Course Syllabus

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Description of Course

The course will be guided by the mission of Positive Psychology:  “to understand and foster the factors that allow individuals, communities, and societies to flourish” (Seligman & Csikzentmihalyi, 2000) leading us to explore what psychology says about human flourishing and happiness and to investigate, how human flourishing can be facilitated.

The course is structured around the three pillars of Positive Psychology: Positive individual traits, positive emotions, and positive institutions. We will critically examine the contributions of the field's founding figures and engage in lively debates about the theoretical and philosophical underpinnings of Positive Psychology.

Throughout the course, we will seek to answer questions such as:

1. What is happiness and well-being?
2. What constitutes a good life for individuals, communities, and nations?
3. How does one's environment impact their psychological well-being?
4. Why are some nations consistently ranked higher in happiness and life satisfaction surveys? (Case: Denmark)

 

Learning Objectives

By the end of this course, students will be able to:

• Theory and Research
  • Analyze different perspectives and values in Positive Psychology, gaining a basic understanding of the field and then expanding to understand its various aspects and complexities.
  • Combine and integrate theoretical perspectives with practical approaches to develop a comprehensive and nuanced understanding of Positive Psychology.
  • Examine the concept of well-being and the role of place and community in it, starting with an understanding of these concepts individually and then exploring their interconnections and broader implications.
  • Explore the relationship between architecture and human flourishing, applying your understanding of these two areas to analyze their interaction.
  • Discuss Positive Psychology research from an intercultural perspective, developing a deep and nuanced understanding that takes into account cultural variations and complexities.
• Application
  • Use basic coaching listening and questioning skills, as well as competencies within goal setting and action planning, starting with a basic understanding and then expanding to understand the various aspects and complexities of these skills.
  • Perform Positive Psychology coaching and evaluate how coaching and Positive Psychology interventions can foster human flourishing, developing a comprehensive and nuanced understanding of these processes.
  • Apply core concepts in Positive Psychology to everyday situations, starting with an understanding of these concepts individually and then exploring their applications and implications in various contexts.
  • Create student-centered applications of Positive Psychology, developing a deep and nuanced understanding that allows you to apply Positive Psychology principles in innovative and personalized ways.

 

Course Materials & Engagement

In alignment with Universal Design for Learning (UDL) principles, this course provides multiple methods of engagement, representation, and expression. We will utilize a range of teaching methods, including lectures, discussions, hands-on activities, and multimedia resources.

An assortment of course materials will be available for each lesson, including scholarly articles, book chapters, YouTube videos, and podcasts. This diverse collection of resources is designed to accommodate various learning preferences and provide a comprehensive perspective on each topic. Whether you prefer reading in-depth articles, listening to podcasts, or watching videos, you have the freedom to tailor your learning experience.

Students will also have opportunities to express their understanding in various ways, including written assignments, presentations, and practical applications. This approach ensures that all students, regardless of their preferred learning style, can succeed in this course.

 

Expectations of the Students

In this course, students must take responsibility for achieving the stated learning objectives. Students are expected to:

• complete all reading assignments by the designated date
  
• consistently (not perfectly!) contribute to class discussions and group activities
• draw upon your interactions and observations from daily life in Denmark to the theory, research, and practices of Positive Psychology
• be active in all group work
• keep your notes organized
• write down reflections throughout the course
• be punctual and attend all scheduled classes and activities
  
  • Note: the attendance policy at DIS is very strict, students do not have a designated number of times they are allowed to miss class; even 1 absence will impact your grade.
    

 

Assessment

Assessment will be based on a combination of assignments, participation, presentations, reflections, and a final project. Feedback will be provided throughout the course to support students' learning and progress. If there is any doubt about a student not meeting an objective (e.g., due to an absence or noticeable disengagement during classes), they may be asked to submit their notes on the topic, to complete an extra assignment, or to have a 1:1 meeting to demonstrate their knowledge.

When assessing students, an emphasis is put on active and constructive engagement with the subject and with the rest of the class. Creativity and (respectful) critical academic reflection is highly valued in your written work as well as in class. In written work, you are expected to use high quality, credible, and relevant sources and to cite all your sources using APA style with a link (e.g., DOI, url). If you have no link for whatever reason, the full-text of the source should be included in your submission. Please make sure that all statements and claims are supported by academic references.

 

Course Schedule

The course will start with an introduction to Positive Psychology and moving through topics such as well-being, positive emotions, character strengths, relationships, meaning, purpose, accomplishment, goals, mindfulness, flow, interventions, resilience, coping, and applications. The course will conclude with a look at current trends and future directions in the field. Please look at the Canvas calendar carefully since times and days will not always be perfectly aligned. We'll review this in class on the first day, too, to ensure we are all on the same page.

 

Field Studies (Tentative)

Chasing Tracks of Happiness: What might be the reasons for Denmark being ranked as the happiest country in the world? The overall theme for this field study is to explore the reasons for Denmark being ranked as the happiest country in the world.  Does the ranking make sense? What might the reasons be? What do you observe? This is an ethnographic-inspired field study. Get out there, mingle with Danes/locals, take pictures and videos, conduct interviews, and observe what the reasons may be for Denmark to be one of the happiest countries in the world.

Chasing Personal Wellbeing: How can we improve our own personal wellbeing through sensory experiences? The overall theme for this field study is to explore how a sound bath can contribute to our mental health and wellbeing in the moment. How can other sensory experiences be incorporated into our daily lives? What sensory experiences are already a positive part of your routine that, upon reflection, you can explain with research?

 

Guest Lectures (TBA)

When relevant/appropriate, guest lecturers may visit our class (or we will visit them) for a lecture and/or workshop.

 

Faculty

Bethany Chamberlain

Faculty Bio: My academic background is in psychology and research methodology (MSc from University of Strathclyde, BA from Bemidji State University). I have varied work experience including researcher, research assistant, teacher, tutor, etc. More recently I worked on a PhD project relating to the decision-making processes of machine learning researchers but withdrew and am now considering other research proposals relating to mental health, interdisciplinarity, technology in education, and more. Over the years, I've had the opportunity to live, work, and study in the USA, China, Sweden, and Scotland, but I am currently (and happily!) settled in Denmark with my husband and four cats. When I'm not busy with research, teaching, or traveling, you'll find me cooking, baking, reading (and leading a monthly book club), writing, or playing board/card/video games. I've been with DIS since 2021, primarily in the S&H department teaching Public Mental Health, but also helping in the Psychology department.

 

Approach to Teaching

The teaching in this course is based on experiential learning, so I expect you to participate actively in class exercises, reflection, and discussion.  In so doing, you are requested to follow the following rules of exercises, written assignments, and discussions:

• Any personal information revealed in this class is confidential. You may share ideas and experiences with people outside the class, but no information referring to personal identities should be revealed.  Any violation of this confidentiality will be dealt with severely.
• Nobody is wrong! In discussion, you should not challenge someone else's opinions or experience. It is appropriate to acknowledge differences, but with the understanding that there is no correct experience or opinion.  Everyone should be treated with civility and respect.
• Everyone has the right to challenge someone's factual statements on the accuracy of the facts.

 

Grading

Assignment Groups	Evaluated...	Percentage
Participation and Engagement	Individually	10%
Readings and Discussion	Individually	20%
Creative Research Presentations	Group	20%
Case Intervention (Peer Coaching)	Individually	25%
Reflection Paper	Individually	25%
Total		100%

 

Participation

Your attendance and active participation are essential in all aspects of this course including class sessions, study tour sessions, and course-related field studies, as well as activities in class discussions, team work and general contribution to the progress of the class. Class meetings will involve lectures but also experiments, tests and exercises, movies, guest speakers, student presentations, and debates; questions and discussion are expected, in fact, required.  Furthermore, attendance is mandatory.

 

Fostering Individual Flourishing

A Real Case Intervention Plan based on a Positive Psychology Peer Coaching Session (4 pages) 

“Where coaching interventions are primarily used to enhance goal attainment, Positive Psychology interventions are primarily used as means of enhancing well-being. However, despite the clear synergies between coaching and Positive Psychology there has been little work done on developing models that integrate these two separate but highly complementary change methodologies” (Grant, A. M. and Spence, G. B., 2010).

In this assignment you will practice Positive Psychology coaching, explore what coaching can do for Positive Psychology, and develop an evidence based intervention plan tailored to this real case and based on Positive Psychology theory and research.

“Fostering Individual Flourishing”’ is a combined group and individual assignment. In groups of three you will carry out, and reflect on a Positive Psychology coaching session with a peer client and an observer.  After the session you will receive feedback on your coaching from the observer and the client. You will use your experience from this session as point of departure to write an individual assignment, in which you reflect on your coaching experience, elaborate on the synergies between coaching and Positive Psychology, and develop an theory- and research based intervention plan.

Content

The “Fostering Individual Flourishing” assignment consists of two parts:

Part 1: Practice Positive Psychology coaching applying basic coaching skills and Positive Psychology.

The session takes place in groups of three students: one coach, one client and one observer. Each student will be coach, client and observer. Each session takes approximately 30 minutes. After the session the coach receives feedback from the observer and the client.

Part 2: An individually written assignment, which must include:

A short presentation of the client’s issue/ goal

• A short summary of the coaching session, including mentioning the main skills and interventions applied

• Your reflections on the coaching experience

• An elaboration on the synergies between coaching and Positive Psychology

• An evidence based positive psychology intervention plan

• Arguments and reflections for your intervention plan. What are the theoretical oriented arguments behind your intervention plan? You should use theory to be the foundation behind your intervention plan. Also you are supposed to find and include research results supporting your intervention plan.

• Critical reflections about your intervention plan: What might the pitfalls be?

 

Learning Material

Required Book (available at the DIS Library):

• Frankl, Victor E. (2006). Man’s Search for Meaning. Beacon Press

 Learning material by lesson:

• Introduction
  • Campos, J. J. (n.d.). When the Negative Becomes Positive and the Reverse: Comments on Lazarus’s Critique of Positive Psychology.
  • Helliwell, E. J., Layard, R., & Sachs, J. (2013). World Happiness REPORT 2013.
  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61–83.
  • Lazarus, R. S. (2003). Does the Positive Psychology Movement Have Legs? Psychological Inquiry, 14, 93–109.
  • Seligman, M. E. P. (2011). What is Well-Being? In Flourish: A visionary new understanding of happiness and well-being (1st Free Press hardcover ed). New York: Free Press.
  • TED (Director). (2008). The new era of positive psychology | Martin Seligman. [link]
  • Test Prep Gurus (Newport Beach) (Director). (2012). What is Positive Psychology? [link]
  • The Secret. (2023, January 12). In If Books Could Kill. [link]
• Foundations of Wellbeing
  • Christensen, K., Herskind, A. M., & Vaupel, J. W. (2006). Why Danes are smug: Comparative study of life satisfaction in the European Union. BMJ, 333, 1289–1291.
  • Delle Fave, A., Brdar, I., Freire, T., Vella-Brodrick, D., & Wissing, M. P. (2011). The Eudaimonic and Hedonic Components of Happiness: Qualitative and Quantitative Findings. Social Indicators Research, 100, 185–207.
  • How meditation can help you live a flourishing life, with Richard Davidson, PhD. (2021, March 31). In Speaking of Psychology. [link]
  • Lyubomirsky, S., Dickerhoof, R., Boehm, J. K., & Sheldon, K. M. (2011). Becoming happier takes both a will and a proper way: An experimental longitudinal intervention to boost well-being. Emotion, 11, 391–402.
  • Lyubomirsky, S., & Layous, K. (2013). How Do Simple Positive Activities Increase Well-Being? Current Directions in Psychological Science, 22, 57–62.
  • Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13, 333–335.
  • TED (Director). (2012). The surprising science of happiness | Dan Gilbert. [link]
  • Yale (Director). (2018). Start a New Journey—The Science of Well-Being by Yale University #1 [PLAYLIST]. [link]
• Positive Emotions
  • Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84, 377–389.
  • Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95, 1045–1062.
  • Kok, B. E., Coffey, K. A., Cohn, M. A., Catalino, L. I., Vacharkulksemsuk, T., Algoe, S. B., … Fredrickson, B. L. (2013). How Positive Emotions Build Physical Health: Perceived Positive Social Connections Account for the Upward Spiral Between Positive Emotions and Vagal Tone. Psychological Science, 24, 1123–1132.
  • Positive Psychology in a Pandemic, with Martin Seligman, PhD. (2021, January 20). In Speaking of Psychology. [link]
  • TEDx Talks (Director). (2014). The science of emotions: Jaak Panksepp at TEDxRainier. [link]
  • TEDx Talks (Director). (2016). The Ten Keys to Happier Living | Vanessa King | TEDxStPeterPort. [link]
  • Whitney Goodman || Toxic Positivity. (2022, June 9). In The Psychology Podcast. [link]
• Character Strengths and Virtues
  • Grant, A. M., & Schwartz, B. (2011). Too Much of a Good Thing: The Challenge and Opportunity of the Inverted U. Perspectives on Psychological Science, 6, 61–76.
  • Linley, P. A., & Harrington, S. (2006). Strengths Coaching: A potential-guided approach to coaching psychology. International Coaching Psychology Review, 1, 37–46.
  • Skye Cleary || Simone de Beauvoir and the Quest for Authentic Living. (2022, August 25). In The Psychology Podcast. [link]
  • TEDx Talks (Director). (2017). A Universal Language that Describes What’s Best in Us | Ryan Niemiec | TEDxXavierUniversity. [link]
  • Tiffany Shlain & Let It Ripple Studio (Director). (2014). The Science of Character. [link]
  • What is Creativity? || The Human Potential Lab. (2023, April 27). In The Psychology Podcast. [link]
• Positive Relationships
  • Aknin, L. B., Dunn, E. W., & Norton, M. I. (2012). Happiness Runs in a Circular Motion: Evidence for a Positive Feedback Loop between Prosocial Spending and Happiness. Journal of Happiness Studies, 13, 347–355.
  • Becky Kennedy || Good Parenting. (2022, November 17). In The Psychology Podcast. [link]
  • Helping transgender people thrive (SOP30). (2015, October 12). In Speaking of Psychology. [link]
  • How close relationships keep us healthy and happy, with Richard Slatcher, PhD. (2021, November 3). In Speaking of Psychology. [link]
  • TED (Director). (2017). The secret to living longer may be your social life | Susan Pinker. [link]
  • TEDx Talks (Director). (2019). The power of forgiveness  | Carine Kanimba | TEDxPortland. [link]
• Meaning, Purpose, Accomplishment, Goals
  • Awakening from the Meaning Crisis || John Vaervaeke. (2023, May 11). In The Psychology Podcast. [link]
  • Daniel Schmachtenberger || Towards a Radical Cultural Enlightenment. (2022, February 24). In The Psychology Podcast. [link]
  • Fredrickson, B. L., & Losada, M. F. (2005). Positive Affect and the Complex Dynamics of Human Flourishing. American Psychologist, 60, 678–686.
  • How to Overcome Setbacks in Business. (2023, February 7). In AntiFragile Entrepreneurship™. [link]
  • Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core Self-Evaluations and Job and Life Satisfaction: The Role of Self-Concordance and Goal Attainment. Journal of Applied Psychology, 90, 257–268.
  • Sheldon, K. M. (2014). Becoming Oneself: The Central Role of Self-Concordant Goal Selection. Personality and Social Psychology Review, 18, 349–365.
  • TED (Director). (2013). Grit: The power of passion and perseverance | Angela Lee Duckworth. [link]
  • TED (Director). (2017). There’s more to life than being happy | Emily Esfahani Smith. [link]
  • TEDx Talks (Director). (2013a). How to know your life purpose in 5 minutes | Adam Leipzig | TEDxMalibu. [link]
  • TEDx Talks (Director). (2013b). The psychology of self-motivation | Scott Geller | TEDxVirginiaTech. [link]
• Mindfulness and Flow
  • Fredrickson, B. L. (2013). Updated thinking on positivity ratios. American Psychologist, 68, 814–822.
  • How meditation can help you live a flourishing life, with Richard Davidson, PhD. (2021, March 31). In Speaking of Psychology. [link]
  • TED (Director). (2008). Mihaly Csikszentmihalyi: Flow, the secret to happiness. [link]
  • TED (Director). (2013). All it takes is 10 mindful minutes | Andy Puddicombe. [link]
• Positive Psychology Interventions
  • Bushe, G. R. (2013). Appreciative inquiry: Theory and critique. Routledge Companion to Organizational Change. [link]
  • Hanson, K. (2019). Positive Psychology for Overcoming Symptoms of Depression: A Pilot Study Exploring the Efficacy of a Positive Psychology Self-Help Book versus a CBT Self-Help Book. Behavioural and Cognitive Psychotherapy, 47, 95–113.
  • How to cope with climate anxiety, with Thomas Doherty, PsyD, and Ashlee Cunsolo, PhD. (2021, April 21). In Speaking of Psychology. [link]
  • James, T., & Walters, V. (2020). How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60, 170–189.
  • Positive Psychology in a Pandemic, with Martin Seligman, PhD. (2021, January 20). In Speaking of Psychology. [link]
  • Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 60, 410–421.
  • TED (Director). (2012). The happy secret to better work | Shawn Achor. [link]
  • TEDx Talks (Director). (2019). The three secrets of resilient people | Lucy Hone | TEDxChristchurch. [link]
• Resilience and Coping
  • Ambiguous loss and the “myth of closure,” with Pauline Boss, PhD. (2022, March 29). In Speaking of Psychology. [link]
  • Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is Stronger than Good. Review of General Psychology, 5, 323–370.
  • How grieving changes the brain, with Mary-Frances O’Connor, PhD. (2022, March 30). In Speaking of Psychology. [link]
  • How to cope with climate anxiety, with Thomas Doherty, PsyD, and Ashlee Cunsolo, PhD. (2021, April 21). In Speaking of Psychology. [link]
  • How to Overcome Setbacks in Business. (2023, February 7). In AntiFragile Entrepreneurship™. [link]
  • Lazarus, R. S. (2003). Does the Positive Psychology Movement Have Legs? Psychological Inquiry, 14, 93–109.
  • TED (Director). (2013). How to make stress your friend | Kelly McGonigal. [link]
  • TEDx Talks (Director). (2013). The Power of Resilience: Sam Goldstein, Ph.D. at TEDxRockCreekPark. [link]
• Positive Psychology in Practice
  • Aaron Beck || Humanizing Psychiatry. (2021, November 29). In The Psychology Podcast. [link]
  • Big Think (Director). (2022). Don’t chase happiness. Become antifragile | Tal Ben-Shahar | Big Think. [link]
  • Cavanagh, M. (n.d.). International Coaching Psychology Review.
  • Christine Robinson || Community Psychology. (2022, June 23). In The Psychology Podcast. [link]
  • James, T., & Walters, V. (2020). How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60, 170–189.
  • Myers, D. (2004, June 18). The Secret to Happiness. YES! Magazine. [link]
  • TED (Director). (2022). 5 Parenting Tips for Raising Resilient, Self-Reliant Kids | Tameka Montgomery | TED. [link]
  • TEDx Talks (Director). (2018). The Impact of Positive Psychology | Anthony Petroy | TEDxMissouriS&T. [link]
  • The Flourishing Center (Director). (2020). Positive Psychology Parenting. [link]
• Summary & Future Directions
  • 803: Martin Seligman | Flourishing in an Uncertain Future. (2023, March 2). In The Jordan Harbinger Show. [link]
  • Action for Happiness (Director). (2014). Positive Psychology for a Happier World—With Dr Ilona Boniwell. [link]
  • Dr. Laurie Santos (Director). (2023). The Man Who Invented Happiness Science: Marty Seligman | The Happiness Lab | Dr. Laurie Santos. [link]
  • Happier TV (Director). (2017). Happier Talk with Dr. Dan Tomasulo. [link]
  • Held, B. S. (2004). The Negative Side of Positive Psychology. Journal of Humanistic Psychology, 44, 9–46.
  • Helliwell, E. J., Layard, R., & Sachs, J. (2013). World Happiness REPORT 2013.
  • Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 60, 410–421.

 

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

 

Academic Regulations  

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code