Course Syllabus

 

Description of Course

In this experiential lab, you will work together with other students carrying out experiential activities to investigate how the application of key theories and concepts within the field of positive psychology may affect a person’s psychological, emotional, behavioral, cognitive style, or responses. Implications for groups and organizations may also be considered. Class work consists of experiential activities based on integrating theory with hands on application, reflective experience, presentations, and discussion.

The aim of this experiential lab is to explore and understand how we can enhance performance and facilitate psychological well-being by putting positive psychology theories and concepts into action. The focus is on the application of positive psychology in a systematic manner, i.e., exploring and testing how to foster the factors that allow and support individual and community flourishing whilst taking important contextual factors and individual characteristics such as social support, culture, motivation, and age into consideration.  

Happiness Lab is a place for learning and experimentation. The lab uses the fundamentals of positive psychology to explore all aspects of human flourishing and growth. The discovery extends into related disciplines, from cognitive psychology and neuroscience to behavioural science, to provide a wider perspective on what kind of interventions and applications can contribute to improved individual or collective wellbeing.

Topics from these interconnected disciplines are also carefully chosen to expose students to different contexts of human behaviour and decision-making. Such insights will help to illustrate why most people struggle to incorporate new behaviours and habits into their lives and translate known wellbeing concepts into meaningful and sustainable parts of daily life. Exploring these perspectives will equip students to navigate more effectively and overcome friction as they try to apply what they are learning. 

The selection of course topics comes from diverse and current sources to foster inspiration, self-reflection, and experimentation. Reading materials incorporate evidence-based findings mainly from scientific journal articles and combine with traditional positive psychology topics to enable reflection and critique.

Current high-quality podcasts by seminal academics and researchers, who openly discuss and reflect on their scientific findings, are combined with selected readings. While the podcast discussions are academic, they are also more informal, reflective and dynamic. The podcasts provide an alternative source for accessing knowledge and help to contrast with more traditional reading. The podcast discussions may also help inspire students to ask follow-up questions, leading to discussion in class and personal reflection.

The Happiness Lab encourages experiential learning and invites students to take on the role of scientists as they get inspired to experiment with wellbeing interventions in their own lives and observe others' behaviour in their environments. Applying scientific methods in daily activities will nurture their scientific thinking and support them in their further studies.

Learning Objectives

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

• Appreciate the wide variety of research and insights on subjective wellbeing from different scientific disciplines.
• Identify the dominant theories, research directions and evidence-based interventions related to happiness.
• Apply a critical and reflective perspective to the many claims of how to achieve happiness.
• Experientially relate and evaluate different happiness interventions in their own lives and with other students.
• Create and evaluate practical or theoretical options for implementing happiness in settings outside of the classroom.

 

Faculty

Niels Kemp Rasmussen

Founder of Center for Work Wellbeing

Advisor, coach, researcher, writer, and external lecturer.

Extensive experience as a global leader and specialist consultancy in wellbeing, work, workplace transformation, and behaviour change. 

Based in Copenhagen but operating across Europe and Asia with a strong international network and insights from 25 years working and living in London, Beijing and Singapore.

• Executive MSc Behavioural Science, London School of Economics
• MSc Organisational Behaviour, Birkbeck College, London
• Diploma in Change Management, Birkbeck College, London.
• LLM (Cand.jur), Aarhus University, Denmark

 With DIS since 2026.

 

Readings

Textbooks:

• Lyubomirsky, S. (2011). The How of Happiness. A Practical Guide to Getting the Life You Want. Piatkus, 2011

Articles and texts:

• Anderson, J. et al. (2016). Lively Social Space, Well-Being Activity, and Urban Design: Findings from a Low-Cost Community-Led Public Space Intervention. Environment and Behavior
• Arampatzi, E. et al. (2016). Social Network Sites, Individual Social Capital and Happiness. Journal of Happiness Studies. 
• Biswas-Diener. R. et al. (2011). Positive Psychology as a Force for Social Change?  In: Sheldon, K.M., Kashdan, T.B. & Steger, M.F. (Eds.) Designing Positive Psychology: Taking Stock and Moving Forward', Oxford University Press, New York, 2011, ISBN 978-0-19-537358-5, Chapter 26 pp. 410-418
• Bryant, F.B. and Veroff, J. (2007). Savoring. A New Model of Positive Experience. pp. 25-44, 53-85 
• Hofmann, S.G., Grossman, P., Hinton, D.E. (2011). Loving-Kindness and Compassion Meditation: Potential for Psychological Interventions. Clinical Psychology Review. 31(7), 1126-1132.
• Hout, Jeff J.J. et al (2016). The Application of Team Flow Theory. In Harmat, L. et al. (Eds.). Flow Experience: Empirical Research and Applications. Pp 233-247
• Kasser, T.,et al. (2014). Changes in materialism, changes in psychological well-being: Evidence from three longitudinal studies and an intervention experiment. Motivation and Emotion, 38, 1-22
• Piff, P. K., et al. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883-899.
• Isen, A.M. et al. (1987). Positive Affect Facilitates Creative Problem Solving. Journal of Personality and Social Psychology Vol. 52. No. 6, 1122-1131
• Jacobs Bao K., & Lyubomirsky, S. (2012). The rewards of happiness. In I. Boniwell & S. David (Eds.), Oxford handbook of happiness (pp. 119-133). Oxford: Oxford University Press.
• Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice, 10(2), 144-156
• Kushlev, K., et al. (2017). ENHANCE: Design and rationale of a randomized controlled trial for promoting enduring happiness and well-being. Contemporary Clinical Trials, 52, 62–74.
• Layous, K., & Lyubomirsky, S. (2014). The how, why, what, when, and who of happiness: Mechanisms underlying the success of positive interventions. In J. Gruber & J. Moscowitz (Eds.), Positive emotion: Integrating the light sides and dark sides (pp. 473-495). New York: Oxford University Press
• Layous, K., Nelson, S. K., Kurtz, J., & Lyubomirsky, S. (2017). What triggers prosocial effort? A positive feedback loop between positive activities, kindness, and well-being. The Journal of Positive Psychology, 12, 385-398
• Niemiec, R.M. et al. (2012). Strong mindfulness. Integrating mindfulness and character strengths. Journal of Mental Health Counseling. 34(3). pp. 240-253
• Veenhoven, Ruut (2011). Greater happiness for a greater number: Is that possible? If so, how? In: Sheldon, K.M., Kashdan, T.B. & Steger, M.F. (Eds.) Designing Positive Psychology: Taking Stock and Moving Forward', Oxford University Press, New York, 2011, ISBN 978-0-19-537358-5, Chapter 26 pp. 396-409
• Werner, K. M., et al. (2016). Some goals just feel easier: Self-concordance leads to goal progress through subjective ease, not effort. Personality and Individual Differences, 96, 237-242
• Additional selected, peer reviewed articles will be uploaded on Canvas

Field Studies

Field studies and the use of the broader context outside of the classroom for hands on activities are integrated elements of the Happiness Lab. 

See course schedule for details

 

Approach to Teaching

Classes are structured around five themes covering central aspects of psychology, behavioural science and other disciplines. The different themes allow for exploration of many different aspects of happiness, and possible interventions.

Classes will be integrating theory with both collective and individual discovery and application through class teaching, discussion and exercises, as well as group work, project supervision, and evaluations.

Emphasis is on guided experiential learning around the different topics introduced within each theme, and anchored around scientific method, individual curiosity, and creativity.

Critical thinking and reflection are encouraged to allow everyone to find the answers most relevant to their circumstances from an array of different scientific sources and practical testing.

Each class will include reflections and questions from the previous class, as well as guidance about preparation for the next class.

The course structure involves eleven classes, two field studies, five thematic sections, two individual assignment and one group project.

 

Expectations of the Students

Class attendance is mandatory. Students are expected to have studied the materials listed for each class or theme, and that they show up in class prepared to engage with the other students and teacher about the topics studies in a constructive, reflective and engaging manner. It is also expected of students to hand in their assignments on time and that they contribute equally to group as well as individual class activities.

 

Evaluation & Grading

Evaluation will be based on active participation in the class and showing personal investment in activities, team work, and during presentations. Critical academic reflection is highly valued in your written work as well as in class debates.

Assignment	Evaluation	Percent
Participation and attendance	Individual	25%
Short Essay	Individual	10%
Long Essay	Individual	15%
Course Project Define and develop an implementation plan for incorporating a positive psychology intervention in a setting where more than one person will be affected.	Group Individual	25% 25%

 

To be eligible for a passing grade in this class all of the assigned work must be completed.

In addition to the academic content of the written assignment(s), focus will also be placed on the structure, use of appropriate academic language, and writing skills.

 

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

Class room policies

Late papers will not be accepted and the use of laptops or phones in class is not allowed.