can enjoy, as a result. Others examined results of this movement while focusing around the science of happiness—concerned with mental health, motivation, community building and national well-being—and drew attention to the ability to achieve "flow" through playfulness and stimulate "outside the box" thinking. Parallel to this movement is the "positive" scholarship that has emerged in psychology which seeks to empirically theorise the optimisation of human potential. This happiness movement suggests that investing in fun at the workplace, by allowing for laughter and play, will not only create enjoyment and a greater sense of well-being, but it will also enhance energy, performance and commitment in workers. At school The use of humour plays an important role in youth development. Studies have shown that humour is especially important in social interactions with peers. School entry is the time when the importance of parents fades into the background and social interaction with peers becomes increasingly important. Conflict is inherent in these interactions. The use of humour plays an important role in conflict resolution and ultimately in school success and psychological adjustment. The use of humour that is socially acceptable leads to a lower likelihood of being a victim of bullying, whereas the use of self-disparaging humour leads to a higher likelihood of being bullied. When students are bullied, the use of self-disparaging humour can lead to an exacerbation of the negative effects on the student's psychological adjustment to school. Studies Laughter One of the main focuses of modern psychological humour theory and research is to establish and clarify the correlation between humour and laughter. The major empirical findings here are that laughter and humour do not always have a one-to-one association. While most previous theories assumed the connection between the two almost to the point of them being synonymous, psychology has been able to scientifically and empirically investigate the supposed connection, its implications, and significance. In 2009, Diana Szameitat conducted a study to examine the differentiation of emotions in laughter. They hired actors and told them to laugh with one of four different emotional associations by using auto-induction, where they would focus exclusively on the internal emotion and not on the expression of laughter itself. They found an overall recognition rate of 44%, with joy correctly classified at 44%, tickle 45%, schadenfreude 37%, and taunt 50%. Their second experiment tested the behavioural recognition of laughter during an induced emotional state and they found