsky conveys “I use the term
“happiness “to refer to the experience of joy, contentment or positive well-being, combined with a
sense that wellbeing one’s life is good, meaningful and worthwhile” (Sonja Lyubomirsky, pg. 16,
2007). Finally, Barbara states “Positive emotions help people build their personal well-being
resources, ranging from physical resources, to intellectual resources and social resources”,
(Fredrickson,2009). All three interpretations advocate the good life and cultivation of positive
emotions; however, a differentiation can be made that Barbara Fredrickson (2009) unveils wellbeing
as layers of personal, physical, intellectual and social resources built up over time. Conceptualizing
the notion of broadening and building resources optimal levels of positive intervention have been
considered for the research study for experimentational implementation amongst Bucks New
University students.

For the MHSPW study a three-dimensional exploration was pursued for the notion of wellbeing. The
areas of interest are happiness, strengths and positivity. To harmonise the three concepts of
wellbeing, it had been postulated that “scientific study of what makes life most worth living. It is a
call for psychological science and practice to be as concerned with strength as with weakness, as
interested in building the best things in life as in repairing the worst; and as concerned with making
the lives of normal people fulfilling as with healing pathology” (Lopez & Snyder, 2009). The most
enlightening interpretation that comes to attention is the imperative mention of worthwhile living
notion of happiness, the mention of strengths and the notion building on best things the process of
cultivating positivity. Thus, maneuvering us towards a possible three positive interventional practice
to wellbeing MHSPW (mindful, happiness, strengths, positivity) for optimal wellbeing functioning.

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 Positive wellbeing study

1.4 Rationale

The MHSP wellbeing approach aims to investigate how three positive interventions can cultivate
optimal levels of wellbeing in comparison to a multi interventional positive approach. Reviewing the
concept of wellbeing simultaneously under two between groups participants design experiment,
whereby group A will be administered with three positive interventions one per week, over the
duration of three weeks and group B will be administered two positive interventions over a period of
three weeks, whereby one of the positive interventions shall be repeated. The two controlled groups
of positive interventions would give researchers an insight into the cultivation of optimal levels of
wellbeing functioning within flourishing individuals. Further analysis of two such controlled groups
would highlight any relationships of positive interventions implemented in such a mindful nature to
wellbeing. It would be interesting to explore any gender, age or cultural differences as these could
be considered in the context of analysing individual differences in relation to wellbeing. In addition,
a follow, up administration of a PERMA questionnaire would be interesting to identify relapse of
implementation of positive interventions or if a persistent use of them would be detected for a more
eudaimonic wellbeing among the participants.

1.5 Aims and objectives of present study

Mental health issues have increased in the last five years among university students within the Uk
compared to the general population who reported an increase in life satisfaction and happiness.
(Universities UK organisation, 2015). Most of the previous research has been conducted in the
United states of America. In addition, a mindful study into implementation a happiness strategy,
strength strategy, positivity strategy in relation to well being has not yet be examined in a combined
manner. The entire notion of optimal well being to happiness strategies, strengths strategies and
positivity strategies present to gaining optimal levels of wellbeing raises some interesting points for
investigation. The limited research in a more three-dimensional approach to wellbeing instigates the
need to revolutionise the optimal functioning of conceptualising mindful positive interventions. The
MHSPW study questionnaires shall facilitate distinctive results previously not found at the South of
England university. The study will examine if three positive interventions in comparison to two
positive intervention will cultivate optimal levels of wellbeing among university students.

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 Positive wellbeing study

1.6 Research Hypothesis:

Group A: Mindful Happiness, Strengths and happiness positive interventions.

Research Hypothesis: The implementation of the MHSH positive interventions will cultivate optimal
levels of eudaimonic wellbeing among Bucks New University students.

Null Hypothesis: The implementation of the MHSH positive intervention will have no effect on the
eudaimonic wellbeing among Bucks New University students.

Group B: Mindful Happiness, strengths and positivity positive interventions.

Research Hypothesis: The implementation of the MHSP positive interventions will cultivate optimal
levels of eudaimonic wellbeing among Bucks New University students.

Null Hypothesis: The implementation of the MHSP positive intervention will have no effect on the
eudaimonic well-being among Bucks New University students.

In summary the literature looked upon the three conceptualisations of wellbeing in context of
happiness, strengths, positivity interventions and notions of wellbeing the motivation behind a
MHSP approach.

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 Positive wellbeing study

1.7 Methodology

Design:

The MHSP study design is proposed to be a between groups an independent measure of a true
experiment designating university students into two proposed controlled groups with group A
undergoing two positive interventions: Happiness, strengths implemented on them and group B
having three positive interventions: happiness, strengths and positivity over a period of three weeks.
Thus, manipulating the independent variables: happiness, strengths, positivity positive interventions
enabling the researcher to examine the significance on the dependent variable the levels of reported
wellbeing by the university students. The independent variables would be the individual scores on
the three questionnaires: The Subjective happiness scale (Lyubomirsky, 1999), the panas scale
(positive affect and negative affect scores, Watson, P, Clark. L,A, & Tellegen, A, 1998) and the online
VIA survey- Institute on character (Seligman, M, & Peterson, C, 2001). The dependent variable would
be the levels of wellbeing experienced by the university students the perma-profiler (Butler, J., &
Kern, M. L. 2016) was proposed. In addition, a control variable was proposed as a measure of
mindfulness, a MAAS scoring questionnaire (Carlson, L.E. & Brown, K.W. (2005). All design aspects
have been listed within figure 1 to illustrate the concept of the MHSPW approach.

Figure 1.

Design Research factors Interventions

Independent measures
Between groups
Opportunity Sample
True experiment
Quantitation Type of data
Analysis
Dependent variable
Independent variable
Sample of 50 participants: Group A (HSH intervention)
Group A: 25 participants,
Group B: 25 participants.
Group B (HSP intervention)
University students
MHSP
Mannova (multivariate
analysis of variance).
Self-reporting PERMA and
MASS scoring (wellbeing and
mindfulness scales).
Happiness intervention: Group A: week 1/3.
Taking care of your body. Group B: week 1.

Strengths: using one of your Group A: week 2.

signature strengths. Group B: week 2.
Positivity: Inspiration portfolio. Group B: week 3.
Control Variable Mindfulness. Group A/B: Week 1,2,3.

To examine the levels of wellbeing amongst Bucks new university students allocated positive
interventional approach into group A and group B a multivariate analysis of variance (MANOVA)
would be proposed. A MANNOVA would establish whether there would be a significance between
groups on a combined dependent variable (in this proposed research it would be wellbeing and
mindfulness) and provide univariate results for individual dependent variables. This would allow the

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 Positive wellbeing study

results to be viewed by creating a combined dependent variable by a linear combination of each

dependent variables separately. In addition, a bivariate PEARSON PRODUCT-MOMENT coefficient
CORRELATION would be utilised to analyse any significant relationships between variables
happiness, strengths and positivity interventions that would be found in relation to mindful optimal
wellbeing. The type of data retrieved from the questionnaires would be quantitative and would at
interval levels.

Participants:

The participants would be recruited through ad hoc sampling by distributing leaflet adverts in
common student gathering areas around the university and an announcement through digest a
university communications department. The participants would be of an equal representation
sample of fifty participants in total, whereby twenty-five would be allocated in group A and the
remaining twenty-five in group B.

Measures:

The materials proposed for the positive wellbeing project are the use of the following
questionnaires:

1. MASS scoring.
2. Subjective happiness scale
3. Online Via survey.
4. PANAS scale.
5. PERMA profiler.

Procedure:

Participants will be briefed and formally asked for their permission to participate within the study.
Fifty participants would be recruited and evenly allocated with two groups. All measures materials
would be administered at the initial start of the positive wellbeing study to group A and with group B
an exception would be made involving no panas questionnaire administered. Thereafter the fifty
participants would be allocated to two face book created groups known as positive wellbeing
research A and positive wellbeing research B for a duration of three weeks. Group A will implement
the happiness intervention: taking care of your body by utilising the university gym facilities by
membership or free classes through big deal for two to three times in week 1, thereafter in week 2
the participants will implement the love of learning strength by participating in university workshops
be it through wellbeing, counselling or the big deal workshops for at least two or three times a week.
Finally, Group A would access the uploaded inspiration portfolio on face book for two or three times
in week 3. In comparison to positive wellbeing group B would administer the same happiness
intervention in week 1/3 whereby in week 2 the strengths intervention would be implemented this
group would have no positivity portfolio exposed to them instead a repetition of the happiness
intervention. Study questionnaires and wellbeing video shall be uploaded within the face book
groups.

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 Positive wellbeing study

The table shows the administration of interventions within the positive wellbeing study.

Positive Implementation Positive Positive

Interventions wellbeing wellbeing
Group A Group B
Happiness: Two or three times Week 1 Week 1/3
Taking care of in one week and
your body then participants
utilising gym need to complete a
facilities of the subjective
university for a happiness
workout at three questionnaire
work outs for a At the start and end
week of week 1.
Strengths: Use the love of Week 2 Week 2
Demonstrate a learning strengths
love of learning within the university
by either setting utilising the
attending a university facilities.
wellbeing
workshop or any
big deal event
that advocates
learning.
Positivity: A portfolio will be Week 3
A collection of devised of picture
pictures and quotes of
alleviating the inspiration and the
positive emotion participants are
of inspiration. required to look at
them at two or
three times a week

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 Positive wellbeing study

Limitations and ethical considerations.

The limitation of the study is that no online interactive well being program could have been devised
for a more better administrating of the study to the students through blackboard an easy platform
to reach out to lots of students at one time. The ethical considerations would entail the code of
human research stating that researchers should respect the rights and dignity of participants in their
research. Furthermore, demonstrating confidentiality and trust between the investigator and
participants. In addition, the researcher should seek formal consent from the participant to agree to
participate within any social research (BPS, 2014).

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 Positive wellbeing study

1.8 Timeline for research proposal for 2017-2018

Figure 2.

Tasks Deadlines for Completion

Critical Literature Review for dissertation. December 2017

Write up Research Proposal. January 2018

Seek ethical approval. February 2018

Devise a wellbeing film. February 2018

Recruit Participants and brief the participants March 2018

on the conditions of the experiment.

Create two positive wellbeing research groups April 2018

on face book.

Upload research materials. April 2018

Debrief participants and collect data. May 2018

Analyse & Input data in SPSS. June 2018

Write up Methodology and Literature Review. July 2018

Seek supervisor help for writing up August 2018

dissertation.

Submit final dissertation. September 2018

The time line gives a breakdown of the stages of research dissertation tasks deadlines within figure
2.

In conclusion the MHSPW approach should shed some understanding in boasting wellbeing among
Bucks new university and allow much needed information regarding the mindful efficacy of positive
interventions. I hope to learn the optimal flourishing method of administering positive interventions
which will make a significant difference in student wellbeing.

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 Positive wellbeing study

References

 Appropriate validity references for the trait MAAS: Brown, K.W. & Ryan, R.M.
(2003). The benefits of being present: Mindfulness and its role in
psychological well-being. Journal of Personality and Social Psychology, 84,
822-848.

 Aristotle. (2000). Nicomachean ethics (R. Crisp, Trans.). Cambridge, England:

Cambridge University Press.

 Butler, J., & Kern, M. L. (2016). The PERMA-Profiler: A brief multidimensional

measure of flourishing. International Journal of Wellbeing, 6(3), 1-48.
doi:10.5502/ijw.v6i3.1

 Carlson, L.E. & Brown, K.W. (2005). Validation of the Mindful Attention
Awareness Scale in a cancer population. Journal of Psychosomatic Research,
58, 29-33.

 Fredrickson, B (2010) Positivity Ground-breaking Research to Release Your

Inner Optimist and Thrive, London, UK: One world Publications.
 Lopez, S.J & Snyder, C, R, (2011) The Oxford Handbook of Positive
Psychology, Second edition, New York, United States of America, OXFORD
UNIVERSITY PRESS.

 Lyubomirsky, S (2010), The How of Happiness, A practical guide to Getting

the life You Want, London, UK: Piatkus.

 Lyubomirsky, S. & Lepper, H. S. (1999). A measure of subjective happiness:

Preliminary reliability and construct validation. Social Indicators Research, 46,
137-155.

 Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of
brief measures of positive and negative affect: the PANAS scales. Journal of
personality and social psychology, 54(6), 1063.

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 Positive wellbeing study

Internet sites

 https://www.ons.gov.uk/peoplepopulationandcommunity/wellbeing/bulletins/m
easuringnationalwellbeing/july2016tojune2017 national statistic for well being
in uk.

 http://www.universitiesuk.ac.uk/policy-and-
analysis/reports/Documents/2015/student-mental-wellbeing-in-he.pdf uk stats
on student wellbeing.

 http://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/student-
mental-wellbeing-in-higher-education.aspx report stats for 2011-

 http://www.viacharacter.org/www/ via survey.

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