Emotional well-being is particularly important in teenagers and young adults. Childhood and adolescence provide opportunities to develop the foundations for mental health and the school is an important mean that can enable it. It seems important to examine the evolution and differences in positive and negative emotions and experiences in adolescents and young adults in educational settings, which have received less interest in the literature. The main goal of this article (studies 2 and 3), is Electronic supplementary material The online version of this article (

Motivational interviewing (MI) is a widely disseminated, scientifically-tested method of psychotherapy, which combines a supportive, collaborative and empathic counselling style with a consciously directive method as a means to positively resolve tension created by unresolved ambivalence about change. This article outlines MI as a positive approach to psychotherapy and considers some of its core concepts: the client-centered attitudes and its links with positive psychology interventions (PPIs). The objective of this article is to present MI in the light of positive psychology (PP) in order to build bridges between the two and to gain a better understanding of the processes involved in positive behavior change with both MI and PPIs. The review of the literature shows the strong links that exist between PP and MI: they have much to offer each other. MI is a strength-focused approach that builds on client's resources and skills and is an important example of how client-centered approaches to psychotherapy operate their effects. MI has a theoretical and practical flexibility and is a well proven approach for increasing intrinsic motivation to change. PPIs could be used combined with MI, in order to increase adherence to psychotherapy, as the PPIs, often delivered in self-help format, request effort and motivation. Integrating MI with the PPIs could also produce synergistic effects and lead thus to better outcomes. We propose several examples of how MI can be integrated with other forms of PPIs. Finally, implications for clinical practice and further research are discussed.Positive psychology (PP) is the scientific study of positive experiences and positive individual traits and the institutions that facilitate their development (Duckworth et al. 2005, p. 630). It aims to broaden the focus of psychology beyond suffering and psychopathology in order to increase well-being by building strengths and not just by correcting people's weaknesses. Its main assumption is that meaning and purpose do not come about automatically, simply when suffering is removed. Introduced as an initiative of Martin Seligman in 1998, then president of the American Psychological Association, PP is the scientific study of strengths, well-being and optimal functioning (Seligman and Csikszentmihalyi 2000). Arguing that a negative bias prevailed in psychology research, where the main focus has been for a long time on negative emotions and treating mental health problems and disorders, they proposed a new approach to psychology with an explicit focus on positive traits, good character and well-being. Research findings from PP are intended to supplement and not to replace what is known about human suffering, weakness and disorder. The intent is to have a more complete and balanced scientific understanding of the human experience .Historically, most interventions in psychotherapy proposed a deficit-oriented medical model in which psychotherapists assessed and treated psychopathology. Few interventions have explicitly attended to the positives resource...

Objectives: The objective of this study is to investigate the efficacy of psychological Interventions – Mindfulness or Implementation Intention – associated with a Physical Activity program, delivered via internet, in reducing Multiple Sclerosis symptoms.Method: Thirty-five adults were randomly assigned to one of the three groups: a Mindfulness-Based Intervention group (N = 12), Implementation Intention group (N = 11), and a Control Group (N = 12). All the groups received the same Physical Activity program. The Mindfulness condition group received daily training in the form of pre-recorded sessions while the Implementation group elaborated their specific plans once a week. Mobility, fatigue, and the impact of the disease on the patient’s life were measured. Two measurement times are carried out in pre-post intervention, at baseline and after eight weeks.Results: Overall, after 8 weeks intervention, results show that there was a significant increase in Walking distance in the three groups. In addition, the within-group analysis showed a statistically significant improvement between pre and post intervention on the physical component of the Disease Impact scale in the Implementation Intention group (p = 0.023) with large effect size, in the Mindfulness-Based Intervention group (p = 0.008) with a medium effect size and in the control group (p = 0.028) with small effect size. In the Implementation Intention group, all physical, psychosocial and cognitive Fatigue Impact subscales scores decreased significantly (p = 0.022, p = 0.023, and p = 0.012, respectively) and the physical component was statistically and negatively correlated (r = −0.745; p = 0.008) when Implementation Intention group practice a mild to moderate physical activity. In the Mindfulness-Based Intervention group, the physical component (MFIS) showed a statistically significant improvement (p = 0.028) but no correlation with moderate-to-vigorous physical activity (MVPA); the control group outcomes did not reveal any significant change.Conclusion: The results of this study are very encouraging and show the feasibility of Mindfulness interventions associated with physical activity to improve the health of people with MS. Further study should assess Mindfulness interventions tailored to MS condition and using both hedonic and eudemonic measures of happiness.

The object of this article is to gain a better understanding of motivational interviewing (MI) effectiveness using the framework of Rogers' approach. Examining MI's common points and differences with Rogers' client-centered therapy can make it possible to identify some of MI's active ingredients and its underlying process of effectiveness, especially related to MI relational component. In return, MI, a strongly evidence-based approach, could provide empirical basis and support of effectiveness for Rogers' client-centred therapy. The review of literature on Rogers' therapy and MI shows strong links between the two approaches. MI applies most of Rogers' therapy attitudes and techniques such as empathy, acceptance, autonomy support, collaborative style, and confidence in the client's ability to change. The article further presents a review of research data related to the therapeutic effects of each of these attitudes. Finally, implications for clinical practice and further research are discussed. MI and Rogers' client-centered approach have much to offer each other. The strong process and outcome research tradition in MI could bring about evidence on Rogers' therapy effectiveness. Rogers' work provides a testable theoretical basis for the mechanisms of MI effectiveness. Further MI research should operationalize more than just empathy in the relational component.Motivational interviewing (MI) is a widely disseminated scientifically-tested method of psychotherapy, which evolved originally from Miller's clinical experience and practice in the treatment of alcohol abuse and dependency (Miller, 1983). MI was developed as a way of helping people to initiate and consolidate commitment to change (Miller & Rollnick, 1991. Miller and Rollnick (2002) defined MI as a "client-centered, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence" (p. 25).MI was developed as a method of communication, rather than a set of techniques, and the MI style overrides the techniques used. MI counselors accept their clients in an unconditional way and have a collaborative relationship with them. Counselors' goal in this approach is to accompany and help clients in the process of change, which is in agreement with clients' aspirations and values. In addition to the collaborative style, counselors seek to evoke clients' intrinsic motivation to change and to make it emerge, rather than to impose it. Finally, clients are considered to be the main persons responsible for their behavior change; in this way, MI supports the client's autonomy. Miller and Rollnick (2002) described four general principles of intervention in MI, in addition to its basic style and interpersonal spirit described previously. Those principles, which