_ENREF_1 -- _ENREF_2 -- _ENREF_3 -- _ENREF_4 -- _ENREF_5 -- _ENREF_6 -- _ENREF_7 -- _ENREF_8 -- _ENREF_9 -- _ENREF_10 -- _ENREF_11 -- _ENREF_12 -- _ENREF_13 -- _ENREF_14 -- _ENREF_15 -- _ENREF_16 -- _ENREF_17 -- _ENREF_18 -- _ENREF_19 -- _ENREF_20 -- _ENREF_21 -- _ENREF_22 -- _ENREF_23 -- _ENREF_24 -- _ENREF_25 -- _ENREF_26 -- _ENREF_27 -- _ENREF_28 -- _ENREF_29 -- _ENREF_30 -- _ENREF_31 -- _ENREF_32 -- _ENREF_33 -- _ENREF_34 -- _ENREF_35 -- _ENREF_36 -- _ENREF_37 -- _ENREF_38 -- _ENREF_39 -- _ENREF_40 -- _ENREF_41 -- _ENREF_42 -- _ENREF_43 -- _ENREF_44 -- _ENREF_45 -- _ENREF_46 -- _ENREF_47 -- _ENREF_48 -- _ENREF_49 -- _ENREF_50 -- _ENREF_51 -- _ENREF_52 -- _ENREF_53 -- _ENREF_54 -- _ENREF_55 -- _ENREF_56 -- _ENREF_57 -- _ENREF_58 -- _ENREF_59 -- Introduction: Positive Change in Global World: Creative Individuals and Complex Societies -- References -- Paolo Inghilleri -- 1 Phenomenology of Positive Change: Social Growth -- 1.1 Introduction -- 1.2 Cultural Evolution and Individual Psychological Selection -- 1.3 The Artifacts and Their Relationship with the Subjective Experience -- 1.4 The Flow of Consciousness -- 1.5 The Influence on Culture and Society -- 1.6 Some Connections with Others Theories -- References -- Giuseppe Riva -- 2 Phenomenology of Positive Change: Personal Growth -- 2.1 Introduction: The Process of Personal Change -- 2.2 A New Vision of Cognition -- 2.3 A Definition of Presence -- 2.4 The Levels of Presence -- 2.5 Presence and Optimal Experiences -- 2.6 Optimal Experiences and Personal Change -- 2.7 Conclusions -- References -- Giuseppe Riva, Andrea Gaggioli -- 3 Positive Change and Positive Technology -- 3.1 Introduction: The Growing Role of Technology in Our Life -- 3.2 From Positive Psychology to Positive Technology -- 3.3 Hedonic Level: Using Technology to Foster Positive Emotional States.

3.4 The Eudaimonic Level: Using Technology to Promote Engagement and Self-Empowerment -- 3.5 The Social and Interpersonal Level: Using Technology to Promote Social Integration and Connectedness -- 3.6 Conclusions: Positive Technology for Personal Growth -- References -- Andrea Gaggioli, Luca Milani, Elvis Mazzoni, Giuseppe Riva -- 4 Positive Change and Networked Flow: From Creative Individuals to Creative Networks -- 4.1 Introduction -- 4.1.1 The Sociocognitive Approach -- 4.1.2 The Sociocultural Approach -- 4.2 From Group Creativity to Creative Networks: the Networked Flow Model -- 4.2.1 The Emergence of Networked Flow: the Role of Social Presence -- 4.3 Networked Flow: a Six-Stage Model of Group Creativity -- 4.3.1 Phase 1: Meeting (Persistence) -- 4.3.2 Phase 2: Reducing the Distance -- 4.3.3 Phase 3: The Liminality-Parallel Action -- 4.3.4 Phase 4: Networked Flow -- 4.3.5 Phase 5: Creation of the Artifact -- 4.3.6 Phase 6: Application of the Artifact -- 4.4 Understanding Networked Flow: Social Network Analysis -- 4.4.1 Density -- 4.4.2 Group Centralization -- 4.4.3 Cliques Participation Index (CPI) -- 4.4.4 The SNA Procedure: Examples of Analysis -- 4.5 Conclusions -- References -- Eleonora Riva, Nicola Rainisio, Marco Boffi -- 5 Positive change in clinical settings: flow experience in psychodynamic therapies -- 5.1 Introduction: a Positive View of Human Beings -- 5.2 Positive Psychology and Health: From Meta-Theories Towards Therapeutic Instruments -- 5.3 Positive Psychology and Psychodynamic Psychotherapy: Common Grounds and Proposals for Contamination -- 5.4 Flow of Consciousness in Psychodynamic Psychotherapies: the Basis for the Birth of a Flow Therapy -- 5.5 Flow Therapy: Model and Instruments -- 5.5.1 The Therapy Session as Experience of Flow -- 5.5.2 Flow as Object of the Therapy.

5.6 Conclusions: Mr. X and His Flow -- References -- Nicola Rainisio, Marco Boffi, Eleonora Riva -- 6 Positive Change in Environment: Aesthetics, Environmental Flowability and Well-Being -- 6.1 Introduction -- 6.2 Place as a Stimulus -- 6.3 Place as an Experience -- 6.4 Place as Generative -- 6.5 Preliminary Results -- 6.5.1 Procedure -- 6.5.2 Results -- 6.6 Concluding Remarks -- References -- Marco Boffi, Eleonora Riva, Nicola Rainisio -- 7 Positive Change and Political Participation: Well-Being as an Indicator of the Quality of Citizens' Engagement -- 7.1 Envisioning Better Societies: Concepts and Measures for a Positive Change -- 7.1.1 The Evolution of the Concept of Quality of Life -- 7.1.2 Change Through Knowledge -- 7.2 The Political Role of Well-Being Studies -- 7.2.1 The Hedonic Level: Complementing the Political Agenda -- 7.2.2 The Eudaimonic Level: Imagining New Perspectives -- 7.3 Personal Development for Social Change: the Role of Flow of Consciousness in Participatory Behaviors -- 7.4 Conclusions -- References -- Rob Cavanagh, David Sharnoff -- 8 Positive Change and Scholastic Education -- 8.1 Introduction -- 8.2 The Capabilities-Expectations Model of Student Engagement in School Learning -- 8.3 Empirical Investigations of the Capabilities-Expectations Model -- 8.3.1 Measurement of Capabilities and Expectations -- 8.3.2 The Balance Between Learning Capabilities and Expectations of Learning -- 8.3.3 The Relationship Between Engagement Constructs and the Classroom Learning Environment -- 8.4 The Environmental Complexity Model of Optimal Learning Environments -- 8.5 Dimensions of Environmental Challenge and Environmental Support -- 8.6 The Influence of Learning Environment Dimensions on Student Engagement -- 8.7 Conclusion -- References -- Barbara Diana, Luca Argenton, Marisa Muzio.

9 Positive Change and Flow in Sport -- 9.1 Introduction -- 9.2 Peak Moments -- 9.2.1 Peak Moments and Flow -- 9.3 Flow andSports -- 9.4 Flow State Scale -- 9.5 From Nine Dimensions to Mental Preparation -- 9.5.1 Interview -- 9.5.2 Psycho-Diagnostic Assessment -- 9.5.3 Goal Setting -- 9.5.4 Proprioceptive Training -- 9.5.5 Stress Handling and Relaxing -- 9.5.6 Thought Control and Self-Talk -- 9.5.7 Focus -- 9.6 Imagery -- 9.6.1 Ideomotor Training -- 9.6.2 Evaluation and Follow up -- 9.7 Future Directions -- References -- Paolo Inghilleri, Franco Cesaro -- 10 Positive Change and Transgenerational Relationships in Family Business -- 10.1 Introduction -- 10.2 The Family Business as Bio-Cultural System: Competition Between Memes and Genes and the Function of Flow -- 10.3 Family, Company and Flow -- 10.4 The Case Histories -- 10.4.1 Story 1: From the Absence to the Creation of Flow in the Company and in the Family -- 10.4.2 Story 2: Initial Presence of Flow in the Family, Lack of Flow in the Company and Consequent Discomfort in the Family as Well -- 10.4.3 Story 3: Flow in the Family, Flow in the Company. The Case of Acquisitions and the Value of Corporate Culture -- 10.4.4 Story 4: Flow in the Family, Flow in the Company. Well-Being Created Also by the Ability to Face and Overcome Grief and Shock. -- 10.5 Conclusions -- References -- Jeanne Nakamura -- 11 Positive Change and Mentoring in Adulthood -- 11.1 Introduction -- 11.2 Good Work and Good Mentoring in Science -- 11.2.1 Mentors' Memes -- 11.2.2 Mentors' Means of Influence -- 11.2.3 Additional Features of Mentoring Relationships in the Lineage Study -- 11.3 Mentored Development in a Complex Flow Activity -- 11.3.1 Aikido as a Complex Flow Activity -- 11.3.2 Aikido and the Growth of Vital Engagement.

11.3.3 The Mentored Development of Complex Capacities for Action -- 11.3.4 Integrating Power and Gentleness -- 11.3.5 Forms of Complexity -- 11.4 Conclusion -- References -- Wendy Fischman, Lynn Barendsen -- 12 Positive Change and Quality of Time in Daily Life -- 12.1 Introduction -- 12.2 Literature Review -- 12.3 Findings: Our Study -- 12.3.1 Methodology -- 12.3.1.1 Phase 1 -- 12.3.1.2 Phase 2 -- 12.3.1.3 Phase 3 -- 12.3.1.4 Phase 4 -- 12.4 Findings -- 12.4.1.1 Time as an Indicator of Quality -- 12.4.1.2 Time Well Spent and Wasted Time -- 12.4.1.3 Personal Meaning and the Optimal Experience -- 12.4.1.4 Prioritizing Quality in Everyday Life -- 12.4.1 Time Well Spent Award -- 12.4.2 Quality Course -- 12.5 Conclusion -- References -- _GoBack -- Figure 1.1: Theoretical precursors of Csikszentmihalyi 's Flow theory (from Engeser & Tiska, 2012) -- Figure 2.1: The intentional chain (from Riva and Mantovani, 2012a). -- Figure 2.2: Layers of presence in human activity. -- Figure 2.3: The experience of presence -- Figure 2.4: Presence and Optimal Experiences. -- Figure 3.1: Positive Technology levels (Adapted from Riva et al., 2012) -- Figure 3.2: Positive Psychology tools (Adapted from Botella et al., 2012) -- Figure 3.3: The Process of Patient Engagement (Adapted from Graffigna et al., 2013a) -- Figure 4.1: Phase 1: Meeting (or Persistence). -- Figure 4.2: Phase 2: Reducing the distance. -- Figure 4.3: Phase 3: Liminality-Parallel Action -- Figure 4.4: Phase 4: Networked Flow -- Figure 4.5: Phase 5: Creation of the artifact -- Figure 4.6: Phase 6: Application of the artifact to social reality.

Figure 4.7: An example of adjacency matrix, which provides the possible choices of respondents to the question: «Which member of the team do you think most shares your vision?». It is interesting to note a remarkable centralization of the two most interna.