Course Syllabus
Positive Psychology A |
Semester & Location: |
Fall 2019 - DIS Copenhagen |
Type & Credits: |
Core Course - 3 credits |
Core Course Study Tours: | Edinburgh |
Major Disciplines: |
Psychology, Human Development, Education/Educational Studies |
Faculty Members: | Kamilla Lange - kamillalange@gmail.com |
Program Director: |
Lars Rossen |
Program Assistant: |
Jennifer Finkelstein - jfi@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:
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Learn about theoretical and empirical foundations of positive psychology within the context of other psychological disciplines and traditions.
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Examine human flourishing in different contexts.
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Perform critical examination of theory and research in the field of positive psychology.
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Explore possibilities for new development in positive psychology.
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Relate theoretical perspectives in positive psychology to real world observations.
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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:
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Sheldon, M.K. Et al. (Eds.) (2011). Designing Positive Psychology. Taking Stock and Moving Forward. New York: Oxford University Press.
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Hefferon K. & Boniwell, I., (2011). Positive Psychology. Theory, Research, and Applications. UK: McGraw Hill.
Required Articles and Other Media on Canvas:
- Alda et al (2016) Zen meditation, Length of Telomeres, and the Role of Experiential Avoidance and Compassion. Mindfulness (NY). 2016;7:651-659
- 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.
- 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.
- 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. (2013). Positive psychology and the Body: The Somatopsychic Side to Flourishing. UK, Open University Press (pp. 20-38).
- 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,7 (7): e1000316
- Kashdan, T.B. & Ciarrochi, J. (2013). Mindfulness, Accetance and Positive Psychology. The seven foundations of well-being. California: Context Press. (pp. 1-29).
- 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.
- 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.
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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.
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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.
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Sithey, G; Thow, A-M, and Li, M. Gross National Happiness and Health: Lessons from Bhutan. Bulletin of World Health Organization, 2015;93:514.
- 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.
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 Edinburgh -- Past and Present
In Scotland, the cornerstones of positive psychology are applied in both policy and practice to empower individuals, influence communities, and promote positive mental health and well-being. This week-long Study Tour explores the link between these aspects and analyzes their effectiveness. The academic visits give you a forum to discuss and debate cultural differences within ‘best practice,’ and encourage you to explore the historical, economic, and social backgrounds of positive psychology.
During the Study Tour, you discuss public policies, community practices, and individual efforts. You also have the opportunity to gain insight and observe the culture of both Glasgow and Edinburgh by attending performances, visiting museums, and exploring the highland landscape to add to your understanding of well-being.
The Study Tour integrates theories presented in the classroom for an extended study of positive psychology practices from many cultural perspectives.
Guest Lecturers
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Jennifer Smith. DIS Staff.
- Date: 16th September 2019.
- Topic: Bhutan and Gross National Happiness.
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Michael Heine Seest. Security Advisor, Danish Security and Intelligence Service.
- Date: 26th September 2019
- Topic:The use of positive psychology in the work of the security and intelligence service.
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 |
15% |
Core Course Week Analysis |
25% |
Theoretical Perspectives Paper |
15% |
Long Study Tour Presentation |
15% |
Final Paper |
30% |
Class Participation (15%):
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 (25%; 4 pages, excluding title page and references. Use the APA reference and citation style):
Due Date: September 20, 2019.
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.
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Analyze the applicability of the research. Relate the findings to the observations you have made during core course week.
Theoretical Perspectives Paper (15%; 2 pages, excluding title page and references. Use the APA reference and citation style):
Due Date: October 3 2019. .
The purpose of this paper is to deconstruct part of the theory of positive psychology and discuss its implications for the understanding of human wellbeing.
- Choose a theoretical perspective from the field of positive psychology.
- Discuss the development of the theoretical perspective.
- Reflect on the impact of the perspective. How does it affect our understanding of human nature?
Long Study Tour Presentations – Well-being in Edinburgh (15%; Visual product and class presentation)
Due Date: November 14 2019.
4 groups 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 Scotland today.
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The impact of urban planning on well-being.
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Discuss the influence on well-being of Scotland's political systems, organizations, and culture.
- The role of well-being in education.
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Propose possible ways to increase the well-being in Scotland.
Final Paper (30%; 6 pages, excluding title page and references. Use the APA reference and citation style):
Due Date: November 15 2019.
This paper is a synthesis of the literature and the real life examples of positive psychology that we have explored during the course. Choose a current issue that you think could be improved through positive psychology.
- Introduce the field of positive psychology. Relate it to the broader field of psychology and outline the key focus areas and challenges.
- Present the topic that you have chosen. Describe the situation and the reasons for improving it. How might changing this situation impact the level of wellbeing?
- Identify the relevant parts of positive psychology. What are some basic constructs of the field related to this question? What research has been done? Discuss the quality and validity of the research and theory. How do they shed light on the issue you have chosen? What does it mean for our understanding if we view the issue this way? Discuss what we see and what we may overlook.
- Discuss how positive psychology could be applied regarding the issue. Which interventions might be used? Which challenges may arise? Reflect on possible pros and cons for intervening.
- Based on the investigation into your chosen issue, discuss the field of positive psychology regarding weaknesses, strengths and possible future.
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:
Coursework, Exams, and Final Grade Reports
Course Summary:
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