GMH 30 Tips

POSITIVE EMOTIONS

Your ability to experience, prolong & build positive emotional experiences (E.g., joy, calmness & gratitude).

TIP #1

Make a happiness list

TRY THIS

1. List various things, people, & experiences that bring you joy

2. Whenever you need a boost in joy, make use of something from this list

3. Share this list with close friends, so that they know how to cheer you up

The Science Behind It

Tip 1 is meant to help you identify various things, people and experiences that bring you joy, so that you can be more deliberate in creating more joy in your life.

Positive emotions such as joy are desirable because they bring us pleasure. However, positive emotions have also been associated with various other benefits such asa longer life expectancy (Fredrickson, 2003), reduced stress (Tugade, Fredrickson & Barrett, 2004), and increased performance at work (Lyubomirsky, King, & Diener, 2005). Thus, it is important to increase the amount of positive emotions in our lives.

Additionally, Barbara Fredrickson (2001) theorised that positive emotions also help us to broaden our minds and attention to new possibilities. This theory is called theBroaden-and-Build theory, and she argues that positive emotions are also useful for psychological growth.

Expert Tip:

Try out this exercise with Tip 5. Develop a list of things, people, and experiences that elicit the various spectrum of positive emotions (e.g., love, hope, awe, calmness).

Extra Resources:
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[Webpage] The pursuit of happiness: Using the power of positive emotions

[YouTube Video] Barbara Fredrickson: Positive emotions open our mind

[Free Coursera course] The Science of Well-Being

[Podcast] The Happiness Lab

References

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist, 91(4),330–335.

Lyubomirsky, S., King, L., & Diener,E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131,803-855. https://doi.org/10.1037/0033-2909.131.6.803

Tugade, M. M., Fredrickson, B. L., & Barrett, L. F. (2004). Psychological resilience and positive emotional granularity: Examining the benefits of positive emotions on coping and health. Journal of Personality, 72,1161-1190. https://doi.org/10.1111/j.1467-6494.2004.00294.x

TIP #2

Start a gratitude journal

TRY THIS

1. For about 15 mins a day, at least once a week, list up to 5 things that you are grateful for

2. It could be a good occurrence, experience, person or thing that happened during the day

3. Feel free to get creative with how you record it in your journal

The Science Behind It

Tip 2 is meant to help you think through the various good things and people that you have in your life. We often take these for granted but keeping a gratitude journal will help you pause and reflect on the things that are going well in your life.

Research has found that keeping a gratitude journal does indeed increase the amount of gratitude that we experience (Emmons & McCullough, 2003; Sheldon & Lyubomirsky, 2007). Some of the positive effects of feeling gratitude include having positive moods, greater optimism about the future, and better sleep.Researchers argue that a gratitude journal helps us to pay attention to the good things in our lives, which we sometimes overlook. By writing down what we are grateful for, we become more aware of the things/ experiences/ people that bring us pleasure. Furthermore, actually penning down our thoughts is key:research suggests translating our thoughts into written words makes us more aware of them, thereby deepening their emotional impact (Ciotti, 2014).

Expert Tip:

Try out this exercise by following the 6 tips in the extra resource: Tips for keeping a gratitude journal. (1) Don’t just go through the motions, (2) Go for depth over breadth, (3) Get personal, (4) Try subtraction, not just addition, (5) Savour surprises, (6) Don’t overdo it

Extra Resources:
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[Webpage] Tips for keeping a gratitude journal

[YouTube Video] Robert Emmons: Benefits of gratitude

References

Ciotti, G. (2014, August 4). How writing makes you happier, smarter, and more persuasive: The psychological benefits of writing.https://www.psychologytoday.com/us/blog/habits-not-hacks/201408/how-writing-makes-you-happier-smarter-and-more-persuasive

Emmons, R. A., & McCullough, M. E.(2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377-389.

Greater Good Science Center. (2021). Gratitude journal.https://ggia.berkeley.edu/practice/gratitude_journal

Sheldon, K. M., & Lyubomirsky, S. (2007). How to increase and sustain positive emotion: The effects of expressing gratitude and visualizing best possible selves. The Journal of Positive Psychology, 1,73-82.https://doi.org/10.1080/17439760500510676

TIP #3

Perform five acts of kindness

TRY THIS

1. For one day this week, perform 5 acts of kindness — all 5 in one day

2. Write down what you did & how it made you feel

E.g. Giving a bigger tip to service staff, baking for your neighbour, holding the door/ lift open for someone else, donating to a cause you support

The Science Behind It

Tip 3 encourages you to do something kind for another person. These acts of kindness tap on our inner motivation to be prosocial (i.e., to be a good person in society).

One study found that participants who did 5 acts of kindness weekly over 6 weeks, saw an increase in their happiness, but only if they performed these acts in a single day instead of spreading it out over the week (Lyubomirsky, Sheldon& Schkade, 2005). One possible explanation for this is that acts of kindness are small, so spreading them out may make them harder to recall.

Researchers believe that being kind makes you feel happier because it boosts yourself-esteem (i.e, because you are a good person). You also become more aware of positive social interactions with others (Curry et al., 2018). Additionally, research suggests that it is important to have variety (Greater Good Science Center, 2021). Those who repeat the same acts of kindness show decrease in happiness over time, perhaps because the acts of kindness becomes routine, eventually feeling like a chore.

Expert Tip:

Perform all the acts in a single day to get a happiness boost and ensure that you engage in a variety of kind acts.

Extra Resources:
‍
[Webpage] Singapore Kindness Movement

[YouTube Video] Kindness Scientist

References

Curry, O. S., Rowland, L. A., Van Lissa,C. J., Zlotowitz, S., McAlaney, J.,& Whitehouse, H. (2018). Happy to help? A systematic review and meta-analysis of the effects of performing acts of kindness on the well-being of the actor. Journal of Experimental SocialPsychology, 76,320-329. https://doi.org/10.1016/j.jesp.2018.02.014

Greater Good Science Center (2021). Random acts of kindness.https://ggia.berkeley.edu/practice/random_acts_of_kindness

Lyubomirsky, S., Sheldon, K., & Schkade, D.(2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111-131.

TIP #4

Spend time in nature

TRY THIS

1. For 5-15 mins a day, over 2 weeks, spend time noticing nature around you (e.g., go for a walk outside, preferably in a park/ garden or by the beach)

2. Take a picture of a natural element, object, or scene that makes you feel a strong emotion

3. Write down the reason that prompted you to take a picture & describe what you felt

The Science Behind It

Tip 4 gets you to immerse yourself in nature. Studies suggest that we feel positive emotions such as awe, connectedness, and hope when we are surrounded by nature, and pausing to fully experience these feelings can intensify our positive emotions (Greater Good Science Center, 2021; Lumber, Richardson, Sheffield,2017)).

In a study by Passmore & Holder (2016), participants took pictures of nature as described in this tip over 2 weeks; others photographed man-made environments or continued their lives as usual. After 2 weeks, they took a survey. Compared to the other groups, those who photographed nature said they experienced more positive emotions recently (e.g., awe, inspiration, & transcendence), were kinder toward others, and felt more connected to others and the world around them.

If you want to dive deeper into the relationship between nature and well-being,Google the concept of “forest bathing” or Shinrin-Yoku.

Expert Tip:

Engage as many of your senses as feasible when you are in nature (e.g., your sense of sight, smell, hearing & touch).

Extra Resources:
‍
[Webpage] Ecopsychology: How immersion in nature benefits your health

[YouTube Video] Those who are"nature-wise" have an edge in today’s world | Ronna Schneberger |TEDxCanmore

References

Greater Good Science Center (2021). Noticing nature. https://ggia.berkeley.edu/practice/noticing_nature

Lumber, R., Richardson, M., &Sheffield, D. (2017). Beyond knowing nature: Contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PLoS ONE,12(5). https://doi.org/10.1371/journal.pone.0177186

Passmore, H. A., & Holder, M. D.(2016). Noticing nature: Individual and social benefits of a two-week intervention. The Journal of Positive Psychology, 12(6),537-546. https://doi.org/10.1080/17439760.2016.1221126

TIP #5

Plan a positive experience

TRY THIS

1. Plan an activity this week that will help you feel one of the following positive emotions: awe, calm, contentment, hope , interest, love

2. To take this a step further, plan this activity with a close family member or friend

The Science Behind It

Tip 5 is like tip 1, except that you plan an activity that could bring out a wider range of positive emotions, beyond joy.

As described earlier in tip 1, positive emotions are desirable because they bring us pleasure. However, positive emotions have also been associated with various other benefits such as a longer life expectancy (Fredrickson, 2003), reduced stress (Tugade, Fredrickson & Barrett, 2004), and increased performance at work (Lyubomirsky, King, & Diener, 2005). Thus, it is important to increase the amount of positive emotions in our lives.

Additionally, Barbara Fredrickson (2001) theorised that positive emotions also help us to broaden our minds and attention to new possibilities. This theory is called the Broaden-and-Build theory, and she argues that positive emotions are also useful for psychological growth.

We also want you to note that negative emotions such as guilt, sadness & anger have its benefits (Biwas-Diener & Kashdan, 2014). For example, guilt indicates that we are acting against our values and could be a signal to us to change our behaviour. Thus, we should aim for emotional agility – being aware and in control of all our emotions.
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Expert Tip:

Plan a fuss-free activity, carve out time in your calendar & make it happen.

Extra Resources:
‍
[Webpage] The emotion wheel: What itis and how to use it
‍
[Recommended Movie] Inside Out

References

Kashdan, T., & Biswas-Diener, R. (2014). The upside of your dark side: Why being your whole self - not just your"good" self - drives success and fulfillment. Penguin.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist, 91(4),330–335.

Lyubomirsky, S., King, L., & Diener,E. (2005). The benefits of frequent positive affect: Does happiness lead to success? PsychologicalBulletin, 131,803-855. https://doi.org/10.1037/0033-2909.131.6.803

Tugade, M. M., Fredrickson, B. L., &Barrett, L. F. (2004). Psychological resilience and positive emotionalgranularity: Examining the benefits of positive emotions on coping and health. Journalof Personality, 72,1161-1190. https://doi.org/10.1111/j.1467-6494.2004.00294.x

TIP #5

Plan a positive experience

TRY THIS

1. Plan an activity this week that will help you feel one of the following positive emotions: awe, calm, contentment, hope , interest, love

2. To take this a step further, plan this activity with a close family member or friend

The Science Behind It

Tip 5 is like tip 1, except that you plan an activity that could bring out a wider range of positive emotions, beyond joy.

As described earlier in tip 1, positive emotions are desirable because they bring us pleasure. However, positive emotions have also been associated with various other benefits such as a longer life expectancy (Fredrickson, 2003), reduced stress (Tugade, Fredrickson & Barrett, 2004), and increased performance at work (Lyubomirsky, King, & Diener, 2005). Thus, it is important to increase the amount of positive emotions in our lives.

Additionally, Barbara Fredrickson (2001) theorised that positive emotions also help us to broaden our minds and attention to new possibilities. This theory is called the Broaden-and-Build theory, and she argues that positive emotions are also useful for psychological growth.

We also want you to note that negative emotions such as guilt, sadness & anger have its benefits (Biwas-Diener & Kashdan, 2014). For example, guilt indicates that we are acting against our values and could be a signal to us to change our behaviour. Thus, we should aim for emotional agility – being aware and in control of all our emotions.

Expert Tip:

Plan a fuss-free activity, carve out time in your calendar & make it happen.

Extra Resources:
‍
[Webpage] The emotion wheel: What itis and how to use it
‍
[Recommended Movie] Inside Out

References

Kashdan, T., & Biswas-Diener, R. (2014). The upside of your dark side: Why being your whole self - not just your"good" self - drives success and fulfillment. Penguin.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist, 91(4),330–335.

Lyubomirsky, S., King, L., & Diener,E. (2005). The benefits of frequent positive affect: Does happiness lead to success? PsychologicalBulletin, 131,803-855. https://doi.org/10.1037/0033-2909.131.6.803

Tugade, M. M., Fredrickson, B. L., &Barrett, L. F. (2004). Psychological resilience and positive emotionalgranularity: Examining the benefits of positive emotions on coping and health. Journalof Personality, 72,1161-1190. https://doi.org/10.1111/j.1467-6494.2004.00294.x

ENGAGEMENT

Your ability to remain curious, interested & passionate about worthwhile pursuits.

TIP #6

Take a character strength quiz

TRY THIS

1. Take this 20-min survey to identify your character strengths

2. Read more about what each character strength means here

3. Deliberately apply your top few character strengths in the coming week to your daily routine

The Science Behind It

Tip 6 introduces the concept of character strengths - positive traits that are core to our being/identity and our doing/ behaviour (Niemiec, 2014). As our character strengths are what we usually doing well, we tend to enter a state of flow [also referred to as engagement, as stated in Martin Seligman’s (2011) PERMA framework].

Flow is a mental state in which you are engaged in doing something where your skills match the level of challenge required in doing the task (Csikszentmihalyi,1997). When we use our character strengths, we are applying parts of our traits that come naturally to us and we tend to be quite good at it. Thus, we usually have the right amount of skills to overcome a task when we use our character strengths and this would put us in a state of flow. Using character strengths to enter a state of flow has been talked about by various researchers such as Martin Seligman (2002, 2011) and Ryan Niemiec (Chapter 5, 2017).

However, it is important to note that we should also apply our character strengths to a challenge that is of sufficient complexity. If we are too skilled in tackling a challenge, we may no longer enter a state of flow, but instead enter a state of boredom.

Expert Tip:

Consider new ways in which you can apply your character strengths.

Extra Resources:
‍
[Webpage] 340 ways to use VIA character strengths by Tayyad Rashid & Afroze Anjum

[YouTube Video] The Science of Character (8min "Cloud Film")

References

Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.

Niemiec, R. M. (2014). Mindfulness and character strengths: A practical guide to flourishing. Hogrefe.

Niemiec, R. M. (2017). Character strengths interventions: A field guide for practitioners. Hogrefe Publishing.

Seligman, M. E. P. (2002). Authentic happiness. Free Press.

Seligman, M. E. P. (2011). Flourish. Free Press.

TIP #7

Learn about the concept of flow

TRY THIS

1. Read this article on flow

2. Watch this 19-min TED talk, especially from 13:40 -17:00, on flow by Mihaly Cziksentmihalyi (pronounced Me-High, Cheek-Sent-Me-High)

The Science Behind It

Tip 7 provides you with a theoretical understanding of the state of flow. While the other tips focus on the application of getting into a state of flow, we felt that it was also important to understand what the concept is about. Once you have this understanding, you should be better able to apply the other tips to get into a state of flow. If you did not manage to watch the TED talk (Cikszentmihalyi, 2004), here are the key points of what flow is:

• Flow is when the complexity of the task is matched with your skill level in handling that task

• There are 7 characteristics of being in a state of flow

• Being completely involved in what you are doing

• Feeling a sense of ecstasy

• Having great inner clarity

• Knowing that the activity is doable

• Experiencing a sense of serenity

• Feeling timelessness
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• Having the intrinsic motivation to be engaged in what you are doing

Expert Tip:

Tryout getting into a state of flow by doing some mindfulness meditation

Extra Resources:
‍
[Webpage] The flow research collective

[Webpage] With mindfulness, life’s in the moment

[YouTube Video] 5-Minute Meditation You Can Do Anywhere

[Recommended Netflix Series] Headspace Guide to Meditation

References

Csikszentmihalyi, M. (2004, February). Flow:The secret to happiness. TED. https://www.ted.com/talks/mihaly_csikszentmihalyi_flow_the_secret_to_happiness?language=en#t-864469

TIP #8

Monitor your states of ‘flow’

TRY THIS

1. Over the next week, keep track of the times you were in a state of flow: what were you doing, who was involved, where & when did it occur

2. Try to recreate such moments in the future to put yourself in a state of flow

The Science Behind It

Tip 8 asks you to monitor the occasions when you enter a state of flow. By increasing your awareness of the times when you are “in the zone”, you would be able to be more deliberate in creating similar situations in the future.

There are various benefits of getting into a state of flow, such as experiencing positive affect, achieving peak performance and learning more efficiently (Berka, Behneman, Kintz, Johnson, & Raphael, 2010; Rogatko, 2009; Swann, 2016). For example, Rogatko (2009) got college students to engage in activities that they self-reported as putting them in a state of flow (high flow group). These students were compared against students who did activities that did not put them in a state of flow (low flow group). Based on the differences in reported positive affect (e.g.,the extent to which they felt interested or excited), the high flow group showed greater increased in positive affect than the low flow group.

For these reasons, tips 8 - 10 focus on different ways to help you get into a state of flow.

Expert Tip:

Find out about your flow profile by completing the quiz below and apply the pro tips provided in pdf analysis, which will be sent to you after you complete the quiz.

Extra Resources:
‍
[Quiz] Flow profile quiz by Flow Genome Project

[Webpage] The psychology & theory behind flow

References

Berka, C., Behneman, A., Kintz, N., Johnson, R., & Raphael, G.(2010). Accelerating training using interactive neuro-educational technologies: Applications to archery, golf, and marksmanship. The International Journal of Sport and Society, 1.Retrieved January 5, 2021, from https://advancedbrainmonitoring.app.box.com/s/xepjwff3zs001gbif8bc

Rogatko, T.P. (2009). The influence of flow on positive affect in college students. Journal of Happiness Studies, 10(2),133–148.

Swann, C. (2016). Flow in sport. In L. Harmat, F. Orsted. Andersen, F. Ullen, J.Wright & G. Sadlo (Eds.), Flow experience: Empirical research and applications (pp. 51–64). Springer International Publishing.

TIP #9

Minimise distractions

TRY THIS

1. Reflect on what distracts you from accomplishing your goals (e.g., using social media, notifications on your phone, etc)

2. Minimise or eliminate these distractions as you go about your daily activities

The Science Behind It

Tip 9 asks you to monitor the occasions when you get distracted from your tasks. These distractions prevent you from entering a state of flow. By minimising your distractions, you should be able to “get into the zone” more efficiently.

As described earlier, there are various benefits of getting into a state of flow, such as experiencing positive affect, achieving peak performance and learning more efficiently (Berka, Behneman, Kintz, Johnson, & Raphael, 2010; Rogatko, 2009; Swann, 2016). For example, Rogatko (2009) got college students to engage in activities that they self-reported as putting them in a state of flow (high flow group). These students were compared against students who did activities that did not put them in a state of flow (low flow group). Based on the differences in reported positive affect (e.g.,the extent to which they felt interested or excited), the high flow group showed greater increased in positive affect than the low flow group.

For these reasons, tips 8-10 focus on different ways to help you get into a state of flow.

Expert Tip:

Find out about your flow blockers by completing the quiz below and apply the tips provided in video after you complete the quiz.

Extra Resources:
‍
[Quiz] Flow blocker quiz by the flow research collective

[Webpage] Please stop interrupting me

References

Berka, C., Behneman, A., Kintz, N., Johnson, R., & Raphael, G.(2010). Accelerating training using interactive neuro-educational technologies: Applications to archery, golf, and marksmanship. The International Journal of Sport and Society, 1. Retrieved January 5, 2021, from https://advancedbrainmonitoring.app.box.com/s/xepjwff3zs001gbif8bc

Rogatko, T.P. (2009). The influence of flow on positive affect in college students. Journal of Happiness Studies, 10(2),133–148.

Swann, C. (2016). Flow in sport. In L. Harmat, F. Orsted. Andersen, F. Ullen, J.Wright & G. Sadlo(Eds.), Flow experience: Empirical research and applications (pp. 51–64). Springer International Publishing.

TIP #10

Find productively challenging activities

TRY THIS

1. Identify activities in which you feel challenged, yet you are able handle

2. Once you are confident, stretch yourself a bit more by pushing slightly beyond your comfort zone, seeking support from others if required

The Science Behind It

Tip 10 gets you to identify a task that you find challenging, but something that you can complete with your skills. When the complexity of the task is matched with your level of skill, you would be able to enter a state of flow.

Additionally, if the task you identified is slightly more challenging than what you can accomplish, you may be in a state of arousal, but this stretch goal could help you learn more – sometimes referred to as the zone of proximal development, a concept introduced by psychologist Lev Vygotsky. As described earlier, there are various benefits of getting into a state of flow, such as experiencing positive affect, achieving peak performance and learning more efficiently (Berka, Behneman, Kintz, Johnson, & Raphael, 2010; Rogatko, 2009; Swann, 2016). For example, Rogatko(2009) got college students to engage in activities that they self-reported as putting them in a state of flow (high flow group). These students were compared against students who did activities that did not put them in a state of flow (low flow group). Based on the differences in reported positive affect (e.g.,the extent to which they felt interested or excited), the high flow group showed greater increased in positive affect than the low flow group. For these reasons, tips 8 -10 focus on different ways to help you get into a state of flow.

Expert Tip:

When setting stretch goals, ensure that you have adequate support and that you do not feel overwhelmed by the challenging goal, otherwise, you may be de-motivated to complete it

References

Berka, C., Behneman, A., Kintz, N., Johnson, R., & Raphael, G.(2010). Accelerating training using interactive neuro-educational technologies:Applications to archery, golf, and marksmanship. The International Journal of Sport and Society, 1.Retrieved January 5, 2021, from https://advancedbrainmonitoring.app.box.com/s/xepjwff3zs001gbif8bc

Rogatko, T.P. (2009). The influence of flow on positive affect in college students. Journal of Happiness Studies, 10(2),133–148.

Swann, C. (2016). Flow in sport. In L. Harmat, F. Orsted. Andersen, F. Ullen, J.Wright & G. Sadlo(Eds.), Flow experience: Empirical research and applications (pp. 51–64). Springer InternationalPublishing.

TIP #10

Find productively challenging activities

TRY THIS

1. Identify activities in which you feel challenged, yet you are able handle

2. Once you are confident, stretch yourself a bit more by pushing slightly beyond your comfort zone, seeking support from others if required

The Science Behind It

Tip 10 gets you to identify a task that you find challenging, but something that you can complete with your skills. When the complexity of the task is matched with your level of skill, you would be able to enter a state of flow.

Additionally, if the task you identified is slightly more challenging than what you can accomplish, you may be in a state of arousal, but this stretch goal could help you learn more – sometimes referred to as the zone of proximal development, a concept introduced by psychologist Lev Vygotsky. As described earlier, there are various benefits of getting into a state of flow, such as experiencing positive affect, achieving peak performance and learning more efficiently (Berka, Behneman, Kintz, Johnson, & Raphael, 2010; Rogatko, 2009; Swann, 2016). For example, Rogatko(2009) got college students to engage in activities that they self-reported as putting them in a state of flow (high flow group). These students were compared against students who did activities that did not put them in a state of flow (low flow group). Based on the differences in reported positive affect (e.g.,the extent to which they felt interested or excited), the high flow group showed greater increased in positive affect than the low flow group. For these reasons, tips 8 -10 focus on different ways to help you get into a state of flow.

Expert Tip:

When setting stretch goals, ensure that you have adequate support and that you do not feel overwhelmed by the challenging goal, otherwise, you may be de-motivated to complete it

References

Berka, C., Behneman, A., Kintz, N., Johnson, R., & Raphael, G.(2010). Accelerating training using interactive neuro-educational technologies:Applications to archery, golf, and marksmanship. The International Journal of Sport and Society, 1.Retrieved January 5, 2021, from https://advancedbrainmonitoring.app.box.com/s/xepjwff3zs001gbif8bc

Rogatko, T.P. (2009). The influence of flow on positive affect in college students. Journal of Happiness Studies, 10(2),133–148.

Swann, C. (2016). Flow in sport. In L. Harmat, F. Orsted. Andersen, F. Ullen, J.Wright & G. Sadlo(Eds.), Flow experience: Empirical research and applications (pp. 51–64). Springer InternationalPublishing.

RELATIONSHIP

Your ability to develop strong social & emotional skills in order to have good relationships with others.

TIP #11

Write a gratitude letter

TRY THIS

1. Write a 300-word letter to thank someone whom you never really got a chance to thank properly & whom you can visit/ video call in the coming visit

2. Be specific in terms of what the person did & how that has affected your life

3. Actually read the letter to the person

The Science Behind It

Tip 11 is about expressing gratitude to someone that you have never really got a chance to thank properly. While gratitude itself is a positive emotion , thanking someone can have a profound effect on the relationship between you and the recipient.

This tip is meant for you to take time to write down and express, in full, why you are thankful for the person you identified. While it may be challenging to deliver the letter in person during this period, consider reading out the entire letter to your intended person over a video call. Writing the letter helps you recall the good things in your life and reminds you of the love you received from others – things we forget when we are busy with our lives. Visiting your identified person allows you to strengthen your connection with them and remember how others value you as an individual. These benefits have been studied in various experiments, and delivering and reading the letter in person was found to be associated with significantly greater benefits (Froh etal., 2009; Payne et al., 2020; Seligman et al., 2005).

Expert Tip:

Follow the instructions in the gratitude letter link below for further guidance on how to write an impactful gratitude letter. Arrange for an actual face-to-face meeting, if feasible, and bring along related memorabilia to reminisce the times you spent together (e.g., photographs, ticket stubs, your report card, etc.).

Extra Resources:
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[Webpage] Gratitude Letter

[YouTube Video] Mother’sDay Call – Jurong Point Shopping Centre

[YouTube Video] An Experiment in Gratitude | The Science of Happiness

References

Froh, J. J., Kashdan, T. B., Ozimkowski, K. M., & Miller, N. (2009). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. The Journal of Positive Psychology,4(5),408-422.

Payne, J., Babar, H., Tse, E.,& Moyer, A. (2020). The Gratitude visit: Student reflections on a positive psychology experiential learning exercise. Journal of Positive School Psychology, 4(2),165-175. https://doi.org/10.47602/jpsp.v4i2.228

Seligman, M. E., Steen, T. A., Park, N.,& Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5),410-421. https://doi.org/10.1037/0003-066X.60.5.410

TIP #12

Form a well-being group

TRY THIS

1. Identify a group of 3-5 like-minded friends

2. Setup a group chat & get them to try out all the tips (incl. extra resources)

3. Share these tips on your social media & use the hashtag #GMH (getting mentally healthier)

The Science Behind It

Tip 12 encourages you to form a group of like-minded people to support each other as you all work towards improving your own mental well-being. By establishing a group and keeping each other accountable to acting on these tips, you would be more likely to adopt some of these new practices. More importantly, you will develop a shared experience with each other, and this could improve the relationship you have with your group members.

In a series of experiments conducted byJolly et al. (2019), they found that their participants had a desire to share experience (e.g, watching a film) with other people, even if sharing the experience with someone else did not increase how much they enjoyed watching the film. This supports the notion of the inherent desire that humans have to form social connections with others (Baumeister & Leary, 1995).

Thus, in keeping with our need to connect with others, tip 12 gets you to deepen your social connections by working on your mental well-being together with your identified group of like-minded people.

Expert Tip:

Take the PERMA questionnaire to measure your initial levels of well-being. Keep track of each other’s progress by sending weekly updates on what you have done(e.g. via pictures or reflections). If you have the time, organise a group video call or even a physical catch up.

Extra Resources:
‍
[Questionnaire] Sign up for a free account & take the PERMA questionnaire
‍
[Free Coursera course] Sign up for & complete the Science of Well-being course together

[Webpage] Bringing happiness to life

[Webpage] 5 steps to an effective accountability partnership, and 2 things to never do

[YouTube Video] Social groups: Crash course sociology #16.

References

Baumeister R. F., & Leary M. R.(1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3),497-529.

Jolly, E., Tamir, D. I., Burum, B.,& Mitchell, J. P. (2019). Wanting without enjoying: The social value of sharing experiences. PLoS ONE, 14(4). https://doi.org/10.1371/journal.pone.0215318

TIP #13

Hold a deep conversation

TRY THIS

1. Arrange a time to meet up with a good friend / your significant other whom you enjoy having deep conversations with

2. Have a conversation around these 36 questions

The Science Behind It

Tip 13 provides you with some questions that could provide as starters for having a deeper conversation. These questions were taken from a study conducted by Aron et al. (1997), and it was aimed at getting each person to share more about themselves (self-disclosure)and to accelerate the process of developing deeper connections with each other, instead of keeping to “small talk”.

Years after Aron et al. (1997) developed the set of 36 questions, Mehl etal. (2010) conducted a study to determine if having deeper conversations were related to greater happiness. Mehl et al. (2010) listened in to the interactions of about 80 undergraduates over a span of 4 days (via an Electronically Activated Recorder) and coded the conversations they had as small talk (i.e. uninvolved, shallow conversations – such as “What do you have there? Popcorn? Yummy!) or as substantive discussion (i.e. a meaning exchange of information – such as “Oh, she fell in love with your dad? What happened after that?”). The researchers then measured the well-being levels of each participant, and the researchers found an association between having more substantive discussion and higher levels of self-reported well-being.

Expert Tip:

Learn more about active listening skills. These will help you have a deeper level of connection with your partner as you engage in your conversations.

Extra Resources:
‍
[Webpage] Develop your active listening skillset

[Webpage] Active Listening

[Youtube Video] Active Listening Skills

References

Aron, A., Melinat, E., Aron, E. N., Vallone, R. D., &Bator, R. J. (1997). The experimental generation of interpersonal closeness: A procedure and some preliminary findings. Personality and Social PsychologyBulletin, 23(4),363-377. https://doi.org/10.1177/0146167297234003

Mehl, M. R., Vazire, S., Holleran, S. E., & Clark, C. S. (2010). Eavesdropping on happiness: Well-being is related to having less small talk and more substantive conversations. Psychological Science, 21(4),539-541.

TIP #14

Follow the platinum rule

TRY THIS

1. As you interact with you loved ones & friends this week, use the platinum rule: treat them as they want to be treated

2. If you don’t know how they want to be treated, ask them. The key is to take their perspective when interacting with them

The Science Behind It

Tip 14 introduces the concept of the platinum rule: treat others as they wish to be treated (Chapter 9, Pawelski & Pawelski, 2018). While there isn’t much empirical evidence supporting the platinum rule, we can easily see how the platinum rule works.

Each of us wants to be respected as individuals and treated the way we want to be treated. For example, my parents may really love durian, but if they were to offer me some durian as a gift, I would not be too pleased. While it is important to be grateful for the intentions, the unfortunate result is that I still do not like durians.

So the next time you interact with your loved ones or your friends, think about their tastes and preferences. If you are unsure about what they would really appreciate, ask them about it. Once you get a grasp of their likes and dislikes, commit it to memory. However, do remember that these can change overtime, so you will need to be on the lookout for such indicators.

Expert Tip:

Move beyond treating your close friends / significant other the way they want to be treated, but how the best versions of themselves want to be treated. Pawelski and Pawelski (2018) describe this as the Aristotelian Rule. Read more about it in their book, Happy Together and check out their website.

Extra Resources:
‍
[Webpage] How the platinum rule trumps the golden rule every time

[YouTube Video] THE GOLDEN RULE NOT SO MUCH; PLATINUM RULE ROCKS | Jennifer Furlong | TEDxEvansStreet

References

Pawelski, S. P., & Pawelski, J.O. (2018). Happy together: Using the science of positive psychology to build love that lasts. Penguin.

TIP #15

Help others savour their successes

TRY THIS

1. When someone shares a piece of good news with you, match their energy levels

2. Ask them open-ended questions about their success (e.g. that’s great news! What went through your mind when you first heard about it?)

The Science Behind It

Tip 15 is called Active Constructive Responding (ACR; Gable et al., 2004). In responding this way, you help the other person savour the experience of receiving the piece of good news and you deepen your connection with them. Remember to keep the focus of the conversation on them.

While responding using ACR may seem obvious, we often respond to good news in a variety of ways. Imagine that your friend received 97% on their test. If we are feeling stressed, you may only focus on the negative aspects of the news and ask why your friend didn’t manage to get full marks. Alternatively, you may just brush off the news and talk about something unrelated, like your plans for the afternoon. You may even respond with a muted, “congrats” and carry on with what you wanted to talk about.

In a series of 5 studies, Lambert et al. (2013) found evidence that positive affect, happiness and life satisfaction reaches a peak once those positive experiences are shared with others and when the counterpart responds in an active constructive manner. Thus, it emphasises the importance of being able to capitalise on the positive experience of a loved one through ACR.

Expert Tip:

Use active constructive responding together with active listening skills. Beyond responding using ACR, consider planning a celebratory outing for the other person.

Extra Resources:

[Webpage] What is active constructive responding?

[YouTube Video] Active Constructive Responding

References

Gable, S. L., Reis, H. T., Impett, E.A., & Asher, E. R. (2004). What do you do when things go right? The intrapersonal and interpersonal benefits of sharing positive events. Journal of Personality and Social Psychology, 87(2),228-245. https://doi.org/10.1037/0022-3514.87.2.228

Lambert, N. M., Gwinn, A. M., Baumeister,R. F., Strachman, A.,Washburn, I. J., Gable, S. L., & Fincham, F. D. (2013). A boost of positive affect: The perks of sharing positive experiences. Journal of Social and Personal Relationships, 30(1), 24-43.

TIP #15

Help others savour their successes

TRY THIS

1. When someone shares a piece of good news with you, match their energy levels

2. Ask them open-ended questions about their success (e.g. that’s great news! What went through your mind when you first heard about it?)

The Science Behind It

Tip 15 is called Active Constructive Responding (ACR; Gable et al., 2004). In responding this way, you help the other person savour the experience of receiving the piece of good news and you deepen your connection with them. Remember to keep the focus of the conversation on them.

While responding using ACR may seem obvious, we often respond to good news in a variety of ways. Imagine that your friend received 97% on their test. If we are feeling stressed, you may only focus on the negative aspects of the news and ask why your friend didn’t manage to get full marks. Alternatively, you may just brush off the news and talk about something unrelated, like your plans for the afternoon. You may even respond with a muted, “congrats” and carry on with what you wanted to talk about.

In a series of 5 studies, Lambert et al. (2013) found evidence that positive affect, happiness and life satisfaction reaches a peak once those positive experiences are shared with others and when the counterpart responds in an active constructive manner. Thus, it emphasises the importance of being able to capitalise on the positive experience of a loved one through ACR.

Expert Tip:

Use active constructive responding together with active listening skills. Beyond responding using ACR, consider planning a celebratory outing for the other person.

Extra Resources:

[Webpage] What is active constructive responding?

[YouTube Video] Active Constructive Responding

References

Gable, S. L., Reis, H. T., Impett, E.A., & Asher, E. R. (2004). What do you do when things go right? The intrapersonal and interpersonal benefits of sharing positive events. Journal of Personality and Social Psychology, 87(2),228-245. https://doi.org/10.1037/0022-3514.87.2.228

Lambert, N. M., Gwinn, A. M., Baumeister,R. F., Strachman, A.,Washburn, I. J., Gable, S. L., & Fincham, F. D. (2013). A boost of positive affect: The perks of sharing positive experiences. Journal of Social and Personal Relationships, 30(1), 24-43.

Meaning

Your ability to make choices & lead a life that provides you with a sense of purpose.

TIP #16

Participate in the purpose challenge

TRY THIS

1. Take on the Purpose Challenge (requires about 2 hours, split over 4 days)

2. Sign up for a free account here

3. Engage in the various activities (e.g., watching videos, seeking feedback, typing out reflections)

The Science Behind It

Tip 16 provides you with a guided exercise to discover your purpose. It comprises a series of activities based on research, and it was put together by the Greater Good Science Center, Prosocial and Dr Claremont Cotton Bronk.

Individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier – both physically and mentally – and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation,2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021)

Expert Tip:

We may feel pressured to have a life purpose given all the benefits mentioned above. However, it is a discovery process — sometimes taking years — so do not rush yourself to arrive at the perfect answer. Additionally, working with a mentor or coach could be useful.

Extra Resources:
‍
[Webpage] The psychology of purpose
‍
[Survey] Claremont purpose scale

[Facebook Video] How purpose can be found: Well-being series by the Happiness Initiative

[Recommended Book] Man’s search for meaning

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose. https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose
‍
John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4),395-415.

TIP #17

Identify your strengths

TRY THIS

1. Ask your close classmates/ colleagues, friends & family about what they appreciate about you the most

2. Reflect on your top strengths

3. Brainstorm new ways to continue building on your top strengths as identified by yourself & your loved ones

The Science Behind It

Tip 17 adapts part of an activity described in the Purpose Challenge. As you think about using your top strengths in new ways, think about what impact you want to have on society or what cause you want to support.

As described earlier, individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier — both physically and mentally — and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation, 2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021).

Expert Tip:

Beyond brainstorming new ways to build on your top strengths, plan a mini-experiment where you try it out. Reflect on how the mini-experiment went and whether it is an area you want to spend more of your time and energy in.

Extra Resources:

[YouTube Video] START WITH WHY + FIND YOUR WHY by Simon Sinek | Core Message

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose. https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose

John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4), 395-415.

TIP #18

Find out others' life purpose

TRY THIS

1. Invite someone you look up to as a mentor/ a source of inspiration out for coffee

2. Ask them about their life purpose with questions such as “What motivates you to keep doing what you do?” or “How did you end up in your line of work?”

The Science Behind It

Tip 18 adopts a social learning approach to discovering your life purpose (Kashdan & McKnight, 2009). By learning from someone else, you might be inspired to try something that they did. This might then help you get clearer about your own sense of purpose.

As described earlier, individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier – both physically and mentally – and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation,2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021).

Expert Tip:

Prior to meeting this person, read up as much about this person as you can and put together a list of questions that you would like to ask them. The extra preparation will help you gain the most from the catch up.

Extra Resources:
‍
[Journal Article] Origins of purpose in life (this article describes 3 broad pathways to finding life purpose: proactive, reactive & social learning)
‍
[Webpage] 40 questions to ask a mentor (this article might help you brainstorm more questions to ask)

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose.https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose

John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Kashdan, T. B., & McKnight, P. E. (2009).Origins of purpose in life: Refining our understanding of a life well lived. Psihologijske teme,18(2),303-316.

Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4), 395-415.

TIP #19

Gain insight from a fictional character

TRY THIS

1. Identify a book or a movie that you would be interested in

2. Read the book or watch the film and reflect on questions such as “What were the characters’ life purpose?”, “How did the characters find their purpose?” or “By learning from the book/ movie, what can I try in my life to discover my purpose?”

The Science Behind It

Tip 19 also adopts a social learning approach to discovering your life purpose (Kashdan & McKnight, 2009). Instead of learning from someone that you know, you could learn from reading books (even fiction!) or by watching a movie. This might then help you get clearer about your own sense of purpose.

As described earlier, individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier – both physically and mentally – and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation,2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021).

Expert Tip:

Reading fiction or watching movies may not directly relate to real-life, but you can take time to see how they may be adapted such that it makes sense for you, given your life situation.

Extra Resources:
‍
[Webpage] 25 inspirational movies that will change your life (this webpage recommend some movies that you may find inspirational)

[Webpage] Life purpose books (this webpage provides a list of various books on the theme of life purpose)

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose.https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose

John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Kashdan, T. B., & McKnight, P. E. (2009).Origins of purpose in life: Refining our understanding of a life well lived. Psihologijske teme,18(2),303-316.

Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4), 395-415.

TIP #20

Try a new activity

TRY THIS

1. Over the upcoming month, try out at least 1 new activity on your bucket list; something you have wanted to do but have not had the chance yet

2. After trying it out, reflect on the question “Is this an area where I want to spend more of my time and energy in? Why or why not?”

The Science Behind It

Tip 20 adopts a proactive development approach to discovering your life purpose (Kashdan & McKnight, 2009). Through a series of experiments with different activities, you might be able to find a cause that you really want to support. With refinements along the way, you might get clearer about your own sense of purpose.

As described earlier, individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier – both physically and mentally – and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation,2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021).

Expert Tip:

If you really enjoy a particular activity or feel strongly about a certain cause, keep asking yourself “Why?”. After repeating the questioning process, you may arrive at your reason for being. Need some ideas on some causes to support? Check out the BBC’s compilation on Grand Challenges below.

Extra Resources:

[Webpage] Grand Challenges (the compilation by the BBC describes the various grand challenges our world faces)

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose.https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose

John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Kashdan, T. B., & McKnight, P. E. (2009). Origins of purpose in life: Refining our understanding of a life well lived. Psihologijske teme,18(2),303-316.

Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4), 395-415.

TIP #20

Try a new activity

TRY THIS

1. Over the upcoming month, try out at least 1 new activity on your bucket list; something you have wanted to do but have not had the chance yet

2. After trying it out, reflect on the question “Is this an area where I want to spend more of my time and energy in? Why or why not?”

The Science Behind It

Tip 20 adopts a proactive development approach to discovering your life purpose (Kashdan & McKnight, 2009). Through a series of experiments with different activities, you might be able to find a cause that you really want to support. With refinements along the way, you might get clearer about your own sense of purpose.

As described earlier, individuals with a sense of purpose tend to have better coping skills, more resilience, and higher levels of well-being (Boehm & Kubzansky, 2012; Van Dyke & Elias, 2007). As for youths who have a greater sense of purpose, they eventually grow into more purposeful adults who are healthier – both physically and mentally – and they tend to have better sleep, less chronic pain, less depression and anxiety, greater life satisfaction, and even a longer life (John Templeton Foundation,2018). Despite these benefits, only a minority of young people report leading a life of purpose (Greater Good Science Center, 2021).

Expert Tip:

If you really enjoy a particular activity or feel strongly about a certain cause, keep asking yourself “Why?”. After repeating the questioning process, you may arrive at your reason for being. Need some ideas on some causes to support? Check out the BBC’s compilation on Grand Challenges below.

Extra Resources:

[Webpage] Grand Challenges (the compilation by the BBC describes the various grand challenges our world faces)

References

Boehm, J. K., & Kubzansky, L.D. (2012). The heart's content: the association between positive psychological well-being and cardiovascular health. Psychological bulletin, 138(4),655-691. https://doi.org/10.1037/a0027448

Greater Good Science Center. (2021). Talk with teens about purpose.https://ggia.berkeley.edu/practice/talk_with_teens_about_purpose

John Templeton Foundation. (2018,February). The psychology of purpose. https://www.templeton.org/wp-content/uploads/2020/02/Psychology-of-Purpose.pdf

‍Kashdan, T. B., & McKnight, P. E. (2009). Origins of purpose in life: Refining our understanding of a life well lived. Psihologijsketeme,18(2),303-316.

Van Dyke, C. J. & Elias, M. J.(2007). How forgiveness, purpose, and religiosity are related to the mental health and well-being of youth. Mental Health, Religion, & Culture, 10(4), 395-415.

ACCOMPLISHMENTs

Your ability to plan, strive towards & achieve meaningful outcomes.

TIP #21

Set SMART goals

TRY THIS

1. Set goals with the following characteristics:

• Specific – with enough details
• Measurable – can be monitored
• Actionable – you can work on it
• Realistic – something within your means / abilities
• Time-bound – has a deadline

The Science Behind It

Tip 21 helps you to elaborate on the goals that you want to achieve using the acronym SMART (Doran, 1981). By giving your goals more details, it can help increase your chances of successfully accomplishing the goals you started with.

Research has found that setting specific difficult goals can produce better results (Kleingeld et al., 2011) and this could be explained because providing more details about a goal increases your clarity in what you are working towards. Furthermore, a difficult goal could facilitate you in focusing your attention on the task, in putting effort into achieving the goal, and in developing various strategies to achieve your goal. Lock andLatham (2006) have also found that setting goals have positive benefits beyond being successful in achieving your goals. They found that setting goals are associated with higher motivation, self-esteem and autonomy.

Expert Tip:

Consider SMART-ER goals too. E stands for the goals being ethical – the goals should be aligned to your personal values and to professional standards too. R stands for the goal being rewarding – the end results should be associated with a positive reward or outcome that is motivating for you.

Extra Resources:
‍
[Webpage] SMARTGoals

References

Doran, G. T. (1981). There’s a SMART way to write management’s goals and objectives. ManagementReview, 70(11),35-36.

Kleingeld, A., van Mierlo, H., & Arends, L. (2011). The effect of goal setting on group performance: A meta-analysis. Journal of Applied Psychology, 96(6), 1289-1304.

Locke, E. A., & Latham, G. P. (2006).New Directions in Goal-Setting Theory. Current Directions in Psychological Science, 15(5),265-268.

TIP #22

Structure your goals with WOOP

TRY THIS

1. Structure goals using the WOOP framework:

• Wish – your ideal scenario
• Outcome – a measurable change
• Obstacles – things that could get in your way
• Plan – actions that help you overcome the obstacles

The Science Behind It

Tip 22 teaches you how to structure your goals in a more realistic manner and this method was developed by Dr Gabriele Oettingen(2015). Beyond just writing down your ideal scenario with measurable outcomes, you are asked to think about potential challenges and how they may be overcome.

Researchers call this implementation intentions (i.e., if X happens, then I will do Y), and studies have shown that doing this can increase the chances of you achieving your original goals (Gollwitzer & Sheeran, 2006). This is because implementation intentions help you get started with taking the first step, minimise the chances of giving up when you face a set back, identifies appropriate decision points to stop pursuing counter-productive goals and it encourages you to continue pursuing your longer-term goals.

Through using the WOOP framework, people have managed to reduce their levels of stress and increase their engagement at work (Gollwitzer et al., 2018). It has been found to help adults eat healthier(Stadler et al., 2010) and engage in more exercise (Stadler et al., 2009).Furthermore, it has also helped youth increase their effort and achievement in school (Duckworth et al., 2011).

Expert Tip:

Start small & build on those small wins to pursue more challenging goals after that (Huang, Jin& Zhang, 2017)

Extra Resources:

[Webpage] WOOP my life

[YouTube Video] WOOP: Building self control

References

Duckworth, A. L., Grant, H., Loew, B., Oettingen, G.,& Gollwitzer, P. M. (2011). Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1), 17-26.

Gollwitzer, P. M., Mayer, D., Frick, C.,& Oettingen, G.(2018). Promoting the self-regulation of stress in health care providers: An internet-based intervention. Frontiers in Psychology, 9,838. https://doi.org/10.3389/fpsyg.2018.00838

Gollwitzer, P. M., & Sheeran, P.(2006). Implementation intentions and goal achievement: A meta‐analysis of effects and processes. Advances in Experimental SocialPsychology, 38,69-119.

Huang, S. C., Jin, L.,& Zhang, Y. (2017). Step by step: Sub-goals as a source of motivation. Organizational Behavior and Human Decision Processes, 141, 1-15. Oettingen, G. (2015). Rethinking positive thinking: Inside the new science of motivation.Current.Stadler, G.,

Oettingen, G.,& Gollwitzer, P. M. (2009). Physical activity in women: Effects of a self-regulation intervention. American Journal of Preventive Medicine, 36(1),29-34.

Stadler, G., Oettingen, G.,& Gollwitzer, P. M. (2010). Intervention effects of information and self-regulation on eating fruits and vegetables over two years. HealthPsychology, 29(3), 274–283. https://doi.org/10.1037/a0018644

TIP #23

Reflect on your motivations

TRY THIS

1. When you set your goals, reflect on why you want to achieve them

2. Consider the various reasons that keep you excited/ interested in working towards your goals

The Science Behind It

Tip 23 gets you to consider what your motivations are when pursuing a particular goal. As shared in the expert tip inTip 21, you should consider SMART-ER goals, in which R stands for a rewarding goal. This emphasises the importance of have a goal that motivates you to work towards it.

When we set goals and work towards them, it may occasionally involve some form of behavioural change. In the book TinyHabits (Fogg, 2019), the author explains how behavioural change results when three components are present: (1) the motivation to make the change, (2) your ability to make the change happen, and (3) having a prompt to remind you to start taking the first step towards behaviour change. This is summarised by the B = M + A + P (behaviour change results from being motivated, having the ability and being prompted).

Thus, this tip gets you to explore what motivation you have when working towards a particular goal, which may require you to change your behaviour.

Expert Tip:

Consider both the internal and external motivations for wanting to achieve your goals. Additionally, consider what you would stand to lose if you did not achieve your goal.

Extra Resources:
‍
[Webpage] How tiny habits trump motivation and trump
‍
[Podcast] How Goes the Behavior-Change Revolution? (Ep. 382) by Stephen Dubner

References

Fogg, B. J. (2019). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

TIP #24

Develop your skill sets

TRY THIS

1. Based on your goals, identify what knowledge, skills and/ or abilities you need to help you achieve that

2. Think about how you can increase your knowledge, skills and/ or abilities that will support you in achieving your goals

The Science Behind It

Tip 24 encourages you to reflect on your ability to attain a goal, giving more emphasis to the component of having a goal that is achievable (see tip 21: SMART goals).

As described earlier, when we set goals and work towards them, it may occasionally involve some form of behavioural change. In the book Tiny Habits (Fogg, 2019), the author explains how behavioural change results when three components are present: (1) the motivation to make the change, (2) your ability to make the change happen, and (3) having a prompt to remind you to start taking the first step towards behaviour change. This is summarised by the B = M + A + P (behaviour change results from being motivated, having the ability and being prompted).

Thus, this tip gets you to explore how you can increase your abilities that will help you work towards a particular goal.

Expert Tip:

Fogg (2019) recommends these tips to increase your ability to engage in behaviour change: (1) increase your skills by researching online, asking friends for help or attending workshops, (2) get tools and resources that could help you achieve your goals, (3) start by taking a small step towards your goals.

Extra Resources:
‍
[Webpage] Coursera (consider learning relevant courses on Coursera)

References

Fogg, B. J. (2019). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

TIP #25

Create prompts to trigger action

TRY THIS

1. Based on your goals, identify triggers that could act as a reminder to help you take action

2. E.g. using an alarm clock to signal the end of a 20-min study period so that you can rest (so that you can study effectively), filling up your water bottle whenever you return home (so that you drink more water)

The Science Behind It

Tip 25 involves you identifying a trigger/ prompt that will get you to start acting towards your goal.

As described earlier, when we set goals and work towards them, it may occasionally involve some form of behavioural change. In the book Tiny Habits (Fogg, 2019), the author explains how behavioural change results when three components are present: (1) the motivation to make the change, (2) your ability to make the change happen, and (3) having a prompt to remind you to start taking the first step towards behaviour change. This is summarised by the B = M + A + P (behaviour change results from being motivated, having the ability and being prompted).

Thus, this tip gets you to brainstorm prompts that would get you to start taking action.

Expert Tip:

To help you with your behaviour change, consider linking new behaviours with usual habits (e.g. if you are a regular jogger and you want to start a strength training routine, consider doing some short strength exercises whenever you complete a jog; New York Time bestseller author James Clear (2018) refers to this as habit stacking).

Extra Resources:

[Webpage] How to design behavior: Triggers

References

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Penguin.

Fogg, B. J. (2019). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

TIP #25

Create prompts to trigger action

TRY THIS

1. Based on your goals, identify triggers that could act as a reminder to help you take action

2. E.g. using an alarm clock to signal the end of a 20-min study period so that you can rest (so that you can study effectively), filling up your water bottle whenever you return home (so that you drink more water)

The Science Behind It

Tip 25 involves you identifying a trigger/ prompt that will get you to start acting towards your goal.

As described earlier, when we set goals and work towards them, it may occasionally involve some form of behavioural change. In the book Tiny Habits (Fogg, 2019), the author explains how behavioural change results when three components are present: (1) the motivation to make the change, (2) your ability to make the change happen, and (3) having a prompt to remind you to start taking the first step towards behaviour change. This is summarised by the B = M + A + P (behaviour change results from being motivated, having the ability and being prompted).

Thus, this tip gets you to brainstorm prompts that would get you to start taking action.

Expert Tip:

To help you with your behaviour change, consider linking new behaviours with usual habits (e.g. if you are a regular jogger and you want to start a strength training routine, consider doing some short strength exercises whenever you complete a jog; New York Time bestseller author James Clear (2018) refers to this as habit stacking).

Extra Resources:

[Webpage] How to design behavior: Triggers

References

Clear, J. (2018). Atomic habits: An easy & proven way to build good habits & break bad ones. Penguin.

Fogg, B. J. (2019). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

health

Your ability to lead a physically healthy life, looking at the areas such as sleep, exercise & nutrition.

TIP #26

Track your sleep quality

TRY THIS

1. Search for and use an app to help you track the quality of your sleep

2. Here are some recommendations for a sleep-tracking app in this article by the New York Times

The Science Behind It

Tip 26 encourages you to improve your quality of sleep by measuring your current levels of sleep quality. Once you have an awareness of your sleep quality, you can then research various strategies to improve your sleep quality, if necessary.

Both the quality and quantity of our sleep is important. Singapore’s Ministry of Health (n.d.) recommends that teens between 14 - 17 years old get 8 - 10 hours of sleep, while those between 18 - 64 years old get 7 - 9 hours of sleep daily.

Sleeping allows our brains to consolidate our learning and this allows us to perform tasks better the next day. With enough sleep, we are more likely to eat healthily. We also burn fat more effectively — burning up the calories we consume and the energy stored as fat in our bodies. Additionally, a lack of sleep affects our ability to concentrate. We also respond slower, make more impulsive decisions and even feel more irritable. Oh yes! And we end up having panda eyes, which are hard to conceal without make up (Ministry of Health,n.d.).

Expert Tip:

Once you have measured your current sleep quality, read the extra resources below for ways to improve your sleep quality.

Extra Resources:
‍
[Webpage] 3 ways to improve sleep quality

[Webpage] Healthy sleep tips

References

Ministry of Health. (n.d.). The importance of sleep. https://www.healthhub.sg/live-healthy/510/sleep

TIP #27

Get 7 hours of sleep daily

TRY THIS

1. Get at least 7 hours of sleep each night

The Science Behind It

Tip 27 encourages you to maintain a certain quantity of sleep daily.

As described in the previous tip, both the quality and quantity of our sleep is important. Singapore’s Ministry ofHealth (n.d.) recommends that teens between 14 – 17 years old get 8 – 10 hours of sleep, while those between 18 – 64 years old get 7 – 9 hours of sleep daily.

Sleeping allows our brains to consolidate our learning and this allows us to perform tasks better the next day. With enough sleep, we are more likely to eat healthily. We also burn fat more effectively — burning up the calories we consume and the energy stored as fat in our bodies. Additionally, a lack of sleep affects our ability to concentrate. We also respond slower, make more impulsive decisions and even feel more irritable. Oh yes! And we end up having panda eyes, which are hard to conceal without make up (Ministry of Health,n.d.).
‍

Expert Tip:

If you want to learn even more about sleep and how to improve it, consider purchasing a copy of the recommended book: Why we sleep: Unlocking the power of sleep and dreams by Dr Matthew Walker.

Extra Resources:

[Webpage] The importance of sleep

[Recommended Book] Why we sleep: Unlocking the power of sleep and dreams

References

Ministry of Health. (n.d.). The importance of sleep.https://www.healthhub.sg/live-healthy/510/sleep

TIP #28

Develop an exercise routine

TRY THIS

1. During the week, plan time to exercise

2. It should total 150 minutes of moderate intensity exercise, which could include brisk walking/ jogging, doing Qigong/ Tai Chi or carrying weights

The Science Behind It

Tip 28 encourages you to get active. As described by Dr Skali, a cardiologist, sitting down too long or physical inactivity can affect how our body responds to insulin – the hormone that regulates blood sugar. If we do not move much, our bodies could become less sensitive to insulin and this may result in inflammation, which can contribute to the buildup of fatty plaque in our arteries (Harvard Health Publishing, 2020). This is just one of the many physiological effects of a lack of physical activity, but we will won’t review the other implications here.

Singapore’s Health Promotion Board (2011) recommends getting 150 minutes of moderate intensity exercise each week. You are probably aware of the many benefits of being physically active, but here are some key facts published by the World Health Organisation(2020):

• Physical activity has significant health benefits for hearts, bodies and minds

• Physical activity contributes to preventing and managing noncommunicable diseases such as cardiovascular diseases, cancer and diabetes

• Physical activity reduces symptoms of depression and anxiety

• Physical activity enhances thinking, learning, and judgment skills

• Physical activity ensures healthy growth and development in young people

• People who are insufficiently active have a 20% to 30% increased risk of death compared to people who are sufficiently active

Extra Resources:
‍
[Webpage] HealthHub: Exercise & Fitness
‍
[Webpage] HarvardHealth Publishing: Exercise & Fitness

References

Harvard Health Publishing. (2020,November). Why you should move — even just a little — throughout the day. https://www.health.harvard.edu/heart-health/why-you-should-move-even-just-a-little-throughout-the-day

Health Promotion Board. (2011, August21). Health promotion board launches national physical activity guidelines. https://www.hpb.gov.sg/article/health-promotion-board-launches-national-physical-activity-guidelines

World Health Organization (2020, November26). Physical activity. https://www.who.int/news-room/fact-sheets/detail/physical-activity

TIP #29

Plan for health screenings

TRY THIS

1. Research about different health screening packages

2. Arrange to go for a health screening, if it is practical & useful for you

The Science Behind It

Tip 29 involves finding out more about health screening programmes.These could help identify health issues early on so that you can take appropriate measures. Additionally, the Ministry of Health (n.d.) states that treatment is more effective when conditions are detected and treated early.

Expert Tip:

Check out this booklet on recommended health screenings for individuals.

Extra Resources:
‍
[Webpage] Screen for Life (by Singapore’s Ministry for Health)

References

Ministry of Health. (n.d.). Screen for life: FAQs. https://www.healthhub.sg/programmes/61/Screen_for_Life#faqs

TIP #30

Make a nutritious meal plan

TRY THIS

1.Learn more about nutrition by researching online or working with a nutritionist

2. Develop an appropriate meal plan for yourself

The Science Behind It

Tip 30 is about developing a balanced diet that suits your lifestyle and health goals.

Eating a well-balanced meal is important so that your body gains the right amount of nutrients to function properly. For example, carbohydrates are important for us to gain energy while proteins help our bodies to grow and repair itself (Great Ormond Street Hospital, 2020).

You can read more about a well-balanced diet in the extra resources appended below.

Expert Tip:

Beyond having a well-balanced meal, you may want to learn more about counting your macros here.

Extra Resources:

[Webpage] My Healthy Plate by Singapore’s Ministry for Health

[Webpage] Healthy Eating

References

Great Ormond Street Hospital. (2020). Food group fun. https://www.gosh.nhs.uk/conditions-and-treatments/general-health-advice-children/eat-smart/food-science/food-group-fun

TIP #30

Make a nutritious meal plan

TRY THIS

1.Learn more about nutrition by researching online or working with a nutritionist

2. Develop an appropriate meal plan for yourself

The Science Behind It

Tip 30 is about developing a balanced diet that suits your lifestyle and health goals.

Eating a well-balanced meal is important so that your body gains the right amount of nutrients to function properly. For example, carbohydrates are important for us to gain energy while proteins help our bodies to grow and repair itself (Great Ormond Street Hospital, 2020).

You can read more about a well-balanced diet in the extra resources appended below.

Expert Tip:

Beyond having a well-balanced meal, you may want to learn more about counting your macros here.

Extra Resources:

[Webpage] My Healthy Plate by Singapore’s Ministry for Health

[Webpage] Healthy Eating

References

Great Ormond Street Hospital. (2020). Food group fun. https://www.gosh.nhs.uk/conditions-and-treatments/general-health-advice-children/eat-smart/food-science/food-group-fun