Course Syllabus

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Positive Psychology A 

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Semester & Location:

Spring 2018 - DIS Copenhagen
Type & Credits:

Core Course - 3 credits
Core Course Study Tours: Budapest
Major Disciplines:

Psychology, Human Development, Education/Educational Studies 
Faculty Members: Kamilla Lange
Program Director:

Carla Caetano, Ph.D.-- cca@dis.dk
Program Assistant:

Aidan Mahony -- amah@dis.dk
Time & Place:

Mondays & Thursdays, 08.30 - 09.50, V10-D11

Description of Course

This course combines a study of theory, research, and application in the rapidly growing field of positive psychology. You 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. You 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, you 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

Kamilla Lange

Msc. Psychology (2006, University of Copenhagen). BA. Psychology (2003, University of Copenhagen). Works as a clinical psychologist and mindfulness instructor. Teacher and supervisor for both psychologists, medical doctors and other professionals. Author of a book on mindfulness and body acceptance. With DIS since 2015.

Email: kamillalange@gmail.com

Readings

Required Textbooks:

  • Sheldon, M.K. Et al. (Eds.) (2011). Designing Positive Psychology. Taking Stock and Moving Forward. New York: Oxford University Press.

  • Hefferon K. & Boniwell, I., (2011). Positive Psychology. Theory, Research, and Applications. UK: McGraw Hill.

Required Articles and Other Media on Canvas:

  • Kashdan, T.B. & Ciarrochi, J. (2013). Mindfulness, Accetance and Positive Psychology. The seven foundations of well-being. California:  Context Press.  (pp. 1-29).

  • 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.

  • Segerstrom, Suzanne C., Timothy W. Smith, and Tory A. Eisenlohr-Moul. (2011) Positive psychophysiology: The body and self-regulation. Designing positive psychology: Taking stock and moving forward: 25-40.

  • Davidson, R.J. et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65 (4), pp. 564-570.

  • Holt-Lunstad, J. (2010). Social relationships and Mortality Risk: A Meta-analytic Review. PloS Medicine, 7 (7): e1000316.

Field Studies

We will visit the Breathe SMART Institute to learn from body therapist Jakob Lund about the Breathe Smart program that implements meditation, breathing exercises and physical training to reduce stress, impulsivity, and increase quality of life.

Core Course week/Short Tour: Well-Being in Denmark

During Core Course Week and our Short Study Tour to Western Denmark, we will be considering Well-Being in Denmark.

We will learn about central concepts of the field such as well-being and flourishing. Through a variety of workshops and activities, we will examine happiness in Danish life, the national-level influence of the Danish welfare state, and the local community and environments' promotion of quality of life. We will also look at positive psychology applications for work life.  

Long Study tour: Well-Being in Budapest-- Past and Present

On our Long Study Tour to Budapest, Hungary, we will explore Well-Being in Budapest – past and present. We will learn about well-being through Hungary’s history over the past 130 years, from thriving cultural capital, through two World Wars, the country's occupation, first by the Nazis and then the Soviet Communists, and up to their post-communist state today. 

We will visit organizations which integrate positive psychology in their work. We will see how it can be applied to healing, to community building, and in the everyday life in Budapest. We will visit Budapest’s famous mineral baths and see famous cultural sites, from the beautiful Hungarian State Opera House, which opened in the late 1800’s, to the House of Terror, which will give us a powerful glimpse into life during the Nazi and Communist occupations.

Guest Lecturers

Torben Jørgensen DIS Faculty, Mag.art

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 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.

Evaluation

Students will be evaluated on their participation in class, on individual papers, and on group presentations. 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.  

Grading

Assignment

Percent

Class Participation

20%

Core Course Week Analysis

30%

 Long Study Tour Presentation

15%

Final Paper

35%

Class Participation (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.

Core Course Week Research Analysis (30%; 4 pages, excluding title page and references. Use the APA reference and citation style):

Due Date: February 16.

  • Chose an empirical study of well-being published in a peer-reviewed journal and relate it to your observations from the Core Course Week.

    • Describe the theory and hypothesis behind the study.

    • How does the theory correspond with what you have learned about well-being in Denmark?

    • Evaluate the methodology. Is the research internally valid?

    • Discuss the external validity of the studies.

    • Analyze the applicability of the research. Relate the findings to the observations you have made during core course week.

Long Study Tour Presentations – Well-being in Budapest (15%; Visual product and class presentation)

Due Date: April 23.

Groups of 5 will each create a visual product (slideshow, video, collage, photo exhibition) and a 15 minute class presentation based on the long study tour. The subject will be:

Well-being in Budapest

  • Describe what we know about the well-being of Hungarians today.

  • Discuss the influence on well-being of Hungary's political systems, organizations, and culture.

  • Propose possible ways to increase the well-being in Hungary.

 

Final Paper (35%; 6 pages, excluding title page and references. Use the APA reference and citation style):

Due Date: April 29.

  • This paper is a reflection on the academic theory and research as well as the observations and experiences you have made during the course. Include a discussion of the two basic questions behind the course:

    • How do we understand happiness and well-being? Discuss the measurement and research of happiness, its limitations and possible bias.

    • How can we achieve human flourishing? Describe some interventions that can be used to increase quality of life and engagement in both individuals and communities.

    • Include a discussion of the future of positive psychology. Identify possible challenges and new areas of research?

Disability and Resource Statement  

Any student who has a need for accommodation based on the impact of a disability should contact the Office of Academic Support (acadsupp@dis.dk) to coordinate this.  In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Regulations  

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

 

Course Summary:

Date Details Due