Close
Spring 2025

Course Syllabus

Jump to Today

Positive Psychology Practicum: Methods and Practice

 DIS Logo

image.png

Semester & Location:

Spring 2025 - DIS Copenhagen
Type & Credits:

Elective - 3 credits
Major Disciplines:

Education/Educational Studies, Human Development, Psychology
Prerequisite:

One psychology course at the university level.
Corequisite Course(s):

Positive Psychology
Faculty Members:

Bethany Chamberlain

(current students please contact via the Canvas Inbox)
Program Contact:

Department email address psy.cns@dis.dk
Time & Place:

In class: Thursdays 11:40-13:00

Placements: 3hr sessions weekly at sites, placement times vary

Classroom: N7-A20

 

Faculty

 

Bethany Chamberlain DIS Headshot 2024

Bethany Chamberlain

My academic background is in psychology and research methodology (MSc from University of Strathclyde, BA from Bemidji State University). My research interests focus on mental health and wellbeing, interdisciplinary approaches to research and education, and the integration of technology in teaching and learning. Since joining DIS in 2021, I've taught across both the Science & Health department (Public Mental Health) and Psychology department (Positive Psychology, Positive Psychology Practicum, and other courses). Additionally, I work with the DIS Faculty Learning Lab fostering dialogue around the responsible and beneficial use of AI tools in academic settings. My teaching philosophy emphasizes experiential learning and active engagement, prioritizing small group work, class discussions, and hands-on projects over traditional lectures. I strive to create opportunities for students to personally connect with course content both in and outside the classroom. Outside of DIS, I lead a monthly book club and enjoy spending time in my garden with my husband and three cats. I also love traveling and exploring new places and trying new foods. While I am currently settled in Denmark, I have previously lived in Sweden, Scotland, China, and various US states. I'm always happy to discuss experiences of living/studying/working abroad, share book recommendations, or chat about research and mental health.

 

Course Description

This practicum provides a unique opportunity to explore and apply positive psychology concepts in real Danish organizational settings. Through a structured five-phase approach (Define, Discover, Dream, Design, and Destiny), students develop practical skills while gaining firsthand experience in how positive psychology principles manifest in Danish cultural contexts. The course combines weekly class sessions with supervised practicum visits. For the practicum visits, students are placed at various Copenhagen-based sites such as educational institutions, organizations for older adults, and cultural centers. At these practicum sites, students observe and participate in the daily activities of the site to identify elements of positive psychology that may be at work. Students will interview site staff and/or users on aspects of positive functioning in the organizations and develop interventions informed by positive psychology to be implemented at the site. During class sessions, students will focus on developing qualitative research skills, analyzing their experiences in the field, and designing effective interventions. Thus, the practicum is a unique experience where students are able to take what they are learning from their core course and apply it immediately in the field.

 

Practicum Structure

Weekly Components

  • Class Sessions (1 hour 20 minutes): Develop research skills, analyze field experiences, and work on intervention design
  • Site Visits (3 hours): Engage with site activities, conduct observations, and implement interventions
  • Independent Work: Document experiences, reflect on observations, and prepare materials for portfolio development

Site Placement

Students are placed at local organizations where they can observe and apply positive psychology concepts. Sites may include:

  • Educational institutions for children and adolescents
  • Organizations for older adults
  • Cultural organizations
  • Community centers

Practicum visits will never clash with your other classes, but in order to ensure this it's crucial that you have your enrolled classes up to date and you let us know immediately if you are adding/dropping a course. Each student must complete a minimum of 30 hours at their assigned site over the course of the semester. These hours must be documented and verified by the site supervisor. If a site visit is missed due to illness or other reasons, it is the student's responsibility to reach out to their site contact immediately to reschedule.

 

Theoretical Framework: Appreciative Inquiry

This practicum is structured around Appreciative Inquiry (AI), a strengths-based approach to organizational development and change. This approach aligns naturally with positive psychology's emphasis on strengths and optimal functioning. Through the AI framework, students learn to identify and build upon what works well rather than focusing solely on solving problems. AI follows a 5-D cycle that invites ongoing exploration into new opportunities for learning, growth, and innovation:

  • Define: Choose the affirmative topic or focus for the inquiry
    • Students work with their sites to identify meaningful areas for positive psychology applications.
  • Discover: Inquire into positive moments and share stories
    • Students systematically document what works well at their sites, collecting evidence of positive practices.
  • Dream: Create inspiring images of a desired future
    • Building on discovered strengths, students envision possibilities for enhancing wellbeing using approaches from positive psychology.
  • Design: Innovate ways to create the ideal future
    • Students develop concrete plans for positive psychology interventions that build on existing strengths.
  • Destiny: Live your design & make changes as needed
    • Students implement their designed interventions, adapt based on feedback, and work to ensure sustainability.

 

Detailed Learning Objectives

The practicum experience follows the five phases of Appreciative Inquiry, with specific objectives for each phase:

Define & Discover Phase (Visits # 1-3)

  • Choose meaningful focus areas for positive psychology application
  • Develop skills in appreciative observation and documentation
  • Learn to identify and analyze organizational strengths
  • Understand how positive psychology manifests in Danish contexts

Dream & Design Phase (Visits # 4-6)

  • Envision possibilities for enhancing wellbeing through positive psychology
  • Create intervention proposals based on discovered strengths
  • Develop concrete implementation plans in collaboration with site staff and/or site users
  • Apply research-based approaches to intervention design

Destiny Phase (Visits # 7-9)

  • Implement designed interventions
  • Collect feedback and adapt approaches as needed
  • Document outcomes and impact

Wrapping Up (Visit # 10)

  • Share final recommendations with site
  • Create sustainability plans for your intervention
  • Reflect on learning and growth throughout practicum

 

Evaluation
Component Weight
Active Participation and Engagement 15%
Define & Discover Phase Deliverables (Visits 1-3) 15%
Dream & Design Phase Deliverables (Visits 4-6) 15%
Destiny Phase Deliverables (Visits 7-9) 15%
Final Portfolio 30%
DIS Festival Presentation 10%

 

Evaluation Criteria

Active Participation and Engagement (15%)

  • Consistent attendance and punctuality at both class sessions and site visits
  • Quality of contributions to class discussions
  • Engagement with site activities and supervisor feedback
  • Completion of required practicum hours (minimum 30 hours)

Phase Assessments (45% total)

  • Define & Discovery Phases (15%): Field notes, preliminary observations, site analysis, etc
  • Dream & Design Phases (15%): Intervention proposals, organizational strength analysis, etc
  • Destiny Phase (15%): Intervention implementation, documentation, evaluation, etc

Final Portfolio (30%)

A comprehensive documentation of your practicum experience including:

  • Cultural context and site experience
  • Application of theoretical concepts
  • Organizational strengths analysis
  • Reflection on interventions and outcomes
  • Reflection on professional development
  • Recommendations and insights for the site

DIS Festival Presentation (10%)

  • Clear communication of key insights
  • Evidence of cultural understanding
  • Integration of theory and practice
  • Engaging presentation skills

 

Policies

Policy on late assignments:

Unless otherwise stated, the following is used for grading late assignments:

  • If you turn in a late assignment within one (1) week, your grade will be reduced by 10%
    • For example, if you would have gotten 100%, you would now get 90%
  • If you turn in a late assignment within two (2) weeks, your grade will be reduced by 20%
    • For example, if you would have gotten 100%, you would now get 80%
  • If you turn in a late assignment within three (3) weeks, your grade will be reduced by 30%
    • For example, if you would have gotten 100%, you would now get 70%
  • If you turn in a late assignment within four (4) weeks, your grade will be reduced by 40%
    • For example, if you would have gotten 100%, you would now get 60%
  • If you turn in a late assignment by the end of the semester, your grade will be reduced by 50%
    • For example, if you would have gotten 100%, you would now get 50%

Use of laptops or phones in class:

Laptops are only to be used for appropriate class-related activities and should not be used in any way that will distract your peers. Your instructor will make it clear when laptop use is permitted. Phones and smart-watches should not be used in class. Phones should be placed in silent mode when arriving for class and students should not have them out during class unless you have a specific reason that has been discussed with the instructor ahead of time. If your use of technology is due to an official or unofficial accommodation you require to succeed in class, please let me know at the beginning of the semester and/or reach out to the appropriate contact at DIS (care@dis.dk).

Office hours:

I am usually available for unscheduled meetings before or after class on Thursdays. Otherwise, please send me a message through Canvas to schedule a meeting (incl. preferred day, time, topic, and if relevant whatever file you want me to review before the meeting). With regard to scheduling meetings, plan ahead! In my opinion, it's always better to schedule a meeting you think you might need and cancel it later if you find you're progressing without issue.

Student organization and documentation:

For all assignments in this course, consider this policy carefully! In order to foster your active learning and engagement in the writing process, please note that your notes and drafts related to any assignment could be requested for review at any time. Keep them organized and readily available until your final course grade is posted on Canvas.

 

Academic Regulations

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

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

AI Tools

Although AI tools are valuable, they should support human creativity and critical thinking, not replace them. Therefore, the use of AI tools (e.g., ChatGPT) is permitted within defined contexts if you include proper attribution. Usage outside of the predefined contexts and without attribution will be considered a breach of our Academic Honesty Policy. Detailed instructions will be provided during the course.

 

Required Materials

Readings

Please always check the relevant information for lectures and assignments to confirm which articles are required or recommended, as well as if you need to read an entire paper or only certain pages/sections. An indicative reading list is below and all educational materials can be accessed through Canvas unless otherwise stated.

Lecture 1
  • Bálint, Á. (2014). Towards the Positive Psychology of Adolescence. Hungarian Educational Research Journal, 4(2).
  • Capaldi, C., et al. (2015). Flourishing in nature: A review of the benefits of connecting with nature and its application as a wellbeing intervention. International Journal of Wellbeing, 5(4), 1-16.
  • David L. Cooperrider. (n.d.). Positive Image, Positive Action: The Affirmative Basis of Organizing. In Appreciative Inquiry: An Emerging Direction for Organization Development (pp. 1-20).
  • Kragh-Müller, G., & Isbell, R. (2011). Children's Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States. Early Childhood Education Journal, 39(1), 17-27.
  • Willig, C. (2004). Introducing Qualitative Research in Psychology: Adventures in Theory and Method.
Lecture 2
  • DeWalt, K. M., & DeWalt, B. R. (2011). Chapter 1: What is Participant Observation? In Participant Observation: A Guide for Fieldworkers (2nd ed).
  • DeWalt, K. M., & Dewalt, B. R. (2011). Chapter 8: Informal Interviewing in Participant Observation. In Participant observation: A guide for fieldworkers (2nd ed).
  • Schein, E. H. (1990). Organizational Culture. American Psychologist, 45(2), 109-119.
Lecture 3
  • Bushe, G. R. (2013). Appreciative inquiry: Theory and critique. Routledge Companion to Organizational Change.
  • Cooperrider, D. (n.d.). The Method of Appreciative Inquiry.
  • Cooperrider, D. (n.d.). Worksheet on The Method of Appreciative Inquiry.
  • Nelson, M. R., & Shavitt, S. (2002). Horizontal and Vertical Individualism and Achievement Values: A Multimethod Examination of Denmark and the United States. Journal of Cross-Cultural Psychology, 33(5), 439-458.
Lecture 4
  • Brinkmann, S., & Kvale, S. (2015). Conducting an Interview. In InterViews: Learning the Craft of Qualitative Research Interviewing (Third edition).
  • Cooperrider, D. L., Whitney, D. K., & Stavros, J. M. (2008). Discovery: What Gives Life. In Appreciative inquiry handbook (2nd ed., premium ed).
  • Kvale, S., & Brinkmann, S. (2015). Interview Variations. In InterViews: Learning the Craft of Qualitative Research Interviewing (Third edition).
Lecture 5
  • Gemignani, M., & Peña, E. (2007). Postmodern conceptualizations of culture in social constructionism and cultural studies. Journal of Theoretical and Philosophical Psychology, 27-28(2-1), 276-300.
  • Talja, S. (n.d.). Analyzing Qualitative Interview Data: The Discourse Analytic Method.
  • Whitney, D. K. (2005). Encyclopedia of positive questions: Volume one : using appreciative inquiry to bring out the best in your organization.
Lecture 6
  • Davis, K., et al. (2012). The Theory of Multiple Intelligences. In Cambridge Handbook of Intelligence (pp. 485-503).
  • Gemignani, M., & Peña, E. (2007). Postmodern conceptualizations of culture in social constructionism and cultural studies. Journal of Theoretical and Philosophical Psychology, 27-28(2-1), 276-300.
  • Talja, S. (n.d.). Analyzing Qualitative Interview Data: The Discourse Analytic Method.
  • Waters, L. (2011). A Review of School-Based Positive Psychology Interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90.
Lecture 7
  • Henriksen, J. (2009). Creating a Great Place to Work in a Danish Public School. In AI Practitioner (Vol. 11, pp. 16-25).
  • Pedrotti, J. T. & Edwards, Lisa M. (2017). Cultural Context in Positive Psychology: History, Research, and Opportunities for Growth. In Scientific Advances in Positive Psychology.
Lecture 8
  • No required readings
Lecture 9
  • Katherine Jacobs Bao & Sonja Lyubomirsky. (2014). Making Happiness Last: Using the Hedonic Adaptation Prevention Model to Extend the Success of Positive Interventions. In The Wiley-Blackwell handbook of positive psychological interventions.
  • Schueller, S. M. (2014). Person-Activity Fit in Positive Psychological Interventions. In The Wiley-Blackwell handbook of positive psychological interventions.
Lecture 10
  • Hans Henrik Knoop. (n.d.). The Application of MI Theory in Danish Education. In Multiple Intelligences Around the World (pp. 156-168).
Lecture 11
  • Blackie, L. E. R., et al. (2014). Act Well to Be Well: The Promise of Changing Personality States to Promote Well-Being. In The Wiley-Blackwell handbook of positive psychological interventions.
  • Csikszentmihalyi, M. (Ed.). (2020). POSITIVE PSYCHOLOGY AND A POSITIVE WORLDVIEW: New Hope for the Future of Humankind. In Positive Psychological Science: Improving Everyday Life, Well-Being, Work, Education, and Societies Across the Globe (2nd edition).

 

DIS - Study Abroad in Scandinavia - www.disabroad.org

Course Summary:

Date Details Due