TESTIMONIALS

September 18, 2026

For more than a decade, Rick Gutierrez has traveled to the Philippines to support professionals working with individuals with developmental disabilities. The most meaningful moments, he says, come when those he supports take what they’ve learned and carry it into their real lives—discovering a love for pickleball, joining a band, or simply enjoying activities outside the clinic with focus and joy. For parents, it’s a powerful shift to start seeing their children through the lens of what’s possible rather than what’s missing.

Working with Proof Positive, Rick introduced positive psychology into A Child Can, a clinic in Makati, Metro Manila, dedicated to helping individuals with autism and other developmental disabilities build meaningful, independent lives. The clinic serves roughly 30 individuals ages 3 to 17. As Rick and his colleagues at Behavior Analysts International began introducing positive psychology, and the importance of wellbeing, two practices became central: character strengths and gratitude. Rather than focusing on what a child needs to improve, staff began prioritizing what’s already strong and how to build on it.

The A Child Can team tailored a strengths assessment for their students, simplifying the language and adding visuals. In several cases, the strengths the individuals saw in themselves perfectly matched what the staff had named. Using the evidence-informed practice of learning about strengths, building on strengths and using strengths in new ways, the team developed activities around the various character strengths—like “sticking with it”, a fun way to practice the strength of perseverance. As the students continued to learn about their strengths and practice using those strengths, progress was shared with families through photos.

The clearest evidence of this impact showed up far beyond the clinic walls. One teenage student, Emily, had been coming to the clinic since she was a preschooler and struggled with significant behavioral challenges as a young child. Over years of therapy, she worked hard to build her communication and social skills. More recently, the focus has expanded to her overall wellbeing, participating in activities that enhance her wellbeing. Activities like pickleball that are meaningful, engaging and joyful. Watching her fully engaged on the court is a visible marker of how far she’s come. It’s the kind of transformation that helps other parents imagine similar possibilities for their own children.

The shift to prioritize wellbeing became something the whole community could celebrate. Last year, caregivers participated in a group training based on PERMA+, a framework for building wellbeing through positive emotions, engagement, relationships, meaning, and accomplishment (plus health), along with other supportive practices. The training included videos and photos of their children practicing wellbeing skills. Seeing each other’s children thrive gave parents a shared way to talk about supporting their kids at home. It even sparked an ongoing conversation among some families about how to carry these practices forward as their children move into the next phase of life: work.

Rick shared the story of another teenager who used to struggle with repetitive vocal sounds (vocal stereotypy) that interfered with his learning. Those challenges nearly disappeared once his program was realigned around activities that fostered genuine interest, allowing him to use his natural strengths. Cooking, pickleball, and drumming all became part of his routine. A third student, age 17, had a history of aggression; after learning about PERMA+ and how to prioritize his wellbeing, he now exercises regularly, practices gratitude and uses his strengths as a core part of his day. Aggression is no longer occurring, and spitting is now minimal. He does especially well with activities that promote his engagement and interest.

Another young girl who has recently begun practicing gratitude spoke enthusiastically about her dog during an activity, without mentioning that the puppy had passed away. Her mother later explained that while the girl is deeply sad, the gratitude practices have given her a way to hold on to happy memories even as she feels the loss. For Rick, that captured the essence of this work: not eliminating difficulties, but building additional ways to respond to them.

The numbers tell their own story. Roughly 10 to 15 students have been directly exposed to this work over the three years the program has been running. More than 30 staff have been trained, and over 15 families have participated in caregiver coaching. Thirteen students have identified their own character strengths, and gratitude practices are now used routinely with students.

The benefit of adding in positive psychology practices to their service model is not only seen in the numbers and the stories of students, but also in the words of the team members themselves: 

“Including positive psychology into ABA allows kids to showcase their strengths and reach their potential in ways you cannot imagine.” — Sam Nagales

“Incorporating positive psychology into our ABA practice not only enhanced the quality of service we provide but also empowered our learners to navigate life with greater optimism.” — Gilles Magno

As Rick puts it, the goal is for these skills and practices to “serve them well for their entire life,” helping people not just get through the moment they’re in, but to flourish.