Journal of Positive School Psychology
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Vol. 2 No. 1 (2018)

April 2018

The Spotlight activity: Development and feasibility test of a naturalistic attention-redirection well-being intervention

  • Lilian Shin
  • Peter Ruberton
  • Sonja Lyubomirsky

Journal of Positive School Psychology , Vol. 2 No. 1 (2018), 11 April 2018 , Page 64-91
Published: 2018-03-14

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Abstract

Positive activities, such as savoring, gratitude, and optimism, have been shown to boost positive emotions and reduce negative emotions. We argue that a shared mechanism driving their well-being benefits is the redirection of attention. In this feasibility study, we develop and pilot-test this mechanism with a novel positive activity intervention, the “spotlight activity,” that taught participants how to become mindful of where their attention was and to redirect it as needed. Individuals (initial N = 108) were randomly assigned to a 5-week spotlight activity intervention or to a waitlist control group and were assessed on measures of psychological well-being, need satisfaction, and hassles and uplifts. Preliminary results showed that, at post-test, the spotlight group reported significantly higher life satisfaction, meaning in life, and general weekly affect, as well as significantly lower negative affect and hassle intensity. The study provided initial evidence for the feasibility of a novel attention-redirection intervention and its potential to increase psychological well-being.
Keywords:
  • Happiness interventions, attention, subjective well-being, and positive affect.
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How to Cite

Shin, L., Ruberton, P., & Lyubomirsky, S. (2018). The Spotlight activity: Development and feasibility test of a naturalistic attention-redirection well-being intervention. Journal of Positive School Psychology , 2(1), 64-91. Retrieved from https://journalppw.com/index.php/JPPW/article/view/49
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Creative Commons LicenseThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source. This license entitles all parties to copy, share and redistribute all the articles, data sets, figures, and supplementary files published in this journal in data mining, search engines, web sites, blogs, and other digital platforms under the condition of providing references. 

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Journal of Positive School Psychology is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published two times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The JPSP publishes research regarding the education of populations across the life span

Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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