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This is a well-being project that will require studentsto first assess the current state of their well-being using a specific screening measure.Students will choose a well-being goal(s) to pursue over a period of time (up to two weeks).Students will choose an evidence-based intervention(s) that has been introduced during thecourse to help them achieve their goal(s). Finally, a validated post-intervention well-beingquestionnaire will be taken and a synthesis of the whole process, including results, will besubmitted at the end of the course. These activities can also be found athttps://ggia.berkeley.edu, see rubric.Students will write this up as an empirical paper addressing the following.Introduction: Why did the student decide to change what they (hopefully) changed?What variables facilitated and impeded this change? What mechanisms may explainwhy? What is the student’s hypothesis? Use research to support answers.Methods: Students will describe the procedure(s) used to change themselves. Whattechniques were used? What is the science behind these techniques? How did thestudent measure change?Results: What happened? Even though self-report data may suggest the intervention waseffective, the student must also provide corroborating evidence from other sources.Objective health indicators (e.g., fewer sick days used), and behavioral measures (noticingmore good things on a daily basis; more positive social interactions) are all appropriate.Discussion: Was the student’s hypothesis confirmed or disconfirmed? Are the resultsconsistent with prior research? What did the student learn about self-change, and positivepsychology? The student might discuss strengths, weaknesses, and difficulties inTJG 01/2020implementing their intervention, or the student might explain why some techniques seemedto be more effective than others. What would the student do differently if they had theopportunity to do it again? Why?