Tom G Stevens

The Success and Happiness Attributes Questionnaire (SHAQ) was developed primarily from ideas in my book, You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression  It assumes a cognitive systems model of human personality and behavior and emphasizes the importance of cognitions (values, beliefs, knowledge, thoughts, skills, etc.) for influencing both emotions and behavior. 
The SHAQ REVISED SCALES consist of 81 scales and subscales to reflect the complexity of key cognitive factors influencing happiness and success.  SHAQ’s main scales were reliable according to Cronbach alpha tests.  More than 3446 users completed most or all of SHAQ according to their personal choices.  All completed additional outcome scales and items.  Overall happiness, depression, anxiety, anger, health, relationship outcomes, highest personal income, academic achievement, and other factors were measured by outcome scales. 
The SHAQ scales had moderate to high positive correlations with almost all outcome measures.  SHAQ’s subscales had surprisingly high multiple correlations with the emotional outcomes; with Overall Happiness, R = .865, R Square = .749; with Low Depression, R = .730, R Square = .533; with Low Anxiety R = .675, R Square = .426; with Low Anger-Aggression,  R = .701, R Square = .491(N = 1123 for all analyses).  For the 224 subjects who completed all 70 subscales--including the academic scales, R = .897, R Square = .805 for Overall Happiness. I devised the Happiness Quotient (HQ) to get an overall predictor of happiness.  The HQ score is determined by a linear combination of 56 SHAQ scale/subscale scores. HQ was made analogous to IQ by having a mean = 100 and a standard deviation = 10. 
This SHAQ ADMINISTRATION MANUAL contains complete information and forms for administering, scoring, and minimally interpreting the SHAQ results.  It may be used by users and researchers to further understand the more specific, learned components of values, beliefs, and skills that are important in achieving happiness, success, and other positive well-being outcomes.

Diagnostic dimensions from the personality theories of Freud, Henry A. Murray, R.B.  Cattell, Abraham Maslow, and George Kelly are presented, as are the Diagnostic dimensions from the Edwards Personal Preference Schedule; the Sixteen Personality Factor Questionnaire; the Myers-Briggs Type Indicator; the Guilford-Zimmerman Temperament Survey; the Study of Values; the Minnesota Multiphasic Personality Inventory; the Opinion, Attitude, and Interest Survey; and the California Psychological Inventory. The  two sets of dimensions are then rationally compared for Congruency of meaning.

Reprint of Thesis for M.S. Degree, California State University, Fullerton, 1967

Monograph presents the original form of my Behavior Systems Theory (BST) written in 1971. It summarizes relevant hypotheses from human learning theory, and emphasizes theory and research from Arthur Staats, George Kelly, attitude change, behavior modification, and other sources.  It begins with general theory about the process and structure of stimulus-response systems emphasizing cognitive s-r systems.  It then applies these ideas to psychological assessment and intervention emphasizing a learning, behavioral, cognitive approach.

NOTES FOR RESEARCHERS: 1. The latest version of SHAQ is 2 files (runSHAQ.exe and runSHAQ.exe.lwheap) that can be downloaded and run on any Windows computer from http://web.csulb.edu/~tstevens  2. Have users/subjects complete SHAQ and save the results (SHAQ prompts for a filename for saving). All scales are scored, so only the scale and subscale results need be entered into any SPSS or other statistical package for analysis. This saves a great deal of time for users and researchers. 3. If you have a large-scale research project and would like to receive your SHAQ data in either a text or SPSS file ready for analysis, please contact Dr. Stevens. THE HAPPINESS QUOTIENT (HQ) SCORE  Average-Mean Score = 100, StandardDeviation (SD) = 10 HQ can only be done by the online computer program. However, this document lists all of the scales, questions, and scoring. ALL INFORMATION NEEDED for COMPLETING and SCORING SHAQ is provided in thIs documents PLUS  "The Success and Happiness Attributes Questionnaire (SHAQ) Scoring Keys, Scale Information, and Questions" from this website.
A NEWER, MORE COMPLETE Success and Happiness Attributes Questionnaire (SHAQ)  ADMINISTRATION MANUAL provides all necessary information and forms for manually administering and scoring SHAQ. It is on this website.

This monograph provides a detailed description of the values, beliefs, and skills that were identified in a decades' long study of the causes and correlates of happiness and low depression, anxiety, and anger. After a 40-year personal mission to find the keys to happiness in both my personal and professional lives as first a Methodist minister, then as a counseling psychologist, researcher, and professor, I wrote a book summarizing my discoveries entitled, You Can Chose To Be Happy: " Rise Above " Anxiety, Anger, and Depression in 1998. Since I wanted more research evidence about happiness I wrote the Success and Happiness Attributes Questionnaire (SHAQ) in 2000 which was a systematic effort to convert the contents of the book into questions and scales. The research results from SHAQ were very supportive of the ideas in the book. SHAQ consists of 81 scales and subscales to reflect the complexity of key cognitive factors influencing happiness and success. The study included 3446 users who completed part or all of SHAQ according to their personal goals. All completed additional outcome scales and items. Overall happiness, depression, anxiety, anger, health, relationship outcomes, highest personal income, academic achievement, and other factors were measured by the outcome scales. The SHAQ scales had moderate to high positive correlations with almost all outcome measures. SHAQ's subscales had surprisingly high multiple correlations with the emotional outcomes; with Overall Happiness, R = .865, R Square = .749; with Low Depression, R = .730, R Square = .533; with Low Anxiety R = .675, R Square = .426; with Low Anger-Aggression, R = .701, R Square = .491 (N = 1123, all users completing all SHAQ scales). For the 224 subjects who completed all 70 subscales-including the academic scales, R = .897, R Square = .805 for Overall Happiness. I created the Happiness Quotient (HQ) which is a linear combination of the 56 SHAQ subscale scores. The HQ score has a mean equal to 100 and an SD equal 10 (similar to IQ scores) and it's correlation with the above outcomes is similar. Results for other outcomes include: for the Relationship Outcomes scale, R = .693, R Square = .467; for the Health Outcomes scale, R = .816, R Square = .666; for Highest Income, R = .486, R Square = .236; and for Educational Attainment, R = .458, R Square = .210. Behavioral measures used as outcomes also yielded good results. For example, for a Major Depression Checklist, R = .596, R Square = .356; Amount of Therapy for Depression, R = .452, R Square = .204; and Amount of Medication for Depression, R = .409, R Square = .167. These results support SHAQ's reliability, validity, and utility. The results also support ideas in the book and the proposition that a host of key learnable/teachable cognitions are the most important determinants of happiness and other emotions. They also show how these positive happiness and success-producing factors tend to correlate with each other and may support the development of each other. The implication is that when people begin a self-development program, they can use SHAQ to get a profile of the factors they need to improve in order to increase their happiness and decrease depression, anxiety, and anger and increase success in a variety of life areas (eg. academic, career, relationships). The results also suggest that starting almost anywhere can begin a positive change process that will improve other factors as well. This monograph makes available for the first time in an academic resource the detailed descriptions of the values, beliefs, and skills first presented in the book, then summarized in the SHAQ questions and scales, and then presented (briefly) in another monograph published earlier (Stevens, 2009). This monograph can be used to study these HQ components for theory and research; for therapy; for teaching in programs, workshops, media, or classes; or for self-development.

The scoring keys, detailed scale information, and questions along with SPSS variable names etc are provided for people who want to either (1) manually score SHAQ or (2) use SHAQ variables for data analysis.  For more detailed information contact the author.

This paper documents the development and research results of the SHAQ questionnaire; which was developed primarily from ideas in my book, You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression. It assumes a cognitive systems model of human personality and behavior and emphasizes the importance of cognitions (values, beliefs, knowledge, thoughts, skills, etc.) for influencing both emotions and behavior. Happiness and success (personal, relationship, academic, career, etc.) are a function of cognitive, environmental/conditional, and hereditary/genetic factors. Of is these three classes of factors controlling our happiness and success, we can currently exert control primarily over two—cognitive and environmental. In the book I called these two internal and external routes to happiness. However, even our control over our environment stems ultimately from our cognitions that give us the knowledge, skills, and motivation to affect our environment (including our social environment).
SHAQ consists of 81 scales and subscales to reflect the complexity of key cognitive factors influencing happiness and success. SHAQ‘s main scales were reliable according to Cronbach alpha tests. More than 3446 users completed much of SHAQ according to their personal choices. All completed additional outcome scales and items. Overall happiness, depression, anxiety, anger, health, relationship outcomes, highest personal income, academic achievement, and other factors were measured by outcome scales.
The SHAQ scales had moderate to high positive correlations with almost all outcome measures. SHAQ‘s subscales had surprisingly high multiple correlations with the emotional outcomes; with Overall Happiness, R = .865, R Square = .749; with Low Depression, R = .730, R Square = .533; with Low Anxiety R = .675, R Square = .426; with Low Anger-Aggression, R = .701, R Square = .491(N = 1123 for all analyses). For the 224 subjects who completed all 70 subscales including the academic scales, R = .897, R Square = .805 for Overall Happiness. I devised the Happiness Quotient (HQ) to get an overall predictor of happiness. The HQ score is determined by a linear combination of the 56 SHAQ subscale scores. HQ has a mean equal to 100 and a SD equal 10 (similar to IQ).
Results for other outcomes included for the Relationship Outcomes scale, R = .693, R Square = .467; for the Health Outcomes scale, R = .816, R Square = .666; for Highest Income, R = .486, R Square = .236; and for Educational Attainment, R = .458, R Square = .210. Behavioral measures used as outcomes also yielded good results. For example, for a Major Depression Checklist, R = .596, R Square = .356; Amount of Therapy for Depression, R = .452, R Square = .204; and Amount of Medication for Depression, R = .409, R Square = .167.
The results support SHAQ‘s reliability, validity, and utility. The results also support the main ideas in the book and the proposition that a host of key cognitions are the most important determinants of happiness and other emotions. They also show how these positive happiness and success-producing factors tend to correlate with each other and may support the development of each other. The implication is that when people begin a self-development program, they can use SHAQ to get a profile of the factors they need to improve in order to increase their happiness (and decrease depression, anxiety, and anger) and increase life success. The results also suggest that starting almost anywhere can begin a positive change process that will improve other factors as well.

For decades psychologists have been identifying key factors associated with happiness and with depression. However, researchers have rarely looked for a comprehensive formula that can predict happiness and depression accurately. In a recent study of 3,446 people I discovered a formula I call our Happiness Quotient (HQ) that could predict people’s happiness with 75% accuracy. This degree of predictive power is unusually high for this type of research. The HQ formula is based upon three types of internal personal factors—our ultimate values, core beliefs and fears, and life skills. Since learning can change all these factors, people can improve their HQ and their chances of being happy. This research also supports the idea that a person with internal strength can overcome difficult circumstances to be happy.

A Model of learning, cognition, and emotions is proposed that posits that the main principle underlying all of these major functions is for the brain to optimize learning, knowledge, skills, and control.  When input for a mental system is too challenging or too under-challenging, the system initially reacts to over-challenge with confusion, anxiety, and to under-challenge boredom, depression, or low motivation. Optimal challenge tends to cause optimal learning, stimulation, happiness, and motivation.  Long-term effects on self-esteem, self-confidence, and health are also posited.  In the next paper (Part 2), specific strategies and techniques are presented for overcoming over- and under-challenge and creating more optimal learning, emotional states, and positive outcomes.

Six major strategies along with specific techniques for overcoming anxiety, anger, and depression.  The theory behind the strategies is the Harmonious Functioning theory.  All of these strategies have been used in many clinical situations and people who routinely use them have been shown to be happier; less depressed, anxious, and angry; have better relationships, and are healthier.

The goal of this self-management system is to increase the user's clarification of values and accomplish goals which will generally make him/her happier, healthier, and more productive in both personal life and career. It gives both general guidelines and specific, step-by-step techniques for getting more control over one's time, life, and environment. It's recommendations are supported by our and others' research results showing that people who use similar methods are happier, less depressed and anxious, healthier, have better relationships, and more successful. It has been taught to thousands of users in workshops and on the Internet. Some research results are summarized.

Information and training for anyone who wants to improve knowledge and skills for meeting people, dating, or improving intimacy in relationships.  Based upon author's many years of clinical experience and teaching college conversational and intimacy skills and upon related research.

Short anger management training manual from Dr. Stevens' book, You Can Choose To Be Happy: "Rise Above" Anxiety, Anger, and Depression (with research results). Step-by-step manual based upon current cognitive and behavioral techniques for getting control of anger and aggressive behavior.

The advantages of using self-instructional Mediated Learning Modules (MLMs) for delivering effective, low-cost self-management and interpersonal skills training and for doing research on skills identification are discussed. The Life Skills Training project and a model for creating effective MLMs are described.  This project has relied largely on training graduate students to develop and test one 30-60 minute MLM each to meet their thesis requirements. Each of the eight research projects done by a thesis student is summarized.  Each has relied primarily upon comparing experimental to attention-placebo control treatments on a small group of college students.  Behavioral observation of performance of the targeted skills has been the most requent measure used to assess acquisition.  The results have strongly supported the hypothesis that the brief self-instructional MLMs have been effective in improving performance.  Other hypotheses related to retention and transfer of training have only partially been studied and have produced mixed results.  Hypotheses related to the outcome effects of the skills taught (e.g. effects on others) have been studied In a few cases.  The results have been mixed but encouraging. 

Currently, the center at Long Beach houses 27 MLMs and approximates the skills training capacity of a 12-week assertion training group and a 6-week self-management group, since other  MLMs have been added in addition to those created by thesis students.  The Center has the additional advantage for users of being convenient and immediately available.  The MLMs are continuing to be developed and the hope is expressed that other universities and agencies may participate in this effort so that the materials and results can be shared by all.

This paper and training manual describes a model and specific methods to improve comprehension, learning, and memory for complex academic material (including subjects such as higher math and science). The model and specific step-by-step learning techniques described are based upon current cognitive and learning psychological theory and research results.

Many university counseling centers are focusing more on providing individual counseling rather than program development and focusing on increasingly narrow psychological problems rather than student  development.  This model of counseling reacts to real needs of students and current training in many schools of professional psychology.  However, it reduces the impact of counseling to a relatively small number of students seen in a relatively small number of expensive appointments. 
As an alternative, I present a model of counseling centers that views the university as a system whose mission is the optimal development of all its students.  That development should stress human learning which contributes to the overall health, happiness, and productivity of the individual and fosters the development of society.  Career-oriented learning is a primary part of the university’s mission, but so is learning that contributes to students’ health, happiness, and success in college, relationships, and personal life.  Psychologists/counselors are in a unique position due to their training and intimate counseling with students to provide special insight into both student needs and programs that can help students develop in ways that ordinary classroom learning usually omits.  Counselor-faculty are also in a position to develop ongoing programs that can help many students instead of just the few who walk through the front door.  I suggest that counseling centers should continue to view individual counseling as a primary mission, but should give equal weight to the development and institutionalization of valuable student development programs.  The total number of counseling sessions can be reduced by  including  structured learning activities and other alternatives as adjuncts to counseling during and after the course of treatment.  Including these learning activities can simultaneously increase effectiveness and reduce costs.
I illustrate these points with examples from the history of the CSULB counseling center.  In the past, several major programs were developed that have been institutionalized beyond the careers of their originators and helped tens of thousands of students over a 25-30 year period.  The impact of these programs is unmeasurable, but by any estimate, has been extraordinary compared to any outreach efforts that are being made by most centers today.
In this paper I also suggest simple ways to measure impact and I provide suggestions to administrators, counseling center directors, and program directors about key ingredients to the successful development of programs based upon my own experience as a program director and my knowledge of other programs during my 31 years as a psychologist at CSULB.
The spark to writing this paper has been my hope that the pendulum will begin to swing away from the model of counseling centers as reactive “therapy shops” somewhat isolated from the university education mission.  I encourage a model of counseling centers as key components integrated into the larger university system whose mission it is to develop the whole person.  In this model collaboration, teaching, and program development skills are as important as therapy skills. This model successfully balances therapy and program development. If this model is implemented, counseling centers will have far greater total impact on students’ lives and the university community.

This is an outline of a 2-hour special presentation at the American Counseling Association World Conference introducing the concept of Spiritual Cognitive Therapy (SCT) in 1999.  The major difference between SCT and normal Cognitive Therapy is its emphasis upon top beliefs and values--such as one's "faith" in determining personality and behavior--including deviant and abnormal behavior.  Dr. Stevens was greatly influenced by Paul Tillich, Maslow, and George Kelly among others in postulating his theoretical ideas and counseling/therapy techniques. These notes have not previously  been published, except on Dr. Stevens' website at www.csulb.edu/~tstevens.

A model of relationship happiness contrasts underlying beliefs of "taking care of self" versus "taking care of others" as a primary affecting control dynamics and happiness in relationships.  If partners each assume primary responsibility for their own emotions and happiness, then there is less need for coercion.  Giving is done for its own sake (versus obligation),  communication is more positive and intimate (since there is no need to coerce), decision-making is more equal, and each partner has more freedom and independence to meet their own individual needs and interests.  When partners assume responsibility for each others' emotions, implications include (1)  each has the right to interfere in their partner's affairs and (2) each must change their partner in order to be happy.
The Stevens Relationship Questionnaire (SRQ) was developed to test this model's assumptions. We designed scales measuring  Assertive Conflict Resolution (ACR), Intimate Communication (Int), Romantic Attitudes and Behaviors (Rom), Equality (Eq), Independence (Ind), and Liberated Role Beliefs (Lib).  The SRQ was administered to 83 subjects either (1) currently in sexually intimate relationships that had lasted for 1 year or more or (2) separated or divorced from a relationship which met the first criteria.  Outcome/validity measures included Subjective Ratings--the Locke-Wallace Marital Satisfaction Questionnaire and direct ratings of happiness--and Behavioral Measures--sexual frequency, argument frequency,  relationship longevity, and relationship status.
The results were promising.  Significant correlations with the Locke-Wallace included ACR (r=.78), Int (r=.79), Rom (r=.53), Eq (r=.53) , and Ind (r=.24).  Happiness ratings followed a similar pattern.  Sexual frequency significantly correlated with ACR (r=.44), Int (r=.49), Rom (r=.44), and Eq (r=.26).  Argument frequency significantly correlated with ACR (r= -.39) and Int (r= -.28).  Results of an ANOVA of relationship status were also consistent with the model.
The model predicts that when people are understanding, genuinely caring, romantic, and want equality and independence, they tend to be happier, have more sex, have fewer arguments, and are more likely to stay together.  The data generally support this model of relationship satisfaction.

ANDY CARES is a computer program designed to do academic advising with the goal of helping increase student success in college through a variety of approaches.  ANDY does transfer credit evaluation, degree auditing, student need assessment, referral to campus services, and academic advising.  It can currently evaluate transcripts from over 30 community colleges and over 130 majors at CSULB. 
ANDY can assess student needs in the areas of learning and study skills, learning disabilities, stress and motivation problems, academic interests, and other needs.  The computer program is written in LISP, includes an expert system, an object-oriented database, a degree-requirement parser, and many sub-programs written for database modification, printing options, and other program maintenance functions. Because of the parser and other features, database modification is relatively easy for trained clerical personnel.  The program is written in Goldworks for IBM PCs and is potentially portable to any college campus.