2024 Dates Confirmed! - 11th and Friday 12th April 2024

We are delighted to confirm the date and venue for the 2024 Positive Psychology Summit:UK. Our overarching theme for the 2024 summit will be”Putting Positive Psychology into practice” with a focus on:

  • Building community;

  • Applying Positive Psychology;

  • Sharing knowledge

The event will be held on Thursday 11th and Friday 12th April 2024 at the Mercure Hotel in Bedford.

What to expect from the 2024 Summit

  • *GREAT* programme focusing on talks and workshops bringing applied PP to life, including using PP in coaching

  • UK based speakers and delegates

  • Lots of opportunities to network, socialise and build our UK PP Community who apply PP in their work and home lives.

We will be inviting PP Practitioners to book as stall-holders or sponsors, so key an eye out for details, or get in touch!

Tickets will on sale from the 1st August 2023, and there will be a limited number of discounted Early Bird Tickets available to our newsletter subscribers. These will help us fund the 2024 event, so put the date in your diary to make sure you don’t miss out!

Call For Speakers

If you would like to present or host a workshop at the Second Positive Psychology Summit: UK in April 2024 please email us at hello@positivepsychologysummituk.org with your 300 word proposal that addresses the summit themes. Our overarching themes for the 2024 Summit are:

”Putting Positive Psychology into practice” with a focus on:

  • Building community;

  • Applying PP; and

  • Sharing knowledge.

Each slot is 45 minutes long, and this includes time for questions and discussion.

Developing Amazing Achievers - Applications in Schools: Dr Charles Margerison

At the conference held in Bedford , I outlined the educational resources being created to support students in the development of their abilities and achievements. The resources are based on the life stories of more than 500 amazing people, such as Marie Curie, Albert Einstein, Harriet Tubman and others that I have reviewed.

Teachers had confirmed that given the increasing focus on character education and wellbeing in schools, it would be helpful to have exemplars for students to study. Therefore, with colleagues, I have developed the Amazing People Schools Network.

Since the conference, there has been a lot of action and a lot of learning. Here are some of the key points.

  • Teamwork — To produce the resources, a team of talents has been assembled. In addition to teachers, the members include editors, software writers, audio and video producers, accountants, marketing coordinators, and many more. Finding the people with the right skills is one aspect, and enabling them to work together on a virtual basis, is another.

  • Finance — A major project like this requires a lot of cash and investors are reluctant to put money at risk until they see sales, so I have had to find ways of funding the costs.

  • Technology — The rapid advance of edtech, as it is widely called, has demanded continual assessment of the way in which we are delivering the resources. The design of the website has to be adapted on a regular basis. This is a major action learning project.

  • Marketing - It is a very competitive market with more suppliers arriving each month to present to teachers, who are trying to deliver lessons while assessing new processes. We have learned that traditional information sharing is not sufficient. Involvement of teachers in the pilot tests has proved very helpful, but gaining sign ups is more difficult.

On a personal level, my action learning continues each week. Above all, I am learning that persistence and patience are required. I am trying to apply the principles I have gained from studying the entrepreneurial efforts of people like Disney, Edison, Nightingale and modern innovators also. As Milton Hershey, the founder of the major USA chocolate company said ‘If you do good, you will do well.’ I am trying to follow that maximum.

About The Author

Dr Charles Margerison, resident of Australia and founder of Amazing People Worldwide, is a Psychologist. He has consulted widely for major organisations in the fields of organisational and educational psychology. He was previously Professor of Management at Cranfield University, UK, and the University of Queensland, Australia. He founded Amazing People Worldwide in 2006 and is supported by a dedicated global team. He previously co-founded Emerald Insights, and Team Management Systems and has authored more than 30 books.

Coaching for wellbeing through Covid

It was a pleasure to be invited to speak at one of the online ‘In Conversation’ events hosted by the Positive Psychology Summit UK. My name is Tia and I’m a positive psychology coaching psychologist who is passionate about supporting people to live better lives and achieve that sweet spot between performance and wellbeing.

I’ve been coaching for many years but in a more focused capacity for the last 5 years. Having completed a masters in applied positive psychology and coaching psychology, one of the things I have also thoroughly enjoyed is researching what works and what doesn’t work in coaching. So much so that I have enrolled to do a PhD and am continuing to research in this area (specifically exploring coaching as an intervention for diversity and inclusion in organisations). In my practice, it’s important to me that I base my approach on evidence and not just what I think or feel might be best for my client based on my own experiences. I humbly believe and recognise that works for me is not necessarily what will work for another person. I’m equally an advocate of applying research to practice – since I feel the very point of doing research is to create some kind of impact in the world!

So it was wonderful to have this opportunity to share the findings of research completed on coaching individuals working from home during the pandemic. I carried out this research after I completed my masters, in collaboration with a talented research team at the University of East London; including Margaret Barr, Alexandra Fouracres, Charlotte Brown, Corinne Holden, Cornelia Lucey and Philippa Thomas, under the leadership of Professor Christian van Nieuwerburgh. 

When the pandemic hit us, I vividly recall participating in lively whatssap conversations with professional peers in the coaching field to explore what role coaching had to play in supporting people as they navigated the challenges of lockdown, social isolation, working from home, losing jobs, home-schooling, dealing with critical illness… the list goes on. The other point of debate was what place does positive psychology have – with its misconstrued reputation as “happyology” – in coaching people through this time?

As researchers, our team decided to get together to empirically explore the answer to this question. The experience of completing this research alongside my colleagues is something I will look back on and recall fondly. During a time of extreme uncertainty and disruption, somehow our team came together and worked in flow, seamlessly integrating and pooling our talents to answer the research question; what is the experience of employees who receive positive psychology coaching while working from home during the pandemic? We identified five core themes; valuing opportunity for safe reflection; increasing awareness; alleviation of negative emotions; feeling re-energised by identifying a way forward; and renewed confidence. In these cases, there was clearly a place for positive psychology coaching and the participants reported positive benefits from the experience. 

The research our team completed was qualitative in nature, an interpretative phenomenological analysis that went very deep - with six employees of a UK based financial services firm to truly get to the heart of their experience of the coaching and give them a voice. Because of the small sample size, the results cannot be generalised to a broader population but the value is in a systematic, objective and rich interpretation and understanding of what the experience was like. It was great to further explore what the research means through this event, with other positive psychology practitioners in the field, who shared their own thoughts and experiences of coaching through Covid. It was also useful to explore with participants in the conversation, some experts in this area; the role that therapy or clinical interventions have to play in supporting people through the pandemic and to acknowledge that positive psychology coaching is not intended to replace this. This event was the perfect setting to continue a “conversation” on this topic and share further experiences and it felt very much like an intimate, fire-side chat thanks to the warm hosting of Cat, Andrew and Jane.

During the pandemic, I have been providing coaching to employees both through my own private practice and through a consulting organisation I work for – Bailey and French – who apply positive psychology solutions to the workplace. Bailey and French have continued to thrive during the pandemic and rapidly designed and implemented a progressive, unique wellbeing coaching programme for one of their client organisations, leveraging Seligman’s PERMA model of wellbeing as a tool and framework. In my own coaching, I applied the model of Psychological Capital (also known as HERO - Luthans et al., 2007). Feedback from participants I coached was overwhelmingly positive and aligns with the message from several key positive psychology researchers such Lea Waters, Jane Dutton, Barbara Fredrickson and more (2021), that positive psychology can “buffer, bolster and build” mental health during a pandemic. 

Having completed this piece of research, I personally felt a renewed energy and sense of purpose in what I do – knowing that I could play my part in supporting people through these challenging times as a positive psychology coach. So thank you to all who attended, participated and shared in the conversation; and thank you to Jane, Andrew and Cat for the opportunity. See you at the next one!

Tia Moin

Positive Psychology Coaching Psychologist

The full study can be accessed here if anyone is interested to read more:

https://www.researchgate.net/publication/353998505_Experience_of_positive_psychology_coaching_while_working_from_home_during_the_COVID-19_pandemic_an_Interpretative_Phenomenological_Analysis

 

References:

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive Psychological capital: measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.

Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. Atria Paperback.

van Nieuwerburgh, C., Barr, M., Fouracres, A. J. S., Moin, T., Brown, C., Holden, C., Lucey, C., & Thomas, P. (2021). Experience of positive psychology coaching while working from home during the covid-19 pandemic: An interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice. Advance online publication. https://doi.org/10.1080/17521882.2021.1897637

Waters, L., Algoe, S. B., Dutton, J., Emmons, R., Fredrickson, B. L., Heaphy, E., Moskowitz, J. T., Neff, K., Niemiec, R. Pury, C. & Steger, M. (2021). Positive psychology in a pandemic: buffering, bolstering, and building mental health. The Journal of Positive Psychology. DOI: 10.1080/17439760.2021.1871945

Ten Top Tips for Online Training by Sarah Lewis

Sarah Lewis was a speaker and workshop leader at the PPSummitUk 2019. You can find her at Appreciating Change UK Ltd. We caught up with her and asked her for an update on how she has been applying Positive Psychology in her work, in the Covid-19 pandemic, and what her top tips are for us. Sarah has moved online for a lot of her work, and here is what she had to say:

Like many others, over the past months I have delivered a lot of training online that I would normally have delivered in person. Here are some of the things I learnt:

1. Breaks

Resolve to take a break of 10 minutes every hour. It is constraining and exhausting being stuck in one position with a fixed gaze. The last course I ran, one of the spontaneous comments made was, ‘what I love about this course is the breaks.’ Well, good to know I’d got something right!

2. Break it up

The same principles apply as in regular training, break it up. Break out rooms at a minimum, but I also incorporate video input, brainstorming and whiteboard work. I know everyone has their favourite extra tool, but mine is Deckhive with its terrific array of card decks. Powerpoint is no more engaging online than in the classroom, keep it to the necessary minimum

3. Sidebar conversations

In live training sessions delegates appear before and after the workshop, or during breaks to pick your brains about their own dilemma or to clarify a point they haven’t understood, or to tell you how the theory or research just presented is wrong, in their experience. These are valuable conversations that, if not accommodated, can easily bore the pants off the rest of the group. Offer to arrive early and leave late, as you would in a classroom, and be prepared to have one-to-one conversations as necessary outside the workshop sessions

4. Insist on presence

Some workplaces clearly allow people to ‘attend’ meetings or training with their camera off. Hopeless! I know people occasionally need to go dark, if they are eating or if their Wi-Fi is sulking, but as a general rule it is vital that all present can see and be seen. I recently attended an online conference where the ‘attendance’ of fifteen people was revealed, when they were all asked to self-select into zoom rooms, to actually be six. You don’t want to be wasting your breath and you don’t want people missing great chunks of your wisdom!

5. Make it interactive

I know it can be clumsy when two people speak at once, but I much prefer that risk to the destruction of spontaneity and connection when everyone sits with their mics off, and then fumbles to switch them on as we all bellow ‘You’re on mute!’ at them. Obvious it wouldn’t work for very large groups, but in general I prefer to deal with the chaos than to have to monitor raised hands (another button people can’t always find in a hurry). Keep the large group discussions short, but lively.

6. Networking is still important

Incorporate networking type questions into your training as morning fire-lighters. Mix the groups up for each breakout session, allowing a few minutes for introductions each time. Do introductions.

7. Keep it short

It has pretty much been established that zoom interaction is exhausting. Transferring the two day programme to online delivery needs to be rethought. I have tried two methods. One is to break the material up into maximum four hour chunks, delivered over a period of days, often not sequential, and with plenty of breaks. I won’t do a session longer than four hours. I have also taken material out of the presentation and made it available offline, to be accessed between sessions. I have found LOOM invaluable here as I can record presentations for participants to watch as and when, which we can then discuss in class. I also sometimes provide written material. Keep the workshop time for the interactive, experiential, learning.

8. Use your positive psychology

Your psychological knowledge is as relevant here as in the classroom. Attend to creating positive mood, to developing relationships, to creating points of connection and high-quality interactions. Think how you can maximise the use of your strengths in this different environment.

9. Manage their expectations of you

I don’t know about you but when I’m thinking and talking and engaging with the participants, I find it hard to also monitor the chat bar, or questions feed or be scanning for the raised hand. I make it clear that they are welcome to use the chat bar, but I will only be looking at it in the breaks, if then. I find I still have to talk aloud to organise or sequence my actions sometimes ‘So I’m going to put the link to the app in the chat, then I’m going to share the instructions on screen, then I’ll put you into zoom groups.’ I find it very helpful if a group member feels emboldened enough to ask ‘How long have we got’ before they all disappear into their groups!

10. Be human

The more comfortable you are dealing with the glitches, mistakes and challenges of working online, the more comfortable your participants with be their own technical adventures, and the less distracted they’ll be by them. You are a training professional or subject matter expert, not an IT wiz. On the rare occasion someone can’t access an app I’m using, I’ve found groups are quick to find a work around, such as screen-sharing, so we can all get on with the task in hand.

About Sarah

Sarah Lewis is the owner and principal psychologist of Appreciating Change. She is author of ‘Co-Creating Planning Teams For Dialogic OD’, ‘Positive Psychology in Business’ ‘Positive Psychology at Work’ and ‘Positive Psychology and Change’ both published by Wiley. She is also the lead author of 'Appreciative Inquiry for Change Management'.

Positive Psychology Summit UK ‘In Conversation’ with Jane Jennison Blog Post

Andrew, Cat and I are very much looking forward to meeting together in 2023, and are working to build our community between now and then. It seems a long time in the future, but we are looking forward to it already! One of the things we are doing is running a series of online ‘In Conversation’ events with Positive Psychology Practitioners. As this is emerging technology for us, we decided the first event should be ‘in house’ so that if we experienced any teething problems, it would not impact negatively on our guest speakers. Thus, I was the first speaker, facilitated by Cat, with Andrew behind the scenes ensuring that our It worked correctly.

Our aim with the ‘In Conversation’ events is that our guests talk about what their current ‘hot topic’ is within their area of Positive Psychology. For me, this has been how the Corona Virus Pandemic has impacted on us as parents and carers. I wanted to explore how Positive Psychology could help us deal with these challenges; not just how our work lives, income, and routines have changed, but how we have also had to juggle on-line schooling, reduced social activities for the children in our care. Also the reduced access to our wider network of friends and family – the village that we depend upon to help raise our children.

As parents and carers, we are often told, ‘put your oxygen mask on first’* and ‘you can’t pour from an empty cup’**. I wanted to look for the science-based evidence for suggestions of how to resource ourselves to be resilient and to support our wellbeing. How to find our oxygen masks, and how to fill our cups.

I found two very interesting pieces of research, and used them as the backbone of my ‘In Conversation’ session, and would like to introduce them here.

Firstly, Lea Waters, Sara B. Algoe, Jane Dutton, Robert Emmons, Barbara L. Fredrickson, Emily Heaphy, Judith T. Moskowitz, Kristin Neff, Ryan Niemiec, Cynthia Pury & Michael Steger (2021) Positive psychology in a pandemic: buffering, bolstering, and building mental health, The Journal of Positive Psychology. I really enjoyed reading this as it was a very clear article, written in easy-to-understand language that made its findings easy to apply. They suggest focussing on the following areas to build wellbeing and resilience:

  • Character strengths

  • Coping

  • Courage

  • Gratitude

  • High Quality Connections

  • Meaning

  • Positive Emotions

  • Positive Relationships and

  • Self-compassion.***

Two of these; character strengths and gratitude are also the top two most effective Positive Psychology Interventions for boosting and maintaining wellbeing. I took each of these in turn, and explored how we could use these in our roles as parents and carers. I also explained how this helps us model the behaviours we want to see in the children in our care. Children do what we do, and if we are using our character strengths, building and affirming healthy relationships, and practising gratitude, this will become part of their emotional landscape too. This helps them build their own toolkit of what works for their wellbeing.

One of the ways the pandemic has impacted our family is that we have become more insular. Restrictions on travel and local lockdowns, coupled with school and college going online for parts of two academic years, have reduced the social interactions we have been able to have. There have been discussions about how this is a global traumatic event, and that it will have a negative impact on the mental health of our children and young people. Many of us will be familiar with the ACES model; Adverse Childhood Experiences. These have an impact on the physical and mental health of the children as they progress into adulthood, and also on the coping strategies and access to social support.

The second piece of research I talked about ‘In Conversation’ was conducted by Christina Bethell, PhD, MBA, MPH; Jennifer Jones, MSW; Narangerel Gombojav, MD, PhD; Jeff Linkenbach, EdD; Robert Sege, MD, PhD (2019) Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample, JAMA Pedriatrics. I particularly love it because the focus is on how to promote wellbeing and resilience for the children on our care. What is also interesting, for me, is that the relationship between positive childhood experiences and good mental health is ‘dose responsive’, that means, the more positive childhood experiences a child gets, the better their mental health, into adulthood. The seven areas it highlighted as Positive Childhood Experiences are:

  • Felt able to talk with family about feelings

  • Felt their family stood by them in difficult times

  • Enjoyed participating in community traditions

  • Felt a sense of belonging in High School

  • Felt supported by their friends

  • Had at least two non-parent adults who took a genuine interest in them

  • Felt safe and protected in their home.

I really loved this positive focus. A lot of the time as parents and carers we can feel that we are failing the children in our care, and that they cannot recover from ACEs. This research suggests that positive childhood experiences help undo trauma, and the more, the better! These are ‘dose respondent’ events, so the more they are experienced by the children in our care, the higher the impact.

My summary from these two pieces of research, for how to boost wellbeing and resilience as a parent or carer in a pandemic is this:

  • Identify and use your character strengths

  • Find your tribe

  • Positive relationships and high quality connections strengthen and support us

  • Have a sense of meaning and purpose

  • Be grateful, brave and have self-compassion

  • Our children’s Adverse Childhood Experiences can be mitigated by Positive Childhood Experiences

  • These are ‘dose respondent’; the more, the better!

  • The ‘village’ of trusted grown-ups need only be two people

  • Being ‘present’ and encouraging our children to talk about their emotions helps them cope with difficult times

  • These benefits last into adulthood and help build resilient adults with a good support network.

I hope this has been useful to you, and hope you will be able to join in with our ‘In Conversation’ events coming up.

*A reference to airline safety procedures: adults are asked to put their oxygen mask on first, then attend to the children in their care and their oxygen masks.

**This one puzzles me; who pours from cups?! Aren’t jugs better-designed for pouring?

***My first career was as a Librarian, so I am afraid I put these into alphabetical order. J

"In Conversation" Community Events - 2021 / 2022 Speakers

To support the Positive Psychology community and build momentum as we move toward the 2023 Positive Psychology Summit:UK we held a series of online 'In Conversation' events.

These were an arena for Positive Psychology Practitioners to talk about how they are responding to the challenges of working in the current climate, and how they are using Positive Psychology principles in their practice.

The “In Conversation Events” have now concluded.

JaneHeadshot0360 copy.jpg

June 2021 - Jane Jennison: “Parenting in the Pandemic”

Buy Tickets for Parenting in the Pandemic

Jane Jennison is a Positive Psychology Coach and Practitioner. She will be running our first 'In Conversation' online event, entitled, 'Parenting in a pandemic; can Positive Psychology help?' Jane will: help parents and carers identify their unique strengths; learn how to build resilience and why it is a key coping strategy; and why other people matter. This will be of benefit to parents and carers, and also for Positive Psychology Practitioners working with them.

Jane has a Master’s Degree in Applied Positive Psychology, and is trained in a range of therapeutic interventions for families, including Theraplay, Dyadic Developmental Psychotherapy, Parenting and Practice (DDP) and Person Centered Art Therapy. She has a particular interest in supporting parents and carers touched by adoption and fostering, and those with neurodiverse children. She works one-to-one with coaching clients, and also delivers bespoke workshops and training courses.

Jane is a Fellow Member of the Positive Psychology Guild, and an accredited Course Provider.

Jane has co-authored ’Happier at Home: a guided positive psychology journal for parents and carers’ and ‘Happier at work: a guided positive psychology journal'. She has also produced a set of Strengths cards endorsed by the VIA Institute, and cards for Positive Journaling. These are all available on her website and on the Positive Psychology Summit website.

For more information on how Jane could help you, visit her website https://www.adoptingpositivity.co.uk or email her on jane@adoptingpositivity.co.uk

preview-full-004-Tia Square.jpg

September 2021 - Tia Moin: “Coaching for Wellbeing through Covid”

Tia Moin is a Positive Organisational & Coaching Psychologist with over 20 years of international consulting experience developing leaders and professionals. She holds a BSc Psychology, PG Diploma in Psychology and MSc Applied Positive Psychology and Coaching Psychology (distinction). As an elected Committee Member of the Special Group in Coaching Psychology - British Psychological Society, she is closely involved in developing and shaping the profession of Coaching Psychology and prides herself on professional, ethical and evidence-based psychological practice. She is actively involved in researching coaching, diversity and inclusion through the University of East London and University of Reading (UK) and has published two research papers in academic journals focusing on positive psychology coaching for inclusion and coaching professionals working from home during the Covid19 pandemic. She is currently embarking upon doctoral level research to optimise diversity interventions and works 1:1 with leaders in this area.

4P3A6869 copy.jpeg

November 2021 - Carol Barton

Carol is passionate about using her experience and coaching skills to help individuals and organisations to flourish. Between 2012 and 2018 she lived and worked in Kenya where she set up an organisation to support social impact leaders and agencies through tailored, strengths-based coaching and consulting with a focus on catalysing transformative social change. Since returning to the UK, she continues to partner globally with clients dedicated to reducing poverty, empowering communities and ensuring a more equitable and just society. Prior to living in Kenya, she led a number of government initiatives, at local and national level, focussing on the change impacts required by the government’s older people’s well-being agenda. Using a strengths-based appreciative approach, Carol leverages the expertise and strengths of clients to facilitate meaningful, sustainable and high-impact change, placing high value on the capacity, skills, knowledge, connection and potential of the individuals and organisations to identify their goals and implement strategies to achieve them. Carol graduated from UEL in 2020 having earned her MSc in Positive Psychology and Coaching Psychology (MAPPCP). Her dissertation, for which she was awarded a distinction, explored ‘The experience of self-transcendence in social activists’. Carol has been coaching since 2007, she holds a PgDip in Executive Coaching and Leadership Mentoring, is accredited with EMCC as Senior Practitioner, a Fellow of the Institute of Leadership and Management, an NLP Master Practitioner and experienced project manager.

February 2022 - Sue Langley

Sue Langley is a keynote speaker, global consultant and positive leadership expert.

Sue specialises in the practical applications of neuroscience, emotional intelligence and positive psychology, synthesising the science and research into simple, practical tools that anyone can use.
As the CEO and Founder of the Langley Group, Sue has taught thousands of business leaders, coaches and consultants how to create positive work cultures and harness the brain's potential. As Academic Director of the Langley Group Institute, Sue created the world’s first nationally recognised Diploma of Positive Psychology and Wellbeing. She has a Masters in Neuroscience of Leadership and was a featured expert in the hit ABC TV series Redesign My Brain and in the award-winning documentary Make Me a Leader.

April 2022 - Lorna Mills

image.png

Lorna Mills – BSc (Hons), MSc, MAPPCP, MBPsS
I am an executive leadership coach who works internationally. I enjoy applying positive psychology when coaching leaders through situations of organisational and personal disruption, challenge, and change. I have an interest in second wave positive psychology and hope to publish my creative coaching study in this area this summer. I am a member of the British Psychological Society North West committee and co host the Merseyside Peer Practice group. I have a degree in Behavioural Sciences and an MSc in Applied Positive Psychology and Coaching Psychology.

New YouTube Channel

We have set up a new Positive Psychology Summit:UK YouTube Channel.

Over the coming months we will be uploading videos of interviews with speakers for the 2021 summit.

Also, if you have an idea that you would like to share with the community, get in touch and we can record an interview.

Positive Psychology Well Being Interventions

We are pulling together the programme for the 2021 Summit and would like to ask the community a question - would you like to be able to experience PP Well Being Interventions at the summit. This might include guided meditations or yoga with a qualified instructor. Please tell us what you think by dropping us an email

July Summit Update

Finally, time to reflect…

We can all lead such busy lives, and I have sat down this week to reflect on the summit back in April. It was such a wonderful experience and a pleasure to meet everyone. I am still catching up with contacts and connecting each week which also shows how long-lasting connections can be made at such events.

This reflection has come as I have been writing an article to promote the next summit. I have been visiting the Derby Conference centre and am super excited about networking in their sunken lounge. We are also planning a dinner event on Thursday evening.

I was also reflecting at the vast expertise and sharing of knowledge from all areas of Positive Psychology and what speakers and workshop facilitators can bring with them to the next event. Submissions are now open, and we are excited to see what is happening in the world of PP. We would be particularly interested in talks on PP and the environment (especially as the Thursday is Earth Day), Mental Health, Post Traumatic Growth and PP and Specific Learning Difficulties. Of course, we are also open to all areas of PP and workshops in how you are applying the science will provide us with an action-packed Friday session.

Keep popping back for regular updates and follow the links to sponsorship packages, tickets, submissions and more.

Have a fantastic and sunny July.

Cat xx