Course Syllabus

 Positive Psychology Section D

Semester & Location:

Spring 2020 - DIS Copenhagen

Type & Credits:

Core Course - 3 credits

Core Course Study Tours:

Prague - Ålborg

Major Disciplines:

Psychology

Faculty Members:

S. Salman Ahmad, Ph.D. - sah@dis.dk  

Program Director:

Lars Rossen 

Program Assistant:

Jennifer Finkelstein - jfi@dis.dk  

Time & Place:

Mondays, 10.05-13.00, Room F24-302

 

Course Information and Purpose

 

Course Description:

Pre-requisite:  A psychology course at university level.

What is a ‘good life’ or a ‘happy life’? What kinds of happiness do humans experience? What does it take for humans to lead fulfilling lives?  The search for answers to these questions is probably as old as humankind itself. Discourses on human well-being can be seen in ancient Greek, Indian and Chinese thinking, as well as in the thinking of later philosophical traditions through the Middle Ages to the present. In recent times, the understanding of human well-being has been grounded in empirical investigations and documented practice and has come to be known as the discipline of ‘positive psychology’, a discipline that focuses on the positive and constructive aspects of human functioning that often involves deeper self-awareness and acceptance, deeper empathy and relatedness with the 'other' and the transformation of difficult experiences through processes of extracting meaning from life events.

 

This course in Positive Psychology aims to provide students with an introduction to the core ideas of theorists who have dealt with issues of happiness and well-being, and acquainting them with the growing body of research evidence in the area that has implications on developing individuals, relationships, organizations and communities. An important objective of the course is to use concepts learnt in the classroom to address the challenges of day-to-day living and to improve the quality of our lives. Another important objective is to explore the applicability of positive psychology principles in dealing with difficult social problems such as crime, substance abuse, mental illness and homelessness. As such, the focus of the course will be positive psychology applied in daily life - both at the level of the individual and at the level of communities.

 

Course Objectives:

  • To understand the basic assumptions, principles and concepts of positive psychology
  • To investigate positive psychology phenomena in real life
  • To critically evaluate positive psychology theory and research
  • To apply positive psychology approaches in personal and community development

 

Instructor Information

S. Salman Ahmad, Ph.D.

Salman Ahmad has a PhD in Psychology and has worked as a faculty member and consultant with various educational, business and social organisations across South Asia, the Middle-East and Europe. He is based in Denmark and has been teaching and consulting in the areas of psychology, leadership and organizational development. He is Chief Consultant at Living Institute, External Lecturer at Copenhagen Business School and the University of Copenhagen and is the founding director of the Cnergi project (cnergi.nu).

 

Course Components

 Required Textbook (available at Book Pickup during Arrivals Week):

  • Snyder, Lopez & Pedrotti. Positive Psychology: The Science and Practical Explorations of Human Strengths, Second Edition. Sage Publications, 2011.

 Required Articles and Other Media on Canvas:

  • Ahmad, S.S. Mishra, S. & Kumar, S. (2013). Motivated Reasoning, Leadership and Team Performance. Ivey Publishing, Richard Ivey School of Business, London, Canada, pp. 1-7.
  • Baskerville, K. et al (2000). Reactions to Random Acts of Kindness. The Social Science Journal, Vol. 37 (2). pp. 293-298
  • Biswas-Diener, R., Vittersø, J., Diener, E. (2010). The Danish Effect: Beginning to Explain High Well-Being in Denmark, Social Indicators Research, 97(2): pp. 229-246.
  • Bonanno, G.A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59, 20-28.
  • Brown, K.W., Ryan, R.M. & Creswell, J.D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211-237.
  • Carson, J., Muir, M., Clark, S., Wakely, E., & Chander, A. (2010). Piloting a gratitude intervention in a community mental health team. Groupwork: An Interdisciplinary Journal for Working with Groups, 20(3), 73-87.
  • Chiu, C., & Yeh, Y. (2017). In Your Shoes or Mine? Shifting From Other to Self Perspective Is Vital for Emotional Empathy. Emotion, doi:10.1037/emo0000346
  • Chung, M. (2016). Relation between lack of forgiveness and depression: The moderating effect of self-compassion. Psychological Reports, 119(3), 573-585.
  • Crocker, J. & Park, L. E. (2004). The Costly Pursuit of Self-Esteem. Psychological Bulletin, Vol 130(3), 392-414.
  • Duckworth, A.L. & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting academic performance in adolescents. Psychological Science, 16, 939-944.
  • Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101
  • Dunn, D. S., & Brody, C. (2008). Defining the Good Life Following Acquired Physical Disability. Rehabilitation Psychology, 53(4), 413-425.
  • Easterlin, R. A.; McVey, L. A.; Switek, M.; Sawangfa, O.; Zweig, J. S. (2010). "The happiness-income paradox revisited". Proceedings of the National Academy of Sciences 107 (52): 22463–22468.
  • Florida, R. and Rentfrow, P.J. (2011). Place and Well-Being. In Sheldon, M.K. et al. (Ed.), Designing Positive Psychology. Taking Stock and Moving Forward Oxford University Press. Pp. 385-395.
  • Fraser-Thomas, J.L., Côté, J. & Deakin, J. (2005). Youth sport programs: an avenue to foster positive youth development. Physical Education and Sport Pedagogy, Vol. 10 (1), pp. 19-40.
  • Fredrickson, B.L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56, 218-226.
  • Gottman, J., Swanson, C. & Swanson, K. (2002). A General Systems Theory of Marriage: Nonlinear Difference Equation Modeling of Marital Interaction. Personality and Social Psychology Review, Vol. 6, No. 4, 326–340.
  • Gredecki, N., & Turner, P. (2009). Positive psychology and forensic clients: Applications to relapse prevention in offending behaviour interventions. The British Journal of Forensic Practice, 11(4), 50-59.
  • Howell, A. J., Dopko, R. L., Passmore, H., & Buro, K. (2011). Nature connectedness: Associations with well-being and mindfulness. Personality & Individual Differences, 51(2), 166-171.
  • Kahneman, D., Krueger, A.B., Schkade, D., Schwarz, N. & Stone, A.A. (2006). Would you be happier if you were richer? A focusing illusion. Science, 312, 1908-1910.
  • Kahneman, D., Krueger, A.B., Schkade, D.A., Schwarz, N. & Stone, A.A. (2004). A survey method for characterizing daily life experience: The day reconstruction method. Science, 306, 1776-1780.
  • Kashdan, T. B., & McKnight, P. E. (2013). Commitment to a Purpose in Life: An Antidote to the Suffering by Individuals with Social Anxiety Disorder. Emotion, doi:10.1037/a0033278 (pp. 1-10).
  • Keyes, C., Schmotkin, D., & Ryff, C. (2002) “Optimizing well-being: The empirical encounter of two traditions”. Journal of Personality and Social Psychology, 82, 1007-22.
  • Linnet, J.P. (2011). Money Can’t Buy me Hygge: Danish Middle-Class Consumption, Egalitarianism, and the Sanctity of Inner Space. Social Analysis, Volume 55, Issue 2, pp. 21-44.
  • Maddi, S.R. (2006) Hardiness: The courage to grow from stresses. The Journal of Positive Psychology, 1:3, 160-168.
  • McCullough, M.E., Root, L.M., Tabak, B.A., & Witvliet, C. (2009). Forgiveness. In S.Lopez and C.R. Snyder (Eds.), The Oxford Handbook of Positive Psychology, pp.1-12.
  • Moran, G. S., & Nemec, P. B. (2013). Walking on the Sunny Side: What Positive Psychology Can Contribute to Psychiatric Rehabilitation Concepts and Practice. Psychiatric Rehabilitation Journal, 36(3), 202-208.
  • Rainisio, N. & Inghilleri, P. (2013). Culture, Environmental Psychology, and Well-Being: An Emergent Theoretical In H.H. Knoop and A. Delle Fave (eds.), Well-Being and Cultures: Perspectives from Positive Psychology. Cross-Cultural Advancements in Positive Psychology 3, Springer, pp. 103-116.
  • Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • Sheldon, K.M. (2014). Becoming Oneself: The Central Role of Self-Concordant Goal Selection. Personality and Social Psychology Review, Vol. 18(4), pp. 349-365.
  • Shrira, A, Palgi , Y, Ben-Ezra, M. & Shmotkin, D. (2011) How subjective well-being and meaning in life interact in the hostile world?, The Journal of Positive Psychology, 6:4, 273-285.
  • Shryack, J.; Steger, M. F.; Krueger, R. F.; Kallie, C. S. (2010). "The structure of virtue: An empirical investigation of the dimensionality of the virtues in action inventory of strengths". Personality and Individual Differences 48 (6): 714–719.
  • Stella, P. (2001). The Purpose and Effects of Punishment. European Journal of Crime, Criminal Law & Criminal Justice, 9(1), 56-68.
  • Toth, E. C., Tegner, J., Lauridsen, S., & Kappel, N. (2016). A cross-sectional national survey assessing self-reported drug intake behavior, contact with the primary sector and drug treatment among service users of Danish drug consumption rooms. Harm Reduction Journal, 131-12.
  • Wood, A.M., Froh, J.J. & Geraghty, A.W.A. (2010). Gratitude and well-being: A review and theoretical integration. Clinical Psychology Review, 30, 890-905.
  • Woodyatt, L., & Wenzel, M. (2013). Self-Forgiveness and Restoration of an Offender Following an Interpersonal Transgression. Journal of Social & Clinical Psychology, 32(2), 225-259.

 

Field studies:

  • Visit to a meditation centre where we will have a workshop on positive thinking and meditation and will learn some simple meditative practices.
  • Visit to the Danish NGO, GAME to explore their work in furthering integration between diverse social groups using sports and physical activities.
  • Visit to a drug injection clinic, Mændenes Hjem to explore novel and positive approaches towards dealing with the challenge of drug-addiction.

 

 Core Course Week/Short Tour: “Experiencing Positive Psychology in Practice

  • Purpose: Two days of field studies in Copenhagen and a 3-day tour of Northern Denmark to experience positive psychology principles in practice in various settings.
  • Study tour orientation: Presentation during class the week before the Study Tour
  • Assignments: Group project (see below)

 

 Long Study Tour: “Positive Stories, Structures and Institutions in Czechia

  • Purpose: A 6-day tour of Czechia to study various structures and institutions in the country that build up on positive psychology principles in their practices.
  • Study tour orientation: Presentation during class the week before the Study Tour
  • Assignments: Study tour paper (see below)

 

Guest Lecture and Walking Tour:

Laura Parsons: Landscape Architect

“Liveability in Copenhagen: The Built Environment and Well-Being”

 

 Approach to teaching:

The class will involve an interactive pedagogy with short lectures, group presentations, analytical discussions, personal reflections, workshops, exercises, guest lectures and field studies. The class will be divided into study groups that will work together for the duration of the course.

 

Expectations of the students:

Students are expected to be fully prepared for each class, having done the reading and/or exercises for the session. They are expected to be prepared with questions for classroom discussion, as well as to be actively engaged in the learning process in the classroom. Students are also expected to be punctual and present in all class activities.

 

Class Representatives

Each semester DIS looks for class representatives to become official spokespersons for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class Representatives will be elected in class at the beginning of the semester.

Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time.

 

Academic Excellence Award

Each semester we recognize one outstanding student from the Psychology Program (across all core courses) with an Award of Academic Excellence. It is reserved for a student who has distinguished him or herself through diligence, commitment, academic performance, and ideally a student who contributes to a good, collaborative learning environment in class.

 

Assignments and Evaluations

Methods of Evaluation

Individual/Group Evaluation

Percentage of grade

Class Participation

Individual

10%

First Essay

Individual

5%

Core Course Week Group Project  

Group

25%

Test

Individual

10%

Long Study Tour Paper

Individual

25%

Final Paper

Individual

25%

Total

 

100%

 

Class Participation:

Class participation includes attending all classes, field studies and study tour events. It includes being punctual, attentive and prepared with the assigned readings and exercises for the above. Students are expected to come prepared with relevant questions for discussion pertaining to the topic, as well as making contributions with relevant analytical insights and critical evaluations. During the study tours, students will be assigned study groups and will need to lead discussions of the various visits whilst integrating these discussions to course theory. See rubric on Canvas.

 

Group Project:

The project will be largely based on the core course week including the short study tour. The purpose of the project is to develop on the topics covered during the core course week and reflect upon the experiences students have had during this time whilst integrating these with course theory. The paper should draw upon and critically evaluate theory and research on happiness and well-being whilst relating this to the experiences of the week. The project involves a written report of a maximum of 2000 words. See rubric on Canvas.

 

Test:

The test will be on theory covered in the course up to the day the test is conducted and will consist of short answers and/or multiple choice items. The duration of the test will be 30 minutes. Readings for these will be announced in advance.

 

Long Study Tour Paper:

The purpose of this paper is to explore the application of positive psychology principles as seen in various structures and institutions in Czechia. The paper should draw upon the experiences students have had during the long study tour to Czechia and should build up on one or more themes from the visits of the study tour. The investigation should draw upon on and critically evaluate theory and research on happiness and well-being as applicable to the themes of the study tour and to the experiences that form the raw data for the paper. The paper involves a written report of a maximum of 1500 words. See rubric on Canvas.

 

Final Paper:

The course will conclude with a final paper (maximum word limit: 1500) that is to be written individually.  The paper should be a synthesis of learning from the course, relating the course with experiences the student has had during his/her time in Denmark. The paper should draw on theory and research from the discipline of positive psychology and apply this to real life situations whilst being critically evaluative. See rubric on Canvas.

 

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

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:

 

Policy on late papers: Late papers will not be accepted and the paper will be failed.

 

Policy for students who arrive late to class: Arriving late will affect your class participation grade.

 

Use of laptops or phones in class:  Computers and smart phones are not permitted in during regular class sessions. Occasionally you will work in groups or conduct other activities where a computer may be permitted. You will be informed when this is the case. Cell phones are to be shut off and put away in your bags during class and texting during class will have a negative impact on your participation grade. If you have to receive an urgent call, then please take permission from the instructor before the class.

Course Summary:

Date Details Due