The Authentic Happiness Inventory (AHI) is a frequently used measure for the subjective assessment of happiness and is primarily used in positive psychology intervention studies. It has been argued that it is sensitive to detect subtle changes in happiness and differentiates happiness at very high levels. We designed a series of studies to test some of the basic premises and to assess the reliability and validity of the German version of the AHI (total N = 5166). In Study 1, four independently collected samples provide evidence for its good psychometric properties and convergent as well as discriminant validity. Study 2 shows that the AHI has high test-retest correlations over a period of one week, and one, three and six months (r = .75-.85; N = 319). Also, the experience of positive life events went along with higher scores in the AHI. In Study 3, the AHI was used in a positive psychology intervention study by testing two well-established positive psychology interventions (i.e., "another door opens", and "three good things") against a placebo control group (N = 400 in total). Results show that the AHI reflects the expected changes in well-being (i.e., increase in the intervention in comparison with the placebo-control group). Overall, the three studies support the notion that the AHI has good psychometric properties and provides support for its validity. Potential further applications of the measure are discussed.

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It has been argued that humor serves as a crucial resource for healthcare professionals (HCPs). For example, they can use it to cope with work stress, to build relationships with patients, and/or to educate medical students and residents—to name but a few functions. However, empirical studies on the importance of humor among HCPs are still scarce. Existing studies primarily focus on nurses and physicians and rarely distinguish between different humor styles (e.g., light and dark). Based on qualitative interviews with 14 German Medical Assistants (MAs), we investigate the potential of humor as a resource for MAs’ work and education. We focus on the perceived functions and conditions of MAs’ successful use of humor as well as the role of humor styles (i.e., comic styles). Results indicate various functions of humor in MAs’ everyday work (e.g., soothing patients, coping with mistakes, fostering team cohesion, or promoting apprentices’ education) as well as different conditions for a successful use of humor (e.g., positive social basis, current well-being, and social sensitivity). Further, the results suggest that the use of a certain humor style depends on the interlocutor as well as the intended goal of the humor. The results not only stress the multifaceted potential as well as the relevance of conditions of successful humor for MAs’ everyday work and education, but also provide valuable real-life insights into MAs’ everyday humor, thus offering several implications for practice to promote humor as a positive resource in MAs.