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Counseling and Mental Health Services, MSEd

The M.S.Ed. in Counseling and Mental Health Services (Year 1) is designed to introduce students to advanced training in psychology, mental health counseling, and school counseling.  The program’s innovative format combines coursework with practical field experience in preparation for future roles as mental health professionals who provide counseling services for children, adolescents, college students, families, and adults in a variety of settings. Many graduates of CMHS continue on to the M.Phil.Ed. in Professional Counseling (Year 2) at Penn GSE in order to qualify for licensure as a professional counselor or to pursue certification in school counseling.

For more information: https://www.gse.upenn.edu/aphd/cmhs/msed

Curriculum 

A total of 10 course units are required for the MSEd.

Required Milestones

Comprehensive examination (or portfolio or thesis).

 Master’s degree candidates must demonstrate thorough knowledge of the field of specialization by passing a comprehensive examination in their area of study. The examination/portfolio/thesis serves an educational and evaluative purpose through which students are expected to review and integrate what they have learned in their coursework and fieldwork. Comprehensive formats vary.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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• JD/PhD Psychology

The JD/PhD Program is an in-depth, cross disciplinary path designed to expose lawyers and psychologists to the growing number of issues that involve both fields, such as competence, mental illness, and incapacity, and the field of behavioral law and economics.

• Degree Requirements
• JD/MBA (4 Year)
• JD/MBE Bioethics
• JD/MSSP Social Policy
• JD/MS Nonprofit Leadership
• JD/MSEd Education Policy
• JD/MSEd Higher Education
• JD/MA or MS Criminology
• JD/MD Doctor of Medicine
• JD/MSE Engineering
• JD/MCP City & Regional Planning
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Program Course Overview

Financial aid.

Once admitted to both programs independently, students will be able to seek each school’s relevant financial support. Students can pay for Law School with standard methods like assets, loans, and need-based financial assistance (if qualified). The PhD program may provide tuition, fees, stipends, and health insurance support according to the Department’s requirements.

How to Apply

Students should apply contemporaneously for admission to both the Department of Psychology and the Law School, noting on both that they have applied to the other. There may be a rare case when a student who has been accepted into the PhD program may, in the first year of that course of study, apply for admission to the Law School and to the Dual Degree Program.

For more information, admitted or current JD students should contact Amanda S. Aronoff. Applicants or prospective applicants to the Law School should contact [email protected] .

Interested in other Phd joint degrees?

JD/Phd American Legal History

JD/PhD Philosophy

Master of Applied Positive Psychology

The first in the world, and always ahead of the curve

Rapidly becoming one of psychology’s most transformative fields, positive psychology is the scientific study of the strengths that enable humans and organizations to flourish. The Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania was the first in the world to offer a degree in this rigorous field of study. Dr. Seligman, founder of the discipline of positive psychology, along with leading researchers and practitioners educate students at the cutting edge of the field.

Our program's  hybrid model allows you to explore the theory and practice of positive psychology without relocating to Philadelphia, so you can continue working full-time. The low-residency format consists of 10 required on-site visits to the University of Pennsylvania campus in Philadelphia, where students and faculty gather for intensive weekends of learning and networking. Whether you are a credentialed professional seeking to transform your workplace or career or are building a foundation for further graduate study, the MAPP curriculum allows you to apply the topics most relevant to your interests and goals.

We look forward to speaking with you about the exciting opportunities at MAPP.

Make a difference in the world with the science of well-being

Hear from program staff, alumni, and current students about how the Master of Applied Positive Psychology creates a unique community that comes together to learn the theory and tools of positive psychology and enables immediate change in the lives around us.

If you are having trouble viewing this video, you can  watch it on YouTube .

Master the history, theory, and research methods of applied positive psychology

Students in the Master of Applied Positive Psychology program take a series of courses during one year of full-time study. The program begins in the fall with an introduction to essential concepts in positive psychology, as well as research methods and the factors that contribute to well-being among individuals, groups, and communities. In the spring semester you learn how to apply positive psychology in institutions such as workplaces, schools, and nonprofits; understand the role of the humanities in cultivating well-being; learn resilience skills for individuals; and design positive interventions for a real organization. Finally, the summer capstone project allows you to apply everything you have learned in the program to the professional or research area that is most significant to you.

See courses and curriculum >

The Master of Applied Positive Psychology faculty

The MAPP faculty team is made up of preeminent scholars and practitioners in positive psychology, including one of the founders of the field, Dr. Martin Seligman. Dr. Seligman is the former president of the American Psychological Association and the author of many books, including  Learned Optimism, Authentic Happiness , and (with Christopher Peterson)  Character Strengths and Virtues: A Handbook and Classification . Other principal faculty members include program director Dr. James Pawelski, Dr. Karen Reivich, and Dr. Allyson Mackey.

See MAPP faculty >

Application deadline

MAPP admits students for fall terms only. The application deadline is March 1 of the year in which you intend to enroll.

MAPP information session

Meet our program team and learn more about the MAPP curriculum, application process, faculty, and more.

Student & alumni stories

“Coming to Penn was one of the best decisions I ever made because it shaped the trajectory of my life.” - Eunbit Hwang, MAPP '14

Ready to apply to MAPP?

Have a question about MAPP?

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• Wharton Online

Joint Doctoral Degree in Marketing and Psychology Requirements

The Joint Doctoral Degree in Marketing and Psychology is a program offered between the Marketing Department in Wharton and the Psychology Department in the School of Arts and Sciences.  The aim of the program is to build on shared research interests between the two groups, improve students’ learning, and expand career opportunities after graduation.

This degree provides a unique opportunity for students to gain rigorous training across two departments and have a competitive advantage on the job market.  For consumer researchers, psychology is one of the foundational disciplines that comprise the field of marketing. For psychologists, the marketplace is filled with questions and insights about human cognition and behavior.  Thus, for students with a background in either discipline, the joint degree is a  way to systematically become an expert in the intersection of these fields.

Program Application

(1) Apply and be accepted to a primary “home” department (Psychology or Marketing) (2) Apply to the secondary program (i.e. the program not providing financial support). For students applying to the Wharton School as their secondary program, students should email the Program Director their vita, a letter of interest, their transcripts, the “ Plan for Individualized Joint or Dual Degree ” form (that can be obtained from Gidget Murray, [email protected] .) If you are accepted, the program director will write a letter of support and inform the two programs.

Note:  Once students have talked with the program director, they should proceed in completing the “Plan for Individualized Joint or Dual Degree” and obtain signatures. Once the form is completed and signed at the Wharton School, return the form to the Psychology Department for signature by the Graduate Advisor and request for the form to be returned to SAS Graduate Division for processing.

(3) A student who wishes to pursue the joint degree will have more requirements than a student in either department, but greater flexibility in the timing of courses and exams to manage those requirements.

Program Requirements

Course Work: Marketing Home Department = 15 CU; Psychology Home Department Students = 20 CU.

• MKTG 9400 (0.5 CU) and MKTG 9410 (0.5 CU) – Measurement and Data Analysis in Marketing – Part A and Part B
• MKTG 9420 (0.5 CU) and MKTG 9430 (0.5 CU) – Research Methods in Marketing – Part A and Part B
• MKTG 9500 (0.5 CU) – Judgment and Decision Making Perspectives on Consumer Behavior – Part A
• MKTG 9520 (0.5 CU) – Information Processing Perspectives on Consumer Behavior – Part A
• MKTG 9540 (0.5 CU) – Economic/OR Models of Marketing – Part A
• MKTG 9560 (0.5 CU) – Empirical Models in Marketing – Part A
• 3 CU Supervised Research in Psychology (PSYC 6990) – taken in 2 consecutive semesters (1.0 CU in one semester and 2.0 CU in the other).
• 1.5 CU Psychology Proseminars (PSYC 6000) –   (0.5 CU each, total 1.5 CU) distributed equally from Mind, Brain, and Individual/Group areas
• 2 CU of Statistics Courses – one must be PSYC 6110 (1.0 CU) – Applied Regression and Analysis of Variance
• ECON 7010 (1.0 CU) and ECON 7110 (1.0 CU) – Microeconomic Theory I & II, or
• ECON 6100 (1.0 CU) – Microeconomic Theory and ECON 6110 (1.0 CU) – Game Theory and Applications, or
• BEPP 9500 (1.0 CU) – Managerial Economics
• 7.5 CUs Electives or Independent Studies (PSYC 9990 ) for Psychology Students only
• 2.5 CUs Electives – for Marketing Students only

Additional Requirements:

• Marketing Qualifying Exam – taken in the year when most marketing courses are taken – typically Year 1 or Year 2
• Psychology Qualifying Exam  consisting of two research papers and an oral defense
• Psychology 6990 Research Paper – to be completed during the period that a student takes the three PSYC 6990 courses.
• 2 Research Papers for the Marketing **
• Teaching Assistant responsibilities in accordance with departmental requirements
• Dissertation There needs to be two dissertation committee member from each department, and the Advisor should be from the Home Department. As a Joint Degree student approaches dissertation status, please be sure to review all dissertation formatting policies between both programs. MKTG 9950 or PSYC 9950

** NOTE: The two Marketing research papers can also be used to fulfill the PSYC 6990 requirement and 1 of the Psychology Qualifying exam papers.

For more information, please contact the following Psychology/Marketing Department faculty: Barbara Mellers

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FOR CURRENT STUDENTS:

• Marketing Department PhD Manual
• Marketing Degree Program Requirements
• Joint Doctoral Degree Program in Marketing and Psychology Requirements
• Masters Degree Requirements
• Advising and Course Registration Procedure
• Seminars & Colloquia Participation
• PhD Course List
• PhD Course Descriptions
• Program Course Sequence Sample
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For more information or to request admission application forms:

• Youth Program
• Wharton Online

• The Saul P. Steinberg Professor of Management
• Professor of Psychology

Contact Information

• Primary Email: [email protected]

Research Interests: generosity and helping, job design and meaningful work, leadership and culture, originality and non-conformity, work motivation and success

Links: CV , Personal Website , TED talk: Are you a giver or a taker? , TED talk: The surprising habits of original thinkers

In the News

Adam Grant has been recognized as Wharton’s top-rated professor for seven straight years . As an organizational psychologist, he is a leading expert on how we can find motivation and meaning, and live more generous and creative lives. He has been recognized as one of the world’s 10 most influential management thinkers and Fortune’s 40 under 40.

​Adam is the #1 New York Times bestselling author of 5 books that have sold millions of copies and been translated into 35 languages: Think Again , Give and Take , Originals , Option B , and Power Moves . His books have been named among the year’s best by Amazon, Apple, the Financial Times, and the Wall Street Journal.

He hosts WorkLife , a chart-topping TED original podcast. His TED talks on original thinkers and givers and takers have been viewed more than 25 million times. He received a standing ovation at TED in 2016 and was voted the audience’s favorite speaker at The Nantucket Project. His speaking and consulting clients include Google, the NBA, Bridgewater, and the Gates Foundation. He writes on work and psychology for the New York Times, has served on the Defense Innovation Board at the Pentagon, and has been honored as a Young Global Leader by the World Economic Forum. He has more than 4 million followers on social media and features new insights in his free monthly newsletter, GRANTED.

Adam received his Ph.D. from the University of Michigan and his B.A. from Harvard University. He has received awards for distinguished scholarly achievement from the Academy of Management, the American Psychological Association, and the National Science Foundation, and been recognized as one of the world’s most-cited, most prolific, and most influential researchers in business and economics. He is a former magician and Junior Olympic springboard diver. For more details, see www.adamgrant.net

Justin Berg, Amy Wrzesniewski , Adam Grant , Jennifer Kurkoski, Brian Welle (2022), Getting Unstuck: The Effects of Growth Mindsets About the Self and Job on Happiness at Work , Journal of Applied Psychology , 108 (1), pp. 152-166.

Abstract: Past research on growth mindsets has focused on the benefits of viewing the self as flexible rather than fixed. We propose that employees can make more substantial agentic changes to their work experiences if they also hold growth mindsets about their job designs. We introduce the concept of dual-growth mindset-viewing both the self and job as malleable-and examine its impact on employee happiness over time. We hypothesize that fostering a dual-growth mindset yields relatively durable gains in happiness, while fostering a growth mindset about either the self or job is insufficient for sustainable increases in happiness. We tested these predictions using two experimental studies: a field quasi-experiment in a Fortune 500 technology company and a controlled experiment with employees in a variety of organizations and occupations. Across the two experiments, fostering dual-growth mindset yielded gains in self-reported and observer-rated happiness that lasted at least 6 months. Fostering growth mindsets about either the self or job alone did not generate lasting increases in happiness. Supplementary mediation analyses suggest dual-growth mindsets boosted happiness by enabling employees to plan more substantial job crafting. Our research suggests that durable gains in happiness at work depend on holding flexible mindsets about the job, not only the self.

Constantinos Coutifaris and Adam Grant (2021), Taking Your Team Behind the Curtain: The Effects of Leader Feedback-Sharing and Feedback-Seeking on Team Psychological Safety , Organization Science , forthcoming.

Jihae Shin and Adam Grant (2020), When putting work off pays off: The curvilinear relationship between procrastination and creativity , Academy of Management Journal .

Abstract: Although it is widely assumed that procrastination is counterproductive, delaying task progress may have hidden benefits for creativity. Drawing on theories of incubation, we propose that moderate procrastination can foster creativity when employees have the intrinsic motivation and opportunity to generate new ideas. In two experiments in the U.S., we tempted participants to engage in varying degrees of procrastination by making different numbers of funny YouTube videos easily accessible while they were supposed to be solving business problems. Participants generated more creative ideas in the moderate rather than low or high procrastination conditions. This curvilinear effect was partially mediated by problem restructuring and the activation of new knowledge. We constructively replicated and extended the curvilinear effect in a field study with Korean employees: procrastination predicted lower task efficiency, but had an inverted-U-shaped relationship with creativity. Employees who procrastinated moderately received higher creativity ratings from their supervisors than employees who procrastinated more or less, provided that intrinsic motivation or creative requirement was high. We discuss theoretical and practical implications for time management, creativity, and motivation in organizations.

Jihae Shin and Adam Grant (2019), Bored by interest: Intrinsic motivation in one task can reduce performance in other tasks , Academy of Management Journal , 62, pp. 1-22.

Abstract: While existing research has demonstrated that intrinsic motivation can increase task performance, jobs are composed of multiple tasks, and it remains to be seen how intrinsic motivation in one task affects performance on other tasks. Drawing on theories of psychological contrast, we hypothesize that high intrinsic motivation in one task reduces performance on less intrinsically motivating tasks. In a field study at a Korean department store, employees with the highest maximum intrinsic motivation in one task had lower average and minimum performance across their other tasks and more performance variance across their tasks. In a laboratory experiment in the U.S., working on a highly intrinsically motivating initial task led participants to perform worse in a subsequent task if it was uninteresting but not if it was interesting. This effect was mediated by boredom but not by a range of other psychological processes. Across both studies, moderate intrinsic motivation in one task was associated with better performance in less interesting tasks than high intrinsic motivation, revealing a curvilinear cross-task effect of intrinsic motivation. Our research advances knowledge about the dark side of intrinsic motivation, the design of work, and the drivers of task performance.

Edward Chang, Katherine L. Milkman, Dena Gromet, Reb Rebele, Cade Massey , Angela Duckworth, Adam Grant (2019), The Mixed Effects of Online Diversity Training , Proceedings of the National Academy of Sciences , 116 (15), pp. 7778-7783.

Abstract: We present results from a large (n = 3,016) field experiment at a global organization testing whether a brief science-based online diversity training can change attitudes and behaviors toward women in the workplace. Our preregistered field experiment included an active placebo control and measured participants’ attitudes and real workplace decisions up to 20 weeks postintervention. Among groups whose average untreated attitudes—whereas still supportive of women—were relatively less supportive of women than other groups, our diversity training successfully produced attitude change but not behavior change. On the other hand, our diversity training successfully generated some behavior change among groups whose average untreated attitudes were already strongly supportive of women before training. This paper extends our knowledge about the pathways to attitude and behavior change in the context of bias reduction. However, the results suggest that the one-off diversity trainings that are commonplace in organizations are unlikely to be stand-alone solutions for promoting equality in the workplace, particularly given their limited efficacy among those groups whose behaviors policymakers are most eager to influence.

Adam Grant , What straight-A students get wrong in The New York Times .

Adam Grant , Those who can do, can’t teach in The New York Times .

Adam Grant , Can your job make you a more controlling parent? in Salon .

Allison Sweet Grant and Adam Grant , The little psychological tricks that will make your marriage happier in Redbook .

Adam Grant , Coax generosity out of your grumpiest coworker in Fast Company .

Adam Grant teaches MBA and undergraduate courses in leadership and teamwork, negotiation, and organizational behavior.

Current Courses (Spring 2024)

Mgmt9990 - independent study.

MGMT9990001 ( Syllabus )

MGMT9990014 ( Syllabus )

All Courses

Mgmt2380 - organizational behavior.

Management 238 is an organizational behavior course, examining individual, interpersonal, and group effectiveness at work. Topics range from decision- making, motivation, and personality to networks, influence, helping, leadership, teamwork, and organizational culture. The learning method is heavily experiential, with a focus on applying key principles to the human side of management in role-play exercises, simulations, a mini-TED talk, and group projects in local organizations. Other Information: This course is open to juniors and seniors across Penn. This course also has a first-day mandatory attendance policy.

MGMT2950 - Synchrony at Work

One of the great barriers to success and happiness is being out of sync. When individuals and groups fail to get on the same page about their missions, values, and routines, their performance and satisfaction suffer. In your career, your progress will depend on your ability to adapt yourself to tasks and cultures—and adapt the context around you to suit your strengths and goals. The purpose of this course is to enrich your knowledge and skills for achieving individual, interpersonal, and collective alignment. The content is evidence-based, and the learning method is experiential. In a diverse and inclusive learning community, you will be challenged to question your assumptions and test your ideas. The focus is on synchrony across a wide range of work settings—not only businesses, but also governments, sports teams, and nonprofits. You may apply here: https://wharton.qualtrics.com/jfe/form/SV_4Gf9D5jCtCGyQiq

MGMT6100 - Found of Teamwrk & Ldrsh

MGMT 610 is the first core course in the MBA Program and it cannot be waived. The first week of the fall term (in August) is dedicated to this formative and foundational experience. This course focuses on developing students' knowledge and skill set for teamwork and leadership. It is meant to be an intense immersion experience that draws strongly on the pedagogy of the Wharton Teamwork and Leadership Simulation, a team-based, highly interactive simulation that was custom-designed specifically to allow students to experience the core concepts they learn in this class. The three goals of this course are for students to learn: 1. Leadership behaviors: how to enact the skills that contribute to a team's effective performance. 2. Team dynamics: how to be an effective team member, as well as how to best design work teams; 3. Organizational awareness: understanding organizational culture. Format: A custom-designed Wharton-only simulation is paired with course sessions to deliver a unique learning experience. Classes will include experiental learning combined with debriefings, lectures, readings, class discussion and personal and group performance feedback. This course reflects the realities that informal leadership occurs in teams on an ongoing basis, that being a good team player is a part of leadership, and that many of one's early experiences with leadership will occur while working on teams. Because of the team-based nature of this course, and time intensive nature of this experience, attendance is mandatory for ALL five sessions of this class.

PPE3999 - Independent Study

Student arranges with a faculty member to pursue a research project on a suitable topic. For more information about research and setting up independent studies, visit: https://ppe.sas.upenn.edu/study/curriculum/independent-studies

• Financial Times Books of the Year - 11/29/2013
• Best 2013 Books for Entrepreneurs , Inc. - 11/25/2013
• Five Must-Read Business Books , Fortune - 11/18/2013
• Malcolm Gladwell Names Adam Grant One of His Favorite Social Science Writers , New York Times - 10/06/2013
• The Dangers and Rewards of Giving More Than You Get , Penn Gazette - 07/03/2013
• Give and Take on the Today Show , The Today Show - 04/10/2013
• Givers vs. Takers: The Surprising Truth About Who Gets Ahead , Knowledge@Wharton - 04/10/2013
• Professor works to change future of business ethics , Today - 04/10/2013
• Ryan Seacrest on Give and Take, On-Air with Ryan Seacrest - 04/09/2013
• Give and Take on Diane Rehm , The Diane Rehm Show - 04/08/2013
• The Best Lie Detectors in the Workplace , Washington Post - 04/05/2013
• How to Give to Others without being a Martyr , Business Insider - 04/05/2013
• Give and Take: The Business Case for Being Nice , Bloomberg Businessweek - 04/04/2013
• How Being Helpful Can Make You Happier and More Productive , Fast Company - 04/02/2013
• Helpful Workplace Hints , New York Times - 04/02/2013
• Amazon’s Bestseller List in Business and Management , NPR - 04/02/2013
• The Rise of the Superconnector , Fast Company - 04/02/2013
• Why Giving Back Helps You Get More Done , Fast Company - 04/02/2013
• Behind the Cover Story , New York Times - 04/01/2013
• 7 Ways That Generosity Can Lead To Success , Forbes - 04/01/2013
• A Skimmer’s Guide to Give and Take , Inc. - 04/01/2013
• The Surprising Secret to a Successful and Satisfying Life With Others , Forbes - 04/01/2013
• Editors’ Picks for the Best Books of April 2013 in Business & Leadership , Amazon.com - 04/01/2013
• Is Service, Not Self-Interest, the Engine of Productivity? , Solutions Journalism - 03/31/2013
• Give and Take , ServiceSpace - 03/29/2013
• How Silicon Valley Profits From Giving Back , Forbes - 03/28/2013
• One Easy Way to Boost Employees’ Productivity , Quartz - 03/28/2013
• The Power of Being Helpful , Human Resource Executive Online - 03/28/2013
• Does This Man Hold the Secret to Getting Ahead? , Crain's ChicagoBusiness - 03/28/2013
• Is Giving the Secret to Getting Ahead? , New York Times - 03/27/2013
• In the company of givers and takers , Harvard Business Review - 03/20/2013
• The power of ‘thanks’ , Harvard Gazette - 03/19/2013
• Intrinsic Motivation or Purpose Pursuit: Which matters most? , Positive Psychology News Daily - 03/07/2013
• How to Get Your Way , Psychology Today - 03/07/2013
• Give and Take , Kirkus Reviews - 03/06/2013
• To Sell Is Human , Knowledge@wharton - 03/06/2013
• Interview with Mark Shapiro on Cleveland Indians , Leaders@wharton - 03/05/2013
• You Gotta Serve Somebody , strategy+business - 03/01/2013
• Good staff deserve to be thanked , Financial Review - 02/27/2013
• Interview with William Lauder on The Esteé Lauder Companies, Inc. , Leaders@wharton - 02/27/2013
• How to Give a Meaningful “Thank You” , Harvard Business Review - 02/20/2013
• An Insider’s View of The New York Times , Knowledge@wharton - 02/19/2013
• Book Buzz , Penguin - 02/06/2013
• Blog on Mentoring , Huffington Post - 02/01/2013
• Clare Calvet’s Recommended books to read 2013 – Book Review , ABC - 01/31/2013
• Why extroverts fail, introverts flounder and you probably succeed , Washington Post - 01/28/2013
• Viewing the Workforce in Shades of Pink , Wharton Magazine - 01/28/2013
• Give and Take – Book Review , Publishers Weekly - 01/21/2013
• Want Motivated Employees? Put Them In Contact With the People They Help , Fast Company - 01/11/2013
• Extroverts Are Surprisingly Bad At Sales , Business Insider - 12/24/2012
• Thinking About Giving, Not Receiving, Motivates People to Help Others , APS Observer - 12/12/2012
• Books you Should Read , Delta Partners - 12/11/2012
• Book we Like , Total Leadership News - 12/03/2012
• 11 books every leader should read , Bob Sutton's "work matters" blog - 11/26/2012
• Let’s hear it for the quiet ones , The Sunday Times - 10/28/2012
• The Power of Customer Stories & Testimonials to Engage Employees , TLNT - 10/04/2012
• The Gregarious Salesman: Death of a Stereotype? , Association for Psychological Science - 09/14/2012
• What Makes Work Worth Doing? , Harvard Business Review - 08/31/2012
• Why it’s profitable for take-charge leaders to ease up , The Globe and Mail - 08/24/2012
• Favorite Professors , Business Week - 08/13/2012
• Want to be really creative? Stop thinking about yourself , The Globe and Mail - 08/13/2012
• Can Giving Be a Powerful Tool In Motivating Others To Give Or Volunteer? , Medical Daily - 08/10/2012
• The Introverted leader , HRM Asia - 08/02/2012
• Are the Best Sales People Introverted or Extroverted? , Customer Think - 07/06/2012
• Quietness and Introversion , Positive Psychology News - 07/03/2012
• Do Quiet Leaders Make Better Leaders? , Risk Management Monitor - 06/26/2012
• To Energize Top Performers, Hit Personal Hot Buttons , Investor's Business Daily - 06/22/2012
• Leading Quietly , Wharton Leadership Conference - 06/20/2012
• Turning Management Vision into Employee Reality , Business Finance Magazine - 06/15/2012
• Quieter women are more competent , The Himalayan Times - 05/25/2012
• Charisma: An obsolete leadership quality , CBS Money Watch - 05/01/2012
• Evaluating Job Applicants , Financial Times - 04/20/2012
• How Introverts Can Become Better Innovators , Harvard Business Review - 04/20/2012
• Tapping into feds’ desire to serve , FCW - 04/05/2012
• ‘Restorative Niches’: Author Susan Cain on the Need for ‘Quiet’ , Knowledge@wharton - 04/04/2012
• Can Introverts Lead? Three Myths About Personality at Work , Fox Business - 04/02/2012
• Seven Practices of a Customer-Centric Organization: The Role of Employees , Business2Community - 03/11/2012
• Question of the Day: What’s Hanging in Your Cubicle? , Freakonomics - 03/01/2012
• Hi Ho It’s Off With Work As We Know , Forbes - 02/23/2012
• Don’t Call Introverted Children ‘Shy’, Time Magazine - 01/26/2012
• With The Illusion of Invulnerability in Information Security , Information Security - 01/22/2012
• Blog on Hand Washing , Huffington Post - 01/05/2012
• Civility matters: The power of “thank you” , Ottawa Business Journal - 11/30/2011
• Why Introverts Make Great Leaders—Sometimes , Psychology Today - 11/08/2011
• Can changing a single word on a sign motivate doctors and nurses to wash their hands? , Healthcare Purchasing News - 10/27/2011
• How to prime feds for better performance , FCW - 10/11/2011
• Seven Tips for Leadership Success – for Introverts , The Glass Hammer - 10/11/2011
• Why Trying to be Happy can make us Unhappy , TEDx - 10/07/2011
• Focus on patients convinces doctors, nurses to wash hands , Newsworks - 09/05/2011
• How To Properly Motivate Workers To Wash Their Hands , HealBlog - 09/01/2011
• Motivating Doctors and Nurses to wash their hands , Wall Street Journal - 08/31/2011
• Hospital workers comply with hand hygiene signs about patients, not themselves , FierceHealthcare - 08/31/2011
• Optimize, New Selection and Hiring Solutions Company, Launches With Industry Partnerships , Vision Monday - 08/31/2011
• Campaign Aimed at Patient Health Ups Doc Hand Washing , Scientific America - 08/31/2011
• Hey, health workers: Washing your hands is good for your patients , Stanford Scope - 08/30/2011
• Press Release on Hospital Hand Washing , Association for Psychological Science - 08/29/2011
• Managing Multiple Bosses , Harvard Business Review - 08/18/2011
• Presentation on teacher burnout , TEDx Philadelphia - 07/25/2011
• Honoring Early Career Contributions , Society for Industrial & Organizational Psychology - 07/20/2011
• Why Creative People are Rarely seen as Leaders , Susan Cain - 07/19/2011
• East vs. West: Who Wins in the Office? , Fortune - 06/30/2011
• Aligning Motivation with Organizational Goals , Human Resources IQ - 06/27/2011
• How Customers Can Energize Your Employees , GovLoop - 06/27/2011
• Shyness: Evolutionary Tactic? , New York Times - 06/25/2011
• 2011 APA Distinguished Scientific Award recipients , American Psychological Association - 06/20/2011
• Patient Connection Increases Nurse Satisfaction and Performance , NurseZone - 06/17/2011
• Intrinsic Motivation is More Creative When You Look Outside Yourself , Creativity & Innovation - 06/07/2011
• Hidden advantages of a quiet boss , The Economic Times, India Edition - 05/15/2011
• Introverted Execs Find Ways to Shine , Wall Street Journal - 04/14/2011
• Google’s Future , Fast Company - 03/16/2011
• Presentation on outsourcing inspiration , Wharton Biz Talks - 03/16/2011
• World’s 40 best business school professors under 40 , Fortune - 02/17/2011
• Dominant Leadership , Hardwired Humans - 02/02/2011
• Think Tank: Have you ever asked yourself why you’re in business? , The Telegraph - 01/29/2011
• The Peril of Excess: Why Moderate Levels of Many Traits Might be Best , I/O at Work - 01/25/2011
• Entry Interviews Keep Hires on Track , TheStreet - 01/14/2011
• Extravert Pros and Cons: When It Doesn’t Pay to be an Extravert Leader , Wharton@Work - 01/05/2011
• Why introverts can be great leaders , CNN - 12/09/2010
• Social Science Palooza , New York Times - 12/06/2010
• Leadership is Not Just for the Extroverts , Financial Times - 11/29/2010
• Five Secrets of Charismatic Leadership , Business Week - 11/02/2010
• Down To Business: In Defense Of The IT Introverts , Information Week - 10/09/2010
• Introverts: The Best Leaders for Proactive Employees , Harvard Business School Working Knowledge - 10/04/2010
• What motivates health care workers is needed to explain health care costs , KevinMD.com - 09/21/2010
• Why ‘Thank You’ Is More Than Just Good Manners , World of Psychology - 09/15/2010
• Leading Team with Meaning , People & Projects Podcast - 06/07/2010
• We Commit When We Give , Stanford Center for Social Innovation - 04/13/2010
• Motivate Your Employees: Let Them Meet the People They Help , CBS Money Watch - 04/08/2010
• Winners and Losers: Is Your Proactive Behaviour Annoying the Boss? , Knowledge@Australian School of Business - 04/07/2010
• Is purpose really an effective motivator? , Dan Pink - 03/29/2010
• Small Steps, Big Leaps Briefing: The Science of Getting People to Do the Right Thing , Stanford Center for Social Innovation - 03/06/2010
• The Open Secret To Motivating Employees , Forbes - 02/18/2010
• Empathy Conducive to Creativity , Pacific Standard Magazine - 02/17/2010
• Motivation in Today’s Workplace: The Link to Performance , SHRM India - 01/07/2010
• Training yourself to be happy , CNN - 12/30/2009
• A Low-Cost Way to Improve Performance , Business Week - 12/29/2009
• Six Months into the Job: How Successful Is the President’s Leadership Style? , Knowledge@wharton - 08/05/2009
• Students ‘Make A Wish’ come true , ABC News - 03/25/2009

Knowledge at Wharton

• How to Make Your Team Smarter , Knowledge at Wharton - 12/15/2023
• A Key to Better Leadership: Confident Humility , Knowledge at Wharton - 12/6/2022
• Preventing Burnout: The Demand-Control-Support Model , Knowledge at Wharton - 9/27/2022
• Can the U.S. Embrace a Four-day Workweek? , Knowledge at Wharton - 8/22/2022
• Want to Become a Better Leader? Question Your Assumptions , Knowledge at Wharton - 5/17/2021
• Why You Need a ‘Challenge Network’ , Knowledge at Wharton - 2/16/2021
• Employee Engagement: Making a Difference , Knowledge at Wharton - 9/15/2020
• Integrators and Segmentors: Managing Remote Workers , Knowledge at Wharton - 8/31/2020
• What Really Helps Employees to Improve (It’s not Criticism) , Knowledge at Wharton - 5/16/2019
• Does Diversity Training Really Work? , Knowledge at Wharton - 5/15/2019

Wharton Stories

• What Will the Future of Work Look Like? , Wharton Stories - 03/31/2022
• The Key to Becoming a Better Leader? Question Your Assumptions , Wharton Stories - 05/14/2021
• How This Bendheim Awardee Is Championing More Diversity in STEM , Wharton Stories - 11/24/2020
• Taking Time to Reflect: How to Celebrate Juneteenth , Wharton Stories - 06/19/2020
• Faculty Insights: How to Lead and Work Through a Pandemic , Wharton Stories - 03/26/2020
• How a Wharton Class Inspired This ER Doctor to Equip Physicians with Leadership Skills , Wharton Stories - 04/29/2019
• How a Personal Journey to Nutritional Balance Led This MBA to the Food Industry , Wharton Stories - 09/13/2018
• 8 Insights on Leadership from GM CEO Mary Barra and the Wharton People Analytics Conference , Wharton Stories - 04/09/2018
• 8 Wharton Faculty to Follow on LinkedIn , Wharton Stories - 12/15/2017
• Why This Entrepreneur Came to Wharton After Selling His Startup , Wharton Stories - 01/12/2017

Latest Research

Wharton's Adam Grant explains how leaders can unlock the hidden potential of their teams. … Read More

Wharton Magazine

Brie Groh doesn’t want to be the smartest person in the room. She thinks there’s nothing interesting or useful about that. “I love learning different things from different people,” the Wharton MBA student said. “Any opportunity to get into a room of people with different ideas is a good thing,…

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The origin of social relationships: Robert Seyfarth, Dorothy Cheney, and their colleagues have recently found that, among baboons in the Okavango Delta of Botswana, survival is greatest in the offspring of mothers who have the strongest bonds with other females.

With Ilana Ritov, Jon Baron found that outcomes that are absolutely prohibited (PVs) tend to show a greater discrepancy between acts and omissions that cause them (omission bias).

The laboratory of Alan Stocker studies the effects of sequential decision making in perception. For example, the selection of a target affects the subsequent percept of the target's orientation: the perceived angle relative to the distractor orientation is larger than it actually is.

Students in Rob DeRubeis's lab code sessions of cognitive therapy for depression to identify therapist and client behaviors related to better treatment outcome.

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NEW! FOUNDATIONS OF POSITIVE PSYCHOLOGY

Earn an online certificate—taught by Dr. Martin E.P. Seligman and his colleagues at the University of Pennsylvania—in Foundations of Positive Psychology.

The Hope Circuit: A Psychologist's Journey from Helplessness to Optimism

New Book by Dr. Martin Seligman

Master of Applied Positive Psychology (MAPP) Program

at the University of Pennsylvania

SeeingHappy.org

SeeingHappy encourages people to take and share photos of what makes them happy

The World Well-Being Project

Analyzing and predicting well-being through social media

Authentic Happiness Website

Learn about Positive Psychology

Grit: The Power of Passion and Perseverance

New Book by Dr. Angela Duckworth

Happy Together: Using the Science of Positive Psychology to Build Love That Lasts

New Book by Suzann Pileggi Pawelski and Dr. James O. Pawelski

Participate in Research Study

Help Researchers Understand the Connection between Positive Psychology and COVID-19

• New Book: Tomorrowmind
• Online Certificate in Applied Positive Psych
• Master of Applied Positive Psychology
• Online Positive Psychology Course
• Online Resilience Course
• HBR: Cultivating Creativity
• HBR: A Sense of Wonder
• Podcast: Interview with Dr. Seligman
• Podcast: Bolster Your Resilience
• Podcast: Building Resilience & Well-Being
• Podcast: Positive Psych in Pandemic
• Book: Hope Circuit
• Book: Humanities & Human Flourishing
• Book: Oxford Handbook of Positive Humanities
• Book: Happy Together
• Book: Character Strengths & Virtues
• Book: Resilience Factor