Course Syllabus

Description of Course

Traditional psychology has offered us great insights with regards to the development of pathologies/disorders and their treatment, but scholars and professionals’ have been arguing that working exclusively within a deficiency model impedes broader development in understanding the way in which individual, communities, and societies tend to flourish.  

Positive psychology, on the other hand, has allowed psychology to provide a new framework on how to conceptualize and understand the contributing factors of what makes individuals, communities and societies flourish.  In a nutshell the aim of positive psychology is to study the other side of the coin and therefore address the full spectrum of human experience.

This course combines a study of theory, research, and application in the rapidly growing field of positive psychology. The three pillars of positive psychology are: Positive individual traits, positive emotions and positive institutions. The course is designed to take students on an exploratory journey in examining these three pillars.  By using these three pillars as a the building blocks of a series of lectures students will become equipped with the necessary knowledge base and practical application skills to work effectively with individual, groups and societies using a positive psychology framework.  The course offers opportunities for students to achieve and demonstrate learning outcomes that are simultaneously evidence-based and self-directed. Students will acquire a depth of understanding and a critical awareness in positive psychology.  Most importantly each individual student should be able to develop their own unique standpoint with regards to the theory and its application across a wide range of settings.

In this course we will critically examine the psychology of well-being with both its possibilities and limitations, focusing on topics such as positive emotions, character strengths, flow, flourishing, mindfulness, creativity, and post-traumatic growth within the context of culture and history. We will investigate how positive psychology complements other areas of psychology, therapy, coaching, and communication; and how it can be applied in real-world, professional settings such as business development and the clinical context. Through experiential learning and reflection, students gain the necessary tools for developing sustainable happiness and increased life satisfaction. 

Learning Objectives

In the field of psychology, we seek to enhance our understanding of human nature through theory building and testing. The overall objective of this course relates to this dual process of creating theories and models and relating them to real world observations on one hand, and on the other hand constantly challenging, questioning and expanding them to avoid them from narrowing our understanding. During this course, we will:

• Learn about theoretical and empirical foundations of positive psychology within the context of other psychological disciplines and traditions.

• Examine human flourishing in different contexts.

• Perform critical examination of theory and research in the field of positive psychology.

• Explore possibilities for new development in positive psychology. 

• Relate theoretical perspectives in positive psychology to real world observations.

• Demonstrate methods of intervention in positive psychology.

Faculty

Camilla Søeberg Hale

Msc. Psychology (2013, University of Copenhagen). BA. Psychology (2010, University of Copenhagen). Works as a clinical psychologist in private practice.  Experience with individual and family therapy, couples therapy, counselling, and the educational setting (2013-). With DIS since 2022.

 

Required Articles and Other Media on Canvas:

• Arendt, H. (2006). Between past and future: Eight exercises in political thought(Updated ed.). Penguin Books. (Original work published 1961).Download Arendt, H. (2006). Between past and future: Eight exercises in political thought(Updated ed.). Penguin Books. (Original work published 1961).

• Ballas, D., & Dorling, D. (2013). The geography of happiness. Links to an external site.The Oxford handbook of happinessLinks to an external site., Links to an external site.54Links to an external site., 465-481.Links to an external site.
• David, S., Boniwell, I., Ayers, A., (2013) The Oxford Handbook of Happiness, Chapters 40,41&42: pp 534-56Download David, S., Boniwell, I., Ayers, A., (2013) The Oxford Handbook of Happiness, Chapters 40,41&42: pp 534-56
• Brown, K. W. & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology. Download Brown, K. W. & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology.
• Biswar-Diener, R., Vittersø, J. & Diener, E. (2009). The Danish Effect: Beginning to Explain High Well- Being in Denmark. Social Indicators Research (2010) 97:229-246

Danish-Effect.pdfDownload Danish-Effect.pdf

• Davidson, R.J. et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65 (4), pp. 564-570.
• Deci, E. L. & Ryan, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, Vol. 49, No. 3, 182–185.
  
• Frederickson, Barbara (2001): "The role of positive emotions in positive psychology", American Psychologist, Vol.56, No.3, p.218-226  Role of Positive Emotions-1.pdfDownload Role of Positive Emotions-1.pdf
• Gable, S.L. & Haidt, J. (2005). What (and Why) Is Positive Psychology? Review of General Psychology, Vol.9, No.2, pp. 103-110 What (and Why) Is Positive Psychology? Download What (and Why) Is Positive Psychology?
• Garland et al. (2010). Upward spirals of positive emotions counter downward spirals of negativity: Insights from the broaden-and-build theory and affective neuroscience on the treatment of emotion dysfunctions and deficits in psychopathology.  Clinical Psychology Review, 30, pp. 849–864. 
• Hefferon, K, Grealy, M, and Mutrie, N. Post traumatic growth and life threatening physical illness: a systematic review of the qualitative literature, 2009, British Journal of Health Psychology, 14, 343-378. Download Hefferon, K, Grealy, M, and Mutrie, N. Post traumatic growth and life threatening physical illness: a systematic review of the qualitative literature, 2009, British Journal of Health Psychology, 14, 343-378. 
• Holt-Lunstad, J. (2010). Social relationships and Mortality Risk: A Meta-analytic Review. PloS Medicine,Download Holt-Lunstad, J. (2010). Social relationships and Mortality Risk: A Meta-analytic Review. PloS Medicine,7 (7): e1000316Download 7 (7): e1000316
• Landry et al. (2016). Why individuals want money is what matters: Using selfdetermination theory to explain the differential relationship between motives for making money and employee psychological health.  Motivation and Emotion, 40: pp. 226–242.
• Kashdan & Rottenberg (2010) Psychological Flexibility Kashdan & Rottenberg (2010) Psychological flexibility CPR.pdfDownload Kashdan & Rottenberg (2010) Psychological flexibility CPR.pdf
• Luthans, F. et al. (2007). Positive Psychology Capital: Measurement and Relationship with Performance and Satisfaction. Personnel Psychology, 60, 541-572Download Luthans, F. et al. (2007). Positive Psychology Capital: Measurement and Relationship with Performance and Satisfaction. Personnel Psychology, 60, 541-572.
• Park, N & Peterson, C. Positive Psychology and Character Strengths:Application to Strengths-Based School Counseling. Professional School Counseling: December 2008, Vol. 12, No. 2, pp. 85-92.Download Park, N & Peterson, C. Positive Psychology and Character Strengths:Application to Strengths-Based School Counseling. Professional School Counseling: December 2008, Vol. 12, No. 2, pp. 85-92.
• Pykett, J. (2022): Why is emotional data failing to produce more humane cities Urban governance and the interdisciplinary problem of wellbeing.pdfDownload Why is emotional data failing to produce more humane cities Urban governance and the interdisciplinary problem of wellbeing.pdf p.1-19

• Roditi, D. & Robinson, M.E. (2011). The role of psychological interventions in the management of patients with chronic pain. Psychology Research and Behavior Management, 4, pp. 41-49.

• Sheldon, K. & Lyubormirsky, S. (2019): Revisiting the Sustainable Happiness Model and Pie Chart: Can Happiness Be Successfully Pursued?, The Journal of Positive Psychology pp.1-11.

   Revisiting the sustainable happiness model.pdf

• Schlosser, M., Jones, R., Demnitz-King, H. & Marchant, N. L. (2022): "Meditation experience is associated with lower levels of repetitive negative thinking: The key role of self-compassion", Current Psychology, Vol.  41, pages 3144–3155 (2022)
• Warren, T., & Hyltoft, L. (n.d.). Global work–life balance trailblazing: How to lead the world in work–life balance, with insights from Denmark:

https://www.emerald.com/ijssp/article-abstract/45/3-4/331/1241399/Globa

l-work-life-balance-trailblazing-how-to-lead?redirectedFrom=fulltext

• Wood et al. (2011). Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and Individual Differences, 50, pp 15-19. Download Wood et al. (2011). Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire. Personality and Individual Differences, 50, pp 15-19. 

Guest Lecturer

Serina Kitazono, an architect and illustrator from London, now living in Copenhagen. Serina will give a guest lecture on well-being and urban planning, and take us on a guided city walk to highlight examples of why Copenhagen is considered one of the top most liveable cities in the world. 

 

Approach to Teaching

In this class, the emphasis is on relating theory with real life in as many ways as possible. The focus is on experiential learning including personal reflections, critical thinking and theory testing. I use examples and experiences from my clinical work to create the link between academia and the lived life, and in class we will draw upon our own observations and experience to understand and question the theories and research in academical literature. 

Expectations of the Students

I expect students to come prepared having read the required readings, and to engage with the subject actively. I expect students to participate in class discussion and group work, and in creating a positive environment for learning and reflection. I expect student to respect any personal information shared in class and treat it with confidentiality. We learn from hearing each other's thoughts and ideas and this requires an open and trusting environment.

 Students are expected to:

• complete all reading assignments prior to coming to class
• contribute to class discussions and group activities
• draw upon your interactions and observations from daily life, to the theory, research, and practices of Positive Psychology in class
• work independently and be active in group work
• write down reflections throughout the course
• be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade

The class will be a mixture of lectures with PowerPoint presentations, group discussions and questions to reflect upon. A large component in this course is based on experiential learning, so students are expected to participate actively in class exercises, reflection and discussions. Students are expected to take active responsibility towards their learning. 

Since your class participation is a major component of the course, you will need to be present and participating in order to receive full credit.  Absences without a legitimate, excuse, late attendance and lack of participation in class and group work will result in deductions to your grades.

Classroom etiquette includes being respectful towards other opinions and statements; listening to others and entering a dialogue in a constructive manner.

Students are expected to follow the following rules in order to promote the best possible learning environment for all:

• 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 taken seriously.
• Students should be able to feel confident in presenting their differing viewpoints even if those are different to other class members. Differences should always be approached with respect and students to be able to think about these differences in a reflective manner in relation to their own life experiences and how each one digests and processes the different theoretical perspectives presented.

Evaluation & Grading

Students will be evaluated on their participation in class, on individual papers, and on group projects. Emphasis in evaluation is on active engagement with the subject and with the rest of the class as well as the ability to critically analyze theory and research and relate it to everyday human life.  

Assignment	Percent
Class Participation and Engagement	20%
Chasing Tracks of Happiness Discussion Paper	20%
Completion of 2 positive psychology exercises incl. a short reflection	15%
Study Tour Reflection paper	25%
Group Presentation: Positive psychology Interventions in an institutions or community project	20%

Class Participation and Engagement (20%):

Participation in class requires arriving on time and being prepared in relation to readings and other assignments. Your participation grade reflects the importance of being active in this course, which relies in great part on the reflections, discussions, and exercises in class. Active participation is essential in both the classroom, on study tours, and in group work. Furthermore, attendance is mandatory.

Chasing Tracks of Happiness Discussion Paper (20%)

4-5 pages, excluding reference page, 12 point font, double spacing

Students are required to carry out 2-3 short interviews of people they either have a relation to or someone they are able to approach in the Copenhagen area, perhaps during the field study, discussing the questions that this paper seeks to answer: “What might be the reason that the Danes rank so high on wellbeing measures?” A minimum of six scholarly articles to be used.  Scholarly articles refer to published primary sources of research. 

The discussion paper should include a discussion of the following points:

• Provide a short introduction on the history of Demark and sociopolitical situation and how this can potentially relate to nations wellbeing.
• Discuss your own observations from a theoretical perspective citing any relevant research
• What do the interviews show with regards to the statement “Danes ranked as one of the happiest nations in the world".
• According to the interviewees what are the main factors for them, that classify Denmark as one of the happiest nations in the world
• Discuss your observations from a positive psychology theoretical perspective with reference to literature from class as well as literature from outside the class and students have found from there own personal research. 
• Discuss your own reactions to the observations you have made taking your own personal values into consideration.

Positive psychology Exercises (15 % - completion of the two practical exercises)

• Completion of practical applications of different interventions and exercises from the field of positive psychology. You will be required to complete the exercise as described in the assignment, and submit a short written reflection on each of them (1/2 page). The reflections will be graded as complete/incomplete, not for content. This assignment is not about academic achievement, rather it is for you to try some of the exercises that are key to positive psychology, and to reflect on the effect or usefulness of them.

Long Study Tour Paper (25%)

Max 1500 words excluding front page and references. Doublespaced and font 12.

Include at least 3 peer reviewed papers that are not in the syllabus. 

Group Presentations: (20%)

This is a group assignment, where each group will choose an institution or community project that could be improved by integrating positive psychology principles, research and theory. In a 15 minutes class presentation the groups will present their proposal and a clear idea of how the chosen institution or community project would improve by applying positive psychology backed by relevant research.

See "Assignments" for details and examples of presentations.

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 on the first days of class. 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

Policies:

Attendance

You are expected to attend all DIS classes when scheduled. If you miss a class for any reason please contact the faculty no later than the day of the missed class. If you miss multiple classes, the Office of Academic Support and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well. Absences will jeopardize your grade and your standing at DIS. Allowances will be made in cases of illness, but in the case of multiple absences you will need to provide a doctor’s note. 

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment:

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on Late Papers:

Late papers will be accepted, but your grade for the paper will be reduced by half a letter point for each day that it is late. If the paper is an A you will get an A- and so forth. 

Policy for Students Who Arrive Late to Class:

Arriving late in a regular manner will result in a lower final grade.

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