Work in a school or private practice?

GoZen! programs help students boost resilience and emotional intelligence while managing stress and anxiety.

Do kids seek your help as they struggle with academic demands, peer pressure, and family challenges all while fending off the competing interests of the digital age?

If you're like the educators, psychologists, social workers and other professionals in our community, you have a bag of tools to help anxious students. But your students may be so dismayed that they feel whatever you have to teach them...

Why do 1500 schools and 3000 practitioners worldwide use GoZen!?

GoZen! supports professionals in both K-12 educational settings and private practices by giving you stress management, resilience, and emotional intelligence tools in a medium that kids love: Animation.

GoZen! has 6 fully animated programs including over 250 animations, worksheets, and lesson plans that help kids bust anxiety and negative thoughts as well as cultivate strengths, resilience, and confidence.

We have over 3000 private practice professionals in our community and we also serve over 1500 schools. Why? Because kids love to learn life skills in a way that is fun (and professionals love to be loved by the kids that love our animations). That's a lot of love!

GoZen! is backed by research and proven with results. Below you'll find all the details about the programs and pricing as well as how to get immediate access!

How does it work in a nutshell?

Professionals & Educators log in and play videos...

Kids watch...

Learn skills...

... and overcome challenges!

What makes GoZen! different?

It's simple: Animations.

You know how incredibly difficult it can be to engage a child, especially when dealing with lofty therapeutic concepts. Even older children can quickly get bored or distracted, secretly wanting to pull out their screens and escape.

That’s why at GoZen!, we’ve built our children’s anxiety-busting program from the ground up using original animations. There’s no doubt about it: animation holds real power. It’s colorful, accessible and non-threatening. And it’s fun. Our program taps into the power of animation to not just entertain children but help them.

What makes GoZen! effective?

We make worry easy to understand from the 'Inside Out'.

Have you seen the Oscar award-winning film Inside Out? Just like the movie, GoZen! personifies certain feelings and thoughts that live inside the brain using two characters: Til & Widdle.

Til & Widdle make learning about worry a lot more fun! Rather than lecture kids on abstract concepts, kids truly understand and act upon resilience skills taught via our characters.

Til helps kids practice logical thinking and decision-making; Widdle helps kids understand that a little worry is a good thing. When Widdle overreacts, children teach Widdle how to calm down with their newly learned coping skills.

I'm ready to help kids with GoZen!

What do the programs teach?

The GoZen! program suite teaches children ages 5-15 (yes, you read that age range correctly!) essential social and emotional learning skills through story, adventure, and interactive practice all wrapped up into animations. There are 6 different programs included in the pro package. Here are just some of the things kids learn across those programs:

Resilient thoughts: Learn to catch, check, collect, challenge, and change worrisome, negative, or looping thoughts.
Mindfulness: Discover how to go from asking constant "What if" questions to coming back to "What is" going on in present moment.
Anxiety relief: Master research-based skills to thwart general anxiety, stress, test anxiety, and perfectionist tendencies.
Panic relief: Take adventures to uncover the research-based secrets behind ending panic attacks.
Emotional Intelligence: Dive into their inner emotional world to expand self-awareness of emotions, what they mean, and how to navigate them.
Impulse Control: Embrace many methodologies to pause before they react to a trigger or event.
Self-compassion: See and practice techniques of speaking to themselves as they would a friend.
Conquering OCD: Learn the secrets behind breaking the OCD cycle (for kids experiencing OCD).
Optimism: Unravel the research-based techniques to practice realistic optimism.
Strengths: Identify and apply their character strengths across domains of their life.
Kids are armed with essential life skills embedded across programs including hundreds of animations, worksheets, key learning points, discussion questions, and interactive practice.

What's Included? 7 Programs plus Updates!

The GoZen! Professional subscription includes access to our full suite of animated teaching programs for you to use in your classroom or private practice. Each program delivers concepts through animations featuring fun, relatable characters in real-life situations.

1 GoZen! Anxiety/Stress Relief Program

6 Modules
36 Animations
75+ Minutes of Video

The GoZen! anxiety relief program is broken down into 6 modules that teach kids how to understand and control their anxiety. And because stress, pressure and challenges are part of everyday life, these are skills children can use forever.

2 GoStrengths! Well-being + Resilience Program

10 Modules
115 Animations
125+ Minutes of Video

GoStrengths! is a comprehensive social and emotional learning program focusing on 8 vital skills including goal-setting, optimistic thinking, problem-solving, resilience, character strengths, emotional regulation, social skills, and self-confidence.

3 GoHackify! OCD Relief Program

5 Modules
30 Animations
110+ Minutes of Video
165 pg. Kid Workbook

GoHackify! follows Kai and Sage, two kids whose intrusive thoughts are affecting their everyday life. The Dynamos (Character Strength superheroes) step in to teach them how to combat their "Brain Spam" and take back control!

4 GoToTheNow! Mindfulness Program

1 Module
12 Animations
40 Minutes of Video

Do you want to bring mindfulness into your kids' lives? Join Neutrino's student, Tau, on this concise program that walks the kids (and adults!) of Fliderdale through some tried-and-true mindfulness exercises... with a GoZen! twist.

5 GoPositive! Negative Thoughts Relief Program

1 Module
7 Animations
30+ Minutes of Video

This succinct 7-animation mini-program walks teens and tweens through how to recognize when negative thoughts are taking over, and introduces 5 different tools they can use to break out of a negative thought cycle.

6 GoWave! Panic Attack Relief Program

1 Module
12 Animations
55+ Minutes of Video

Neutrino and a brand new team are on an action-packed mission to Earth to uncover the truth behind panic attacks. Teens & tweens learn about their innate superpowers; the fight, flight, or freeze response; and how to understand and overcome the overwhelming feelings panic attacks cause.

7 GoAction! Procrastination Relief Program

1 Module
6 Animations
24+ Minutes of Video

Taylor is totally awesome, but he's also totally disorganized, always late for class, and days behind on his homework. He's a chronic procrastinator! Luckily, he gets research-based tools to curb his procrastination from... his future self!

BONUS: Plus Content Downloadables & Printables

Activity Kits
Audio Stories
Flashcards
... And more!

The Plus content library includes standalone animations and printables on topics not yet covered in our full programs, such as anger management, self-compassion, your inner voice, and more. New material is added each month, so there's always more to look forward to!

.... and more!

The GoZen! Professional subscription includes access to our full suite of animated teaching programs for you to use in your classroom or private practice. This includes any new programs we release while your subscription is active!

I'm ready to help kids with GoZen!

There are so many ways to use GoZen!

Imagine supplementing your own guidance with the power of animations to boost the learning process. What you have been teaching the children you work with will be truly integrated and processed with this audiovisual learning toolkit.

GoZen! in Classrooms

Many educators blend programs into their curriculum once per week for 20-60 minutes. Because of the flexibility of the program to show entire modules or single animations, you can use GoZen! as it fits your classroom needs.

Project animations onto a screen or show them on any device for sharing. How do you engage the class in the animations? Easy, just push play. Leave the rest up to us.

GoZen! in Private Practice

Are you trying to teach a child or patient about the concept of flight-or-fight response to stress? Want to engage them in a deep breathing exercise? Want them to learn about steps to making more friendships? Supplement a counseling or therapy session with videos!

Handpick several animations in advance, or go through our animated programs module by module with kids in your office and send them home with worksheets or other fun learning assignments to reinforce concepts. You have the flexibility to customize your own lessons with GoZen!

GoZen! in Small Groups

Use GoZen! at camp, after school, or other small group settings. Project videos or share a screen to show animations from the GoZen! programs in small group settings.

As a professional, you can log into our programs and stream the videos from anywhere with an internet connection. We give you lesson plans and worksheets to support the work, but the star of the show is always the animations!

GoZen! Works on any Device

Access programs from anywhere

Does it work on a phone? Yes. Does it work on a tablet? Yes. Does it work on a desktop? Yes. Does it work on Mars? Hmmm... maybe? 🙂

If you have an internet connection, you will be able to use our programs on the device of your choosing. Project it on a screen or play it on a phone; whatever your preference, the videos will look and sound great.

Here's what other professionals have to say:

I absolutely LOVE the GoZen! program. As a specialist in CBT for anxiety and related disorders, I have not come across a program until seeing yours that has been even remotely as well executed, clinically sound, and engaging as GoZen!

I am so pleased to have added it to my library of clinical tools and eagerly await anything else you may release.

Dr. Allison Solomon, Psy.D., PLLC
Licensed Clinical Psychologist

As a parent of children who struggle with anxiety and a mental health clinician working with many clients who also struggle with anxiety, I have found GoZen! to be informed by empirical research, accessible to both children and adults, engaging and interesting and most importantly, effective.

This is the first program that has provided tools my children readily understand and use on their own. The creators of GoZen! brilliantly combine likable, amusing characters whose struggles validate the experiences of many children, with the latest in brain science research on effective anxiety treatment.

Elizabeth Wade, MS, LMHC
Psychotherapist

I am always looking for ways to grab students’ attention and find meaningful ways to explain key therapeutic concepts. The GoZen! videos have helped engage even some of my more challenging students. The humor and relatability of the characters help children feel more at ease and ready to discuss their experiences.

I have used this program with both elementary and middle school. It provides a comprehensive understanding of anxiety and strategies to manage this uncomfortable emotion. It provides a complete curriculum, but I have also used segments to augment my own lessons. It has been a great addition to my groups and a powerful tool in my arsenal.

Kerine Casteel, LCSW
Pepin Academies

GoZen! has transformed research-based concepts into fun and multisensory learning modules and workbooks that are ideal for teachers and students. Thank you for sharing your words with my audience. The products you have already created are both brilliant and magical. I can’t wait to see what you create next.

Dr. Erica Warren
Learning Specialist
Educational Therapist

GoZen! is nothing short of great.

In simple language, the animated characters explain what anxiety is, how the brain works in response to anxiety, and ways to change your thinking so that you are in charge of your thoughts and feelings.

From kids with normal worries and fears to those who suffer from anxiety, this program works.

James J. Crist, Ph.D.
Clinical Psychologist
Best-selling author
Clinical Director of the CFCC

Are you ready to start helping kids with GoZen?

Use animations with your clients/students right away with the GoZen! Professional online program.

Which option is right for you?

1 User

$197 per year

7 Animated Programs ?
BONUS: Plus Content ?
BONUS: Parent Programs ?
Unlimited Email Support ?
Use on any device ?
Annual License, 1 user ?

Add to Cart

5 Users

$297 per year

7 Animated Programs ?
BONUS: Plus Content ?
BONUS: Parent Programs ?
Unlimited Email Support ?
Use on any device ?
Annual License, 5 users ?

Add to Cart

10 Users

$497 per year

7 Animated Programs ?
BONUS: Plus Content ?
BONUS: Parent Programs ?
Unlimited Email Support ?
Use on any device ?
Annual License, 10 users ?

Add to Cart

Custom

Calculate custom pricing

7 Animated Programs ?
BONUS: Plus Content ?
BONUS: Parent Programs ?
Unlimited Email Support ?
Use on any device ?
Annual License?

Calculate Price

You WILL see results for your clients or students in less than 30 days – or your money back.
Want to pay by purchase order? No problem! Click here to submit your purchase order.

Need a quote for your school? Click here!

We'll take the risk for you!

100% Money-Back Guarantee

We are so sure that you will love GoZen! that we’ll take all the risk for you. Try out the online program for 30 days and if you don’t like it, we’ll provide you your money back–no questions asked. For physical products, we will exchange defective goods within 30 days. Remember, you will have access to everything the GoZen! Professional package has to offer immediately after purchase!

Here's what happens once you purchase:

You'll get...

An email welcoming you to the GoZen! family
An email with your receipt (also available in your dashboard)
Instant access to all the programs described above
Support from your dashboard

What research are the programs based on?

Research from the field of positive psychology has laid the foundation for the GoZen! philosophy and program. Positive psychology offers a balance to traditional psychology by going on beyond disease and disorder to focus on what is “right” with people.

In the words of Chris Peterson, a pioneer in the field, “The most basic assumption that positive psychology urges is that human goodness and excellence are as authentic as disease, disorder and distress.”

Below are specific academic studies and texts referenced in each program:

Click here to see GoZen! References

Character Strength Development

Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: a handbook and classification. New York: Oxford University Press/Washington, DC: American Psychological Association

Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.

Seligman, M. E. (2002). Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.

Cognitive Behavioral Therapy for Anxiety

Ishikawa., Shin-Ichi., Okajima., Isa., Matsuoka., Hirofumi., et al. (2007). Cognitive Behavioural Therapy for Anxiety Disorders in Children and Adolescents: A Meta-Analysis. Child and Adolescent Mental Health, 12(4), 164-172.

Cognitive Distortions and Disputation

Note: ThoughtHoles are cognitive distortions and the 5Cs method is a form of disputation.

Beck, A.T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

Beck, A. T. (1979). Cognitive therapy of depression. New York: Guilford Press.

Burns, D. D. (1980). Feeling good: the new mood therapy. New York: Morrow.

Reivich, K., Gillham, J. E., Chaplin, T. M., & Seligman, M. E. P. (2005). From helplessness to optimism: The role of resilience in treating and preventing depression in youth. New York, NY, US: Kluwer Academic/Plenum Publishers.

Fight or Flight Response

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Isaacson, R. L. (1974). The limbic system. New York: Plenum Press.

Jansen, A., Nguyen, X., Karpitskiy, V., Mettenleiter, T., & Loewy, A. (1995). Central command neurons of the sympathetic nervous system: basis of the fight-or-flight response. Science (New York, N.Y.), 270(5236), 644-646.

LeDoux, J. (2007). The Amygdala. Current Biology, 17(20), R868- R874

Gratitude Exercises

Note: The bonus material in the GoZen! program teaches children to express gratitude as a form of reducing worry and boosting optimism.

Emmons, R. (2007) Thanks!: How the new science of gratitude can make you happier. Boston: Houghton Mifflan Company.

Brickman, P., Coates, D., Janoff-Bulman, R. (1978). Lottery Winners and Accident Victims: Is Happiness Relative? Journal of Personality and Social Psychology, Vol. 36 (8) p. 917-927

Physical Symptoms of Anxiety

Diagnostic and statistical manual of mental disorders: DSM-IV-TR. (4th ed.). (2000). Washington, DC: American Psychiatric Association.

Click here to see GoStrengths! references (part 1)

The Disease Model:

Albee, G. W. (2005). Call to revolution in the prevention of emotional disorders. Ethical Human Psychology and Psychiatry: An International Journal of Critical Inquiry, 7, 37-44.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

Birmaher, B., Ryan, N. D., Williamson, D. E., & Brent, D. A. (1996). Childhood and adolescent depression: A review of the past 10 years, part I. Journal of the American Academy of Child & Adolescent Psychiatry, 35(11), 1427-1439.

Maslow, A. H. (1954). Motivation and personality. New York: Harper.

Pickren, W. E. & Schneider, S. F. [Eds.]. (2005). Psychology and the National Institute of Mental Health: A Historical Analysis of Science, Practice, and Policy. Washington, DC: APA Books.

Seligman, M. E. (2002). Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.

Benefits of Happiness:

Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G. L., Litzinger, S., Lascher, M., Gallop, R., Seligman, M. E. P. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the penn resiliency program. Journal of Consulting and Clinical Psychology, 75(1), 9-19.

Reivich, K. & Gillham, J. E., (2009). Penn Resiliency Program Executive Summary. Department of Psychology, University of Pennsylvania.

Benefits of Resilience:

Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804-813.

Diener, E., Nickerson, C., Lucas, R. E., & Sandvik, E. (2002). Dispositional affect and job outcomes. Social Indicators Research, 59(3), 229-259.

Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803 855.

Negative and Positive Emotions:

Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good.Review of General Psychology, 5(4), 323-370.

Cacioppo, J. T., Gardner, W. L., & Berntson, G. G. (1997). Beyond bipolar conceptualizations and measures: The case of attitudes and evaluative space. Personality and Social Psychology Review, 1, 3-25.

Fredrickson, B. (2009). Positivity. New York: Crown Publishers.

Greenspoon, P.J., & Saklofske, D.H. (2001). Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81-108.

Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52 68.

The Progress Paradox:

Easterbrook, G. (2003). The progress paradox: how life gets better while people feel worse. New York: Random House.

Levine, B. E. (2007). Surviving America’s depression epidemic: how to find morale, energy, and community in a world gone crazy. White River Junction, Vt.: Chelsea Green Publishing Company.

National Institute of Mental Health – Mental Health Statistics

US Bureau of Economic Analysis – GDP Data

Youth Depression Statistics:

Abela, J. R. Z., & Hankin, B. L. (2011). Rumination as a vulnerability factor to depression during the transition from early to middle adolescence: A multiwave longitudinal study. Journal of Abnormal Psychology, 120(2), 259-271.

Lewinsohn, P. M., Clarke, G. N., Seeley, J. R., & Rohde, P. (1994). Major depression in community adolescents: Age at onset, episode duration, and time to recurrence. Journal of the American Academy of Child & Adolescent Psychiatry, 33(6), 809-818.

National Research Council, Institute of Medicine. The etiology of depression. In: Depression in parents, parenting, and children. Washington, DC: National Academies Press; 2009. p. 73 118.

What is Happiness?

Seligman, M. E. (2011). Flourish. North Sydney, N.S.W.: Random House Australia.

The ETR Model:

While the ETR acronym is unique to GoStrengths!, the process of thoughts causing behaviors and emotions dates backs quite a while. There are several schools of thought regarding what causes us to do what we do including evolutionary, psychophysiological, neurological, and cognitive perspectives. The GoStrengths! ETR model is based on the cognitive perspective developed largely on research by Aaron Beck, Albert Ellis, and Martin Seligman.

Beck, A.T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

Beck, A. T. (1979). Cognitive therapy of depression. New York: Guilford Press.

Burns, D. D. (1980). Feeling good: the new mood therapy. New York: Morrow.

Ellis, A., & Bernard, M. E. (2006). Rational emotive behavioral approaches to childhood disorders theory, practice and research. New York: Springer.

Seligman, M. E. (1991). Learned optimism. New York: A.A. Knopf.

Resilience Research:

Masten, A.S., Best, K., Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2 , pp 425-444

Reivich, K., & Shatté, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. New York: Broadway Books.

Conscious Thought Processing:

Baron, Jonathan. Thinking and deciding. New York: Cambridge University Press, 1988.

Csikszentmihalyi, Mihaly. Flow. S.l.: HarperCollins, 1991.

Kahneman, Daniel. Thinking, fast and slow. New York: Farrar, Straus and Giroux, 2011.

Nørretranders, Tor. The user illusion: cutting consciousness down to size. New York: Viking, 1998.

ThoughtHoles:

While the name and conceptualization of ThoughtHoles is unique to GoStrengths!, it is based largely in research by Aaron Beck. We are also grateful to the wonderful work of Karen Reivich and Andrew Shatté on the subject of resilience.

Beck, Aaron T. Cognitive therapy and the emotional disorders. New York: International Universities Press, 1976.

Beck, Aaron T., and Brad A. Alford. Depression: causes and treatment. 2nd ed. Philadelphia: University of Pennsylvania Press, 2009.

Reivich, Karen, and Andrew Shatté. The resilience factor: 7 keys to finding your inner strength and overcoming life’s hurdles. New York: Broadway Books, 2003.

Click here to see GoStrengths! references (part 2)

Where does Resilience Come From?

Feder, A., Nestler, E., & Charney, D. (2009). Psychobiology and molecular genetics of resilience. Nat Rev Neuroscience, 10(6), 446-457

Grotberg, E.H. (2002). The international resilience project: Findings from the research and the effectiveness of interventions.

Reivich, K., & Shatté, A. (2003). The resilience factor: 7 keys to finding your inner strength and overcoming life’s hurdles. New York: Broadway Books.

Werner, E.E. and Smith, R.S. Journeys from childhood to midlife: Risk resilience and recovery. Ithaca and London: Cornell University Press. 2001

Wolin, S. J., & Wolin, S. (1993). The resilient self: how survivors of troubled families rise above adversity. New York: Villard Books.

Amygdala Hijack (GoFreeze!):

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

LeDoux, J. (2007). The Amygdala. Current Biology, 17(20), R868- R874

GoGlove! Empathy:

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Gottman, J. M., & DeClaire, J. (1998). Raising an emotionally intelligent child. New York, N.Y.: Simon & Schuster.

GoLight! Strengths:

Fox, J. (2008). Your child’s strengths: discover them, develop them, use them. New York: Viking.

Peterson, C. (2006). A primer in positive psychology. Oxford: Oxford University Press.

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press/Washington, DC: American Psychological Association

GoMap! Goal-setting:

Latham, G. P., Winters, D., & Locke, E. (1994). Cognitive and motivational effects of participation: A mediator study. Journal of Organizational Behavior, 15, 49-63.

Locke, L. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

Levitt, M. J. (1978). The effect of response contingent feedback on infants’ reactions to a stranger.Syracuse, N.Y.: Syracuse University.

GoSphere! Control and Mastery:

Seligman, M. E. (1972). Learned helplessness. Annual Review of Medicine, 207 412.

Seligman, M. E., Reivich, K., Jaycox, L., & Gillham, J. (1995). The optimistic child. Boston, Mass.: Houghton Mifflin

Learned Helplessness & Learned Optimism:

Seligman, M. E. (1972). Learned helplessness. Annual Review of Medicine, 207 412.

Seligman, M. E. (1991). Learned optimism. New York: A.A. Knopf.

Pub Anecdote:

Cameron, K. S., Dutton, J. E., & Quinn, R. E. (2003). Positive organizational scholarship: foundations of a new discipline. San Francisco, CA: Berrett-Koehler.

Strengths:

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.

Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D. P. (2009). An investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69.

Onwuegbuzie, A. J. (1999). Relation of hope to self-perception. Perceptual and Motor Skills, 88, 535-540.

Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), np.

Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: a handbook and classification. New York: Oxford University Press/Washington, DC: American Psychological Association

Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.

Seligman, M. E. (2002). Authentic happiness: using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.

Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421.

VIA Institute on Character website: http://www.viacharacter.org

Grit:

Duckworth, A.L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.

Duckworth, A.L., Seligman, M.E.P.S. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16, 939-944.

Mindsets:

Dweck, C. S. (1999). Caution-praise can be dangerous. American Educator, 23(1), 4-9.

Dweck, C. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving Academic Achievement: Impact of Psychological Factors on Education (Educational Psychology), (pp. 37-60). San Diego, CA, US: Academic Press.

Dweck, C. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books.

Click here to see GoStrengths! references (part 3)

Gratitude:

Emmons, R. (2007) Thanks!: How the new science of gratitude can make you happier. Boston: Houghton Mifflan Company.

Brickman, P., Coates, D., Janoff-Bulman, R. (1978). Lottery Winners and Accident Victims: Is Happiness Relative? Journal of Personality and Social Psychology, Vol. 36 (8) p. 917-927

Hedonic Treadmill:

Diener, E., Lucas, R.E., Scollon, C. N. (2006) Beyond the Hedonic Treadmill. American Psychologist, Vol. 61 (4)., p. 305-314

Flow:

Csiksentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial.

Kindness:

Fowler, J.H., Christakis, N.A.. (2010). Cooperative behavior cascades in human social networks.Proceedings of the National Academy of Sciences, Vol. 107

Lyubomirsky, S. (2008). The How of Happiness: A Scientific Approach to Getting the Life You Want. New York: Penguin Books.

Optimism:

Schneider, S. (2001). In search of realistic optimism: Meaning, knowledge, and warm fuzziness. American Psychologist. 56, 3, 250-263.

Positive Reunions:

Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. New York: Crown Publishers.

Active Constructive Responding:

Gable, S. L., Reis, H. T., Impett, E., & Asher, E. R. (2004). What do you do when things go right? The intrapersonal and interpersonal benefits of sharing positive events. Journal of Personality and Social Psychology, 87, 228-245.

Curiosity:

Dossey, L. (2009). The power of premonitions: how knowing the future can shape our lives. London: Hay House.

Gallup Poll – gallup.com/poll/wellbeing

Kashdan, T. (2009). Curious?: discover the missing ingredient to a fulfilling life. New York: William Morrow.

Swan GE, Carmelli D. Curiosity and mortality in aging adults: a 5-year follow-up of the Western Collaborative Group Study. PsycholAging 1996; 11: 449-53.

High quality connections:

Dutton, J. (2003). Energize your workplace: How to create and sustain high-quality connections at work. San Francisco: Jossey-Bass.

Roseto:

Wolf, S., & Bruhn, J. G. (1993). The power of clan: the influence of human relationships on heart disease. New Brunswick, N.J.U.S.A.: Transaction Publishers.

Social support benefits:

Uchino, B. N., Cacioppo, J. T., & Kiecolt-Glaser, J. K. (1996). The relationship between social support and physiological processes: a review with emphasis on underlying mechanisms and implications for health. Psychological Bulletin, 119(3), 488-531.

Creative Visualization:

Iqbal, Y., (2007). Waking up the brain after a stroke. American College of Physicians Online.

Liggett, D. R., & Hamada, S. (1993). Enhancing the visualization of gymnasts. The American journal of clinical hypnosis.

Munroe-Chandler K, Hall C, Fishburne G (2008) Playing with confidence: The relationship between imagery use and self-confidence in youth soccer players. Journal of Sports Sciences.

Goal-setting:

Klein, H., Wesson, M., Hollenbeck, J., & Alge, B. (1999). Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84, 885-896.

Latham, G. P., Winters, D., & Locke, E. (1994). Cognitive and motivational effects of participation: A mediator study. Journal of Organizational Behavior, 15, 49-63.

Locke, L. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

Matsui, T., Okada, A., & Inoshita, O. (1983). Mechanism of feedback affecting task performance. Organizational Behavior and Human Performance, 31, 114-122.

Making Lists:

Canfield, J., & Switzer, J. (2005). The success principles: how to get from where you are to where you want to be. New York: Harper Resource Book.

Holtz, L. (2006). Wins, losses, and lessons: an autobiography. New York: Wm. Morrow.

Lester, T. (2011). Da Vinci’s ghost. London: Profile.

Mental contrasting:

Duckworth, A. L., H. Grant, et al. (2010). Self-regulation strategies improve self-discipline in adolescents: benefits of mental contrasting and implementation intentions. Educational Psychology, 1–10.

Gollwitzer, P. M. and P. Sheeran (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology. 38, 69-119.

Oettingen, G., D. Mayer, et al. (2009). Mental Contrasting and Goal Commitment: The Mediating Role of Energization. Personality and Social Psychology Bulletin 35(5), 608-622.

Oettingen, G., D. Mayer, et al. (2010). Self-regulation of commitment to reduce cigarette consumption: Mental contrasting of future with reality. Psychology & Health 25(8), 961 – 977.

Click here to see GoHackify! references

Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370.

Beck, A. T. (1963). Thinking and depression: Idiosyncratic content and cognitive distortions. Archives of General Psychiatry, 9(4), 324–333.

Chansky, T. E. (2000). Freeing your child from obsessive-compulsive disorder: A powerful, practical program for parents of children and adolescents. New York, NY: Crown.

Character strengths, personal development: VIA character. (2017). Latest News. http://www.viacharacter.org/www/

Einstein, D. A., & Menzies, R. G. (2004). The presence of magical thinking in obsessive compulsive disorder. Behaviour Research and Therapy, 42(5), 539–549.

Facts & Statistics. (2016). https://www.adaa.org/about-adaa/press-room/facts-statistics

Foa, E. B., & Chambless, D. L. (1978). Habituation of subjective anxiety during flooding in imagery. Behaviour Research and Therapy, 16(6), 391–399.

Hayes, S. C., Strosahl, K., & Wilson, K. G. (1999). Acceptance and commitment therapy: an experiential approach to behavior change. New York: The Guilford Press.

Hershfield, J., Corboy, T., & Claiborn, J. (2013). The mindfulness workbook for OCD: a guide to overcoming obsessions and compulsions using mindfulness and cognitive behavioral therapy. Oakland, CA: New Harbinger Publications, Inc.

Kazdin, A. E., & Rotella, C. (2008). The Kazdin method for parenting the defiant child: With no pills, no therapy, no contest of wills. Boston, MA: Houghton Mifflin.

Keough, M. E., Riccardi, C. J., Timpano, K. R., Mitchell, M. A., & Schmidt, N. B. (2010). Anxiety symptomatology: The association with distress tolerance and anxiety sensitivity. Behavior Therapy, 41(4), 567–574.

Kubitz, K. A., Landers, D. M., Petruzzello, S. J., & Han, M. (1996). The effects of acute and chronic exercise on sleep. Sports Medicine, 21(4), 277–291.

Lang, P. J., Melamed, B. G., & Hart, J. (1970). A psychophysiological analysis of fear modification using an automated desensitization procedure. Journal of Abnormal Psychology, 76(2), 220–234.

March, J. S., & Benton, C. M. (2007). Talking back to OCD: The program that helps kids and teens say "no way"—and parents say "way to go." New York, NY: Guilford Press.

Masuda, A., Hayes, S. C., Sackett, C. F., & Twohig, M. P. (2004). Cognitive defusion and self-relevant negative thoughts: Examining the impact of a ninety year old technique. Behaviour Research and Therapy, 42(4), 477–485.

OCD Facts. (2017). http://www.ocdeducationstation.org/ocd-facts/incidence-of-ocd

Oettingen, G. (2014). Rethinking positive thinking: Inside the new science of motivation. New York, NY: Current.

Peters, M. L., Flink, I. K., Boersma, K., & Linton, S. J. (2010). Manipulating optimism: Can imagining a best possible self be used to increase positive future expectancies? Journal of Positive Psychology, 5(3), 204–211.

Reivich, K., & Shatté, A. (2002). The resilience factor: 7 essential skills for overcoming life's inevitable obstacles. New York, NY: Broadway Books.

Seligman, M. E. (2016). Homo prospectus. New York: Oxford University Press.

Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, NY: Viking.

Wegner, D. M., Schneider, D. J., Carter, S. R., & White, T. L. (1987). Paradoxical effects of thought suppression. Journal of personality and social psychology, 53(1), 5.

Williams, M., & Penman, D. (2011). Mindfulness: An eight-week plan for finding peace in a frantic world. Emmaus, PA: Rodale Books.

Zohar, A. H. (1999). The epidemiology of obsessive-compulsive disorder in children and adolescents. Child and adolescent psychiatric clinics of North America.

Still have questions?

What's the difference between the family and professional program license?

The professional license provides:

More resources - more worksheets, more animations, lesson plans, and programming.
Updates - you receive free program updates as well as new programs included in your subscription.
Licensing - you have the license to use the program with multiple students and clients.

You do not receive the above benefits with the family license. In short, the professional program is bigger and badder than the family program. 🙂

How long does it take to go through GoZen?

We recommend going through 1 module every few days. Some prefer to go through it all at once and then go back through it again at a slower pace.

Can we share our professional account?

Each professional using the program needs their own license. We have multi-license packages for schools and organizations above. For custom quotes, please email go@gozen.com.

Can students log in on their own?

Students cannot log in with your account. If your school needs individual student accounts, please contact us for details at go@gozen.com.

What age range are videos designed for?

We created these animations for children ages 7-15ish. But honestly, we have children from ages 4-25 using GoZen! right now. If you'd like to evaluate the animations for yourself, you can sign up on our homepage for 2 free sample animations.

Can I download the videos?

All of the videos are available through online streaming, so while you cannot download them, you can access them from anywhere with an internet connection.

Can we pay by purchase order?

Yes! We’re happy accept purchase orders with a minimum $197 order. You can click here to submit your purchase order. If you have questions or need more information (e.g., W9 forms etc.), please email go@gozen.com.

Are the programs mobile friendly?

Yup! We designed all of GoZen! to be mobile friendly. If you run into something that doesn't work, we're happy to troubleshoot with you.

Is there a trial period?

We have a 30-day money back guarantee on our online programs. We won’t charge you if it isn’t working for you.

What if I still have questions?

You can contact us at any time with questions by sending an email to go@gozen.com, or asking through live chat when we're online.

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