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Positive Psychology E

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Semester & Location: Fall 2025 - DIS Copenhagen
Type & Credits: Core Course - 3 credits
Course Study Tours: Western Denmark, Prague
Major Disciplines: Education/Educational Studies, Human Development, Psychology
Prerequisite: One psychology course at university level.
Faculty Member: Bethany Chamberlain

(current students please use the Canvas Inbox to contact)
Program Contact: Psychology Department: psy.cns@dis.dk
Time & Place:

Mondays & Thursdays 8:30-9:50

Classroom: V10-A22

 

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 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 abroad, share book recommendations, or chat about research and mental health.

 

Course Description

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). We will explore what psychology says about human flourishing and happiness and 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)

 

Teaching Approach & Course Structure

Teaching Philosophy and Style

My teaching style is highly interactive and experiential. Rather than traditional lectures, I create an engaging classroom environment where students actively participate in their learning through:

  • Facilitated discussions where we collaboratively explore complex topics
  • Small group activities that allow for deeper analysis and peer learning
  • Real-world applications through field studies and study tours
  • Student-driven discussions where you can contribute your unique perspectives
  • Regular feedback and reflection opportunities to ensure the course meets your learning needs

You can expect me to:

  • Provide clear frameworks and context for each topic
  • Create a supportive environment for trying out new ideas
  • Offer guidance while encouraging independent thinking
  • Draw connections between theory and real-world applications
  • Be available for questions and discussion both in and outside of class
  • Adapt teaching methods based on class needs and interests

Student Expectations

The course includes a carefully curated selection of academic articles and readings. To get the most out of our discussions, you're expected to complete these readings before class and come prepared to engage with the material. Active participation means not just having read the material, but having thought critically about it: What questions does it raise? How does it connect to other topics or real-world situations? What might you disagree with?

 

Study Tours

As a core course, Positive Psychology includes both a short study tour and a long study tour. These tours are integral parts of the course, providing unique opportunities to explore positive psychology concepts in different cultural contexts and apply theoretical frameworks to real-world settings.

Short Study Tour: Western Denmark

Our journey through Western Denmark focuses on mindfulness, savoring, and the cultivation of present-moment awareness. Through visits to various locations and interactions with local residents, we'll explore:

  • Mindfulness practices and their integration into daily life
  • Techniques for savoring experiences and enhancing well-being
  • The relationship between environment and psychological well-being

Long Study Tour: Prague and Brno

During our time in the Czechia, we'll examine themes of resilience and the power of narrative through the lens of historical and contemporary experiences. Key focus areas include:

  • Historical narratives and their impact on collective resilience
  • Storytelling as a tool for understanding and processing experiences
  • The development of psychological resilience in response to societal changes

Both study tours include a mix of academic visits, cultural activities, and opportunities for personal reflection. Active participation and engagement are essential components of these experiences.

 

Evaluation and Grading

Assessment will be based on a combination of assignments, participation, presentations, reflections, and projects. Feedback will be provided throughout the course to support students' learning and progress.
Assignment Groups Weight
Participation and Engagement 10%
Readings and Discussion 20%
Creative Research Presentations 20%
Peer Coaching Interventions 25%
Reflection Paper 25%

 

Required Materials

Required Book (available at the DIS Library):

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

 

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.

Theme 1: Foundations of Human Flourishing 

Core Theory & Research: 

Critical Perspectives: 

Cross-Cultural Foundations: 

Theme 2: Mindful Living 

Mindfulness Research: 

  • Khong, B. S. L. (2021). Revisiting and re-envisioning mindfulness: Buddhist and contemporary perspectives. The Humanistic Psychologist, 49(1), 3–18. https://doi.org/10.1037/hum0000238

Cultural Wellness Practices: 

Flow and Engagement: 

  • Creativity—Flow and the psychology of discovery and invention. (n.d.).

Nature and Environment: 

  • Swami, V., White, M. P., Voracek, M., Tran, U. S., Aavik, T., Ranjbar, H. A., Adebayo, S. O., Afhami, R., Ahmed, O., Aimé, A., Akel, M., Al Halbusi, H., Alexias, G., Ali, K. F., Alp-Dal, N., Alsalhani, A. B., Álvarez-Solas, S., Soares Amaral, A. C., Andrianto, S., … Stieger, S. (2024). Exposure and connectedness to natural environments: An examination of the measurement invariance of the Nature Exposure Scale (NES) and Connectedness to Nature Scale (CNS) across 65 nations, 40 languages, gender identities, and age groups. Journal of Environmental Psychology, 99, 102432. https://doi.org/10.1016/j.jenvp.2024.102432
Theme 3: Individual and Relational Strengths

Character Strengths: 

  • Peterson, C., & Park, N. (n.d.). Chapter 4—Character strengths and vritues—Their role in well-being. In Applied Positive Psychology.

Positive Relationships: 

  • Du, X., Livingstone, A. G., & Adlam, A. R. (2023). Felt understanding as a bridge between social identity and wellbeing among international university students. Journal of Community & Applied Social Psychology, 34(1), e2722. https://doi.org/10.1002/casp.2722
  • Myers, D. G. (n.d.). Chapter 19—Close relationships and quality of life. In Well-being.

Prosocial Behavior: 

  • Aknin, L. B., Dunn, E. W., & Norton, M. I. (2011). Happiness Runs in a Circular Motion: Evidence for a Positive Feedback Loop between Prosocial Spending and Happiness. Journal of Happiness Studies, 13(2), 347–355. https://doi.org/10.1007/s10902-011-9267-5
  • Aknin, L. B., Sandstrom, G. M., Dunn, E. W., & Norton, M. I. (2011). It’s the Recipient That Counts: Spending Money on Strong Social Ties Leads to Greater Happiness than Spending on Weak Social Ties. PLOS One, 6(2), e17018. https://doi.org/10.1371/journal.pone.0017018
  • Baskerville, K., Johnson, K., Monk–Turner, E., Slone, Q., Standley, H., Stansbury, S., Williams, M., & Young, J. L. (2000). Reactions to random acts of kindness. Social Science Journal, 37(2), 293–298. https://doi.org/10.1016/s0362-3319(00)00062-8
  • Curry, O. S., Rowland, L. A., Van Lissa, C. J., Zlotowitz, S., McAlaney, J., & Whitehouse, H. (2018). Happy to help? A systematic review and meta-analysis of the effects of performing acts of kindness on the well-being of the actor. Journal of Experimental Social Psychology, 76, 320–329. https://doi.org/10.1016/j.jesp.2018.02.014
  • Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008). Spending Money on Others Promotes Happiness. Science, 319(5870), 1687–1688. https://doi.org/10.1126/science.1150952
  • Kumar, A., & Epley, N. (2021). A Little Good Goes an Unexpectedly Long Way: Underestimating the Positive Impact of Kindness on Recipients [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/3yast
  • Layous, K., Nelson, S. K., Oberle, E., Schonert‐Reichl, K. A., & Lyubomirsky, S. (2012). Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and Well-Being. PLOS One, 7(12), e51380. https://doi.org/10.1371/journal.pone.0051380

 

Theme 4: Meaning-Making and Goal Pursuit

Meaning and Purpose: 

Resilience:

  • Sippel, L. M., Pietrzak, R. H., Charney, D. S., Mayes, L. C., & Southwick, S. M. (2015). How does social support enhance resilience in the trauma-exposed individual? Ecology and Society, 20(4), art10. https://doi.org/10.5751/ES-07832-200410
  • Understanding resilience. (2023).
  • Ungar, M. (2018). Systemic resilience: Principles and processes for a science of change in contexts of adversity. Ecology and Society, 23(4), art34. https://doi.org/10.5751/ES-10385-230434

Goals and Achievement:

  • 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(2), 257–268. https://doi.org/10.1037/0021-9010.90.2.257
  • Locke, E. A. (n.d.). Setting goals for life and happiness. In Handbook of Positive Psychology.
  • Locke, E. A. (1996). Motivation through conscious goal setting. Applied & Preventive Psychology, 2(5), 117–124. https://doi.org/10.1016/S0962-1849(96)80005-9
  • Locke, E. A., & Latham, G. P. (1990). Goal setting theory—An introduction. In A Theory of Goal Setting & Task Performance (1. [print.]). Prentice Hall.
  • Miquelon, P., & Vallerand, R. J. (2008). Goal motives, well-being, and physical health: An integrative model. Canadian Psychology / Psychologie Canadienne, 49(3), 241–249. https://doi.org/10.1037/a0012759

Self-Determination Theory: 

  • Lynch, M. F., La Guardia, J. G., & Ryan, R. M. (2009). On being yourself in different cultures: Ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States. The Journal of Positive Psychology, 4(4), 290–304. https://doi.org/10.1080/17439760902933765
Theme 5: Stories of Resilience (Czech Focus)

Czech Republic Context: 

Czech Mental Health & Psychology: 

  • Cosma, A., Költő, A., Baďura, P., Winkler, P., & Kalman, M. (2021). Time trends in adolescent mental wellbeing in the Czech Republic between 2002 and 2018: Gender, age and socioeconomic differences. Central European Journal of Public Health, 29(4). https://doi.org/10.21101/cejph.a6717
  • Kågström, A., Alexová, A., Tušková, E., Csajbók, Z., Schomerus, G., Formánek, T., Mladá, K., Winkler, P., & Čermáková, P. (2019). The treatment gap for mental disorders and associated factors in the Czech Republic. European Psychiatry, 59. https://doi.org/10.1016/j.eurpsy.2019.04.003
  • Kotera, Y., Andrzejewski, D., Dosedlová, J., Taylor, E., Edwards, A.-M., & Blackmore, C. (2022). Mental Health of Czech University Psychology Students: Negative Mental Health Attitudes, Mental Health Shame and Self-Compassion. Health Care, 10(4), 676. https://doi.org/10.3390/healthcare10040676
  • Kotera, Y., Maybury, S., Liu, G., Colman, R., Lieu, J., & Dosedlová, J. (2022). Mental Well-Being of Czech University Students: Academic Motivation, Self-Compassion, and Self-Criticism. Health Care, 10(11), 2135. https://doi.org/10.3390/healthcare10112135

Czech Healthcare & Social Systems: 

  • Dobiášová, K., Kotrusová, M., & Wolfová, M. (2021). Engaging with the Beneficiaries in Reforming Health Care. A Case Study of Patient Involvement in the Reform of Psychiatric Care in the Czech Republic. Transylvanian Review of Administrative Sciences, 17(63), 30–48. https://doi.org/10.24193/tras.63E.2
  • Pec, O. (2018). Mental health reforms in the Czech Republic. Bjpsych International, 16(1), 4–6. https://doi.org/10.1192/bji.2017.27
  • Winkler, P., Formánek, T., Mladá, K., & Lacko, S. E. (2021). Development of public stigma toward people with mental health problems in Czechia 2013–2019. European Psychiatry, 64(1). https://doi.org/10.1192/j.eurpsy.2021.2226

Resilience Through Adversity:

Hope Research (Czech Studies): 

  • Slezackova, A., Malatincova, T., Millova, K., Svetlak, M., & Krafft, A. M. (2024). The moderating effect of perceived hope in the relationship between anxiety and posttraumatic growth during the Russian-Ukrainian war. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1440021
  • Slezackova, A., Stecz, P., & Millova, K. (2023). Hope and Mental Health Among Czech and Polish Adults in a Macrosocial Perspective and Religiosity Context. In A. M. Krafft & T. Guse (Eds.), Hope Across Cultures: Lessons from the International Hope Barometer (pp. 259–293). Springer International Publishing. https://doi.org/10.1007/978-3-031-24412-4_7

Storytelling & Narrative: 

  • Brockington, G., Gomes Moreira, A. P., Buso, M. S., Gomes da Silva, S., Altszyler, E., Fischer, R., & Moll, J. (2021). Storytelling increases oxytocin and positive emotions and decreases cortisol and pain in hospitalized children. Proceedings of the National Academy of Sciences, 118(22). https://doi.org/10.1073/pnas.2018409118
  • Kellas, J. K., Morgan, T., Taladay, C., Minton, M., Forte, J., & Husmann, E. (2020). Narrative Connection: Applying CNSM Theory’s Translational Storytelling Heuristic. Journal of Family Communication, 20(4), 360–376. https://doi.org/10.1080/15267431.2020.1826485
Theme 6: From Knowledge to Action

Positive Psychology Interventions: 

  • Bannink, F. (2017). Positive CBT in Practice. In C. Proctor (Ed.), Positive Psychology Interventions in Practice (pp. 15–28). Springer International Publishing. https://doi.org/10.1007/978-3-319-51787-2_2
  • 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(2), 377–389. https://doi.org/10.1037/0022-3514.84.2.377
  • Hanson, K. (2018). 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(1), 95–113. https://doi.org/10.1017/S1352465818000218
  • 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(2), 391–402. https://doi.org/10.1037/a0022575
  • Lyubomirsky, S., & Layous, K. (2013). How Do Simple Positive Activities Increase Well-Being? Current Directions in Psychological Science, 22(1), 57–62. https://doi.org/10.1177/0963721412469809

Applied Practice & Coaching: 

  • Linley, P. A., & Harrington, S. (2006). Strengths Coaching: A potential-guided approach to coaching psychology. International Coaching Psychology Review, 1(1), 37–46. https://doi.org/10.53841/bpsicpr.2006.1.1.37
  • Palmer, S., & Cavanagh, M. (Eds.). (2010). International Coaching Psychology Review. International Coaching Psychology Review, 5(1). https://explore.bps.org.uk/content/bpsicpr
  • Using coaching and positive psychology to promote a flourishing workforce: A model of goal-striving and mental health. (n.d.).
  • Whitmore, J. (2002). Chapter 6—The sequence of questioning & chapter 7—Goal setting. In Coaching for Performance (Third). Nicholas Brealey Publishing.
  • Youssef-Morgan, C. M., & Luthans, F. (2009). Chapter 22—An integrated model of psychological capital in the workplace. In N. Garcea, S. Harrington, & P. A. Linley (Eds.), Oxford Handbook of Positive Psychology and Work (p. 0). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195335446.013.0022

Technology & Innovation: 

  • Halámek, F., Světlák, M., Malatincová, T., Halámková, J., Slezáčková, A., Barešová, Z., & Lekárová, M. (2024). Enhancing patient well-being in oncology waiting rooms: A pilot field experiment on the emotional impact of virtual forest therapy. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1392397
  • Peñalba, E. H., Samaniego, C. R. C., & Romero, S. M. A. (2020). Digital storytelling: A tool for promoting historical understanding among college students. Research in Learning Technology, 28(0). https://doi.org/10.25304/RLT.V28.2348

Future Directions: 

  • Hamling, K., Jarden, R., Jarden, A., & Synard, J. (2020). Epistemological fruit salad: Broadening methodology in positive psychology research to develop contextualised interventions and understandings of well-being. The Journal of Positive Psychology, 15(5), 670–674. https://doi.org/10.1080/17439760.2020.1789708
Core Course Week
Field Studies
Long Study Tour

 

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 after class on Mondays. 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:

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.

Course Summary:

Course Summary
Date Details Due