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Can Happiness be Taught?
Investigator(s) / AuthorsAlison Ogier-Price
| Principal contact | |
|---|---|
| Name | Ms Alison Ogier-Price |
| alisonop@icounsel.co.nz | |
| The research | |
| Summary | This study investigates whether happiness can be taught through an intervention programme aimed at increasing levels of subjective wellbeing as measured by scales of self-reported happiness and depression. |
| Objectives | The science of positive psychology continues to build a database of information about what contributes to the subjective wellbeing of humankind. This study uses what the Positive Psychology movement has learned so far, to educate participants through attendance at a course that also provides a set of validated interventions for practice. The study aims to test whether happiness can be taught using this format, by assessing changes to levels of happiness and depression, with the expectation that happiness will increase and depression will decrease as a result of course attendance. The design of the positive psychology course that was the context for this study, took into account the database of knowledge about what seems to make us happier and less depressed. A number of topics and validated interventions were assembled into an optimal set, with the intention of producing the greatest positive effect of increasing happiness and decreasing depression. These interventions had previously been validated in isolation. Additionally, this study aimed to examine whether some participants were happier than others, and whether some benefited more than others. Previous research had found little effect on happiness of differences in age, gender, income level, and whether participants have children, and these variables are explored. Other variables examined for possible differences or moderating effects are level of education, living arrangements, employment status, and previous attendance at community courses. Finally, this study aimed to explore the possible impact on levels of happiness and depression of participants having any particular character strengths. |
| Study design | Recruitment: Participants were recruited from community courses being held at the University of Canterbury community education centre. Participants: The experimental group (EG) consisted of 33 attendees at a Positive Psychology course, and the control group (CG) consisted of 41 attendees at other community-based courses. Courses were held over 7 weeks for 2 hours per week, and included weekly homework. Measures: Participants completed 6 questionnaires (9 subscales) that provided 6 ‘happiness’ scores and 3 ‘unhappiness’ (depression) scores. Times: All questionnaires were completed by all participants (Total N=74, EG N=33, CG N=41) before the course (Time 1) and immediately after the course (Time 2). Two of the ‘happiness’ subscales were completed by some of the participants (Total N=65, EG N=29, CG N=36) 3 months later (Time 3). |
| Methods | Quantitative, Survey, Action Research |
| Results | - A significant difference was found in changes to happiness and depression scores over time between the experimental group (EG) and the control group (CG) participants. - The EG participants attending the Positive Psychology course showed a tendency to increase happiness scores from before the course to after the course, with a smaller increase 3 months later. - The CG participants showed a tendency to decrease happiness scores from before the course to after the course, with a smaller increase 3 months later. - The EG participants had significantly more symptoms of depression before the course than the CG participants. After the course, EG participants had decreased depression and CG participants had increased depression, resulting in both groups at a similar level. |
| Conclusions | Results show that attendance at a course that includes the theory and practice of interventions from the field of Positive Psychology, have some benefit in increasing happiness levels and decreasing depression in participants. |
| Key Descriptors | Prevention, Promotion, Coping Strategies, Early Intervention, Intervention/Treatment, Stress |
| Disciplines | Psychology |
| Settings | Community |
| Diagnostic Categories | Depression, Mood & Affective Disorders |
| Populations | General Population |
| Other Keywords | positive psychology happiness depression interventions wellbeing strengths teaching happiness |
| Ethics approval | Yes |
| Academic led | Yes |
| Service led | No |
| How were service users involved | Participants of the research |
| Publication in peer review journal | No |
| Supporting information | |
| Uploaded files | |
| Links | |
Page last updated: 7 November 2008