A controlled trial of a Mindfulness Based Intervention (MBI) was conducted on a big Spanish public hospital. The intervention program was offered to the staff as an initiative to promote psychosocial health of workers. Nineteen employees participated of the program, which consisted in three 150-minute sessions and other fifteen employees acted as a control group in a waiting-list format. Pre-Post evaluations of Mindfulness, Work Engagement, Happiness and Performance where taken and the data analysis suggests that the intervention program was successful in boosting the existing levels of all the evaluated variables. The practical implications of these findings suggest that shorter versions of traditional MBI programs could be an effective Healthy Organizational Practice to boost happiness and performance among healthcare professionals.

In spite of the potential benefits that strengths-based coaching can bring to organizations, basic questions remain regarding its impact on work engagement and job performance specially among non-executive employees. In a controlled trial study, 60 employees from an automotive industry company participated in a strengths-based micro coaching program over a period of five weeks. The intervention followed a strengths-based coaching approach, grounded in the identification, development, and balanced use of personal strengths to foster positive outcomes. Mixed methods, using quantitative and qualitative measures, were taken. Both the participants and their supervisors completed pre, post, and follow-up questionnaires, and the results indicated that the intervention program was successful in increasing all the study variables after finishing the program. The results also showed the durability of the effects on the outcome variables over time (follow up). Qualitative data supported the study hypotheses. Through open questions inquiring about the outcomes of the program, the participants stated that it helped them to increase performance and well-being. Practical implications suggest that this program can be a valuable short-term applied positive psychology intervention to help employees increase their work engagement and performance and promote optimal functioning in organizations.

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Mindfulness in higher education has become a popular subject in academic research. Several studies have shown the positive effects of mindfulness practice for undergraduate students, lowering anxiety levels, improving self-esteem and promoting social skills. Despite this interest, the evidence suggesting all these positive effects translate into improved academic performance is still scarce. Aim: The aim of the study was to analyze the influence of mindfulness practice on academic performance of 302 students of the degree of Psychology at the University of Barcelona (Spain) utilizing a control group. Method: The students were distributed between two conditions: the first condition underwent mindfulness practice during the first 10 minutes of class during ten weeks of the academic year; the second condition underwent no practice at all. As well, both conditions were split in two equal size groups. Academic performance was measured trough mean grade score at the end of the academic year. Results: The results confirmed that students who attended mindfulness practices achieved better academic performance compared to those who did not attend practice sessions. Conclusions: The study's findings suggest that mindfulness is a successful strategy to improve academic performance in undergraduate students. It is an innovative and easy practice to implement that has a positive impact on overall student learning experience. The underlying psychological mechanisms that explain the effects of mindfulness practice on academic performance remains to be explored.