Course Syllabus

 

Positive Psychology A

 

Semester & Location:	Spring 2021 - DIS Copenhagen
Type & Credits:	Core Course - 3 credits
Major Disciplines:	Psychology, Human Development, Education/Educational Studies
Faculty Members:	Gitte Vonsild
Program Director:	Helle Rytkønen- hry@dis.dk
Program Contact:	psy.cns@dis.dk
Time & Place:	Mondays & Thursdays, 08.30 - 09.50

Description of Course

The course will be guided by the mission of Positive Psychology:  “to understand and foster the factors that allow individuals, communities, and societies to flourish” (Seligman & Csikzentmihalyi, 2000) leading us to explore what psychology says about human flourishing and happiness and to investigate, how human flourishing can be facilitated.

 

Three pillars of Positive Psychology set the foundation for our study: Positive individual traits, positive emotions and positive institutions.  We consider the individual contributions of the field’s founding fathers (Christopher A. Peterson, Martin Seligman and Mihaly Csikszentmihalyi) and enter into a lively and critical debate surrounding the field’s theoretical and philosophical underpinnings.

Ongoing questions permeate our study. They are (but not limited to):

·         What is happiness and well-being?

·         What makes a good life for individuals, for communities and for nations?

·         Does where people live affect their psychological well-being?

·         What might the reasons be for the Danes continuously being ranked at the very top and even number 1 in international surveys on happiness and life-satisfaction?

The students will examine extensive current research, assessments, and interventions primarily in the areas of positive individual traits and positive emotions to explore possible answers to these questions.  This course also emphasizes and integrates application of theory, coaching- and communication skills, critical reflection,  and hands on experience in order to apply Positive Psychology approaches to professional practices as well as everyday life situations.

Learning Objectives

Students in this class will:

Regarding Theory and Research:

• Analyze different perspectives and values expressed in Positive Psychology via theory and research

• Synthesize theoretical perspectives and practical approaches in order to cultivate new understanding

• Examine well-being and the role of place and community in it

• Explore the relationship between architecture and human flourishing

• Discuss Positive Psychology research in an intercultural perspective

Regarding Application:

• Use basic coaching listening- and questioning skills as well as competencies within goal setting and action planning

• Perform Positive Psychology coaching and evaluate, how coaching and Positive Psychology interventions in conjunction can foster human flourishing

• Apply core concepts in Positive Psychology concept to everyday situations

• Create student centered applications of positive psychology

 

Faculty

Gitte Vonsild

Educational background: Master of Positive Psychology, and a minor in Psychology. MSc in Economics.  Gitte Vonsild is specialized in the field of Applied Positive Psychology and is a Certified Professional Co-Active Coach (CPCC) from the Coaches Training Institute, CTI. Professional background: 1997-2005 CFO at the Brewery Darguner Brauerei GmbH in Germany. Self-employed coach and workshop leader since 2005, and Lecturer at Metropolitan University College 2008-2012 in coaching & counseling, Positive Psychology, Positive Psychology coaching, change theory, and stress management. With DIS since 2011.

Readings

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

•  Boniwell, I. & Tunariu, A.D., (2019). Positive Psychology. Theory, Research, and Applications. UK: McGraw Hill.

• Warren, M.A. and Donaldson, S.I. (eds.). Scientific Advances in Positive Psychology. Praeger Publishers Inc., 2017

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

• Frankl, Victor E. (2006). Man’s Search for Meaning. Beacon Press

 Required Articles and Other Media on Canvas:

• Andersen, F.Ø. et al. (2016). Inclusion of Marginalized Boys: A Survey of a Summer School Using Positive Psychology Interventions. Journal of Educational Issues 2016, Vol. 2, No. 1. Pp. 231-247
• Baumeister, Roy F. et al., (2001). Bad is stronger than good. Review of General Psychology, Vol 5(4), Dec 2001, 323-370
• Chodkiewicz, A.R. and Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education Vol. 5, No. 1, February 2017, pp. 60–86
• Fredrickson, B. L. (2013). Updated Thinking on Positivity Ratios. American Psychologist. Advance online publication. doi: 10.1037/a0033584. Pp 1-9
• Grant, A. M., & Schwartz, B. (2011). Too much of a good thing: The challenge and opportunity of the inverted u. Perspectives on Psychological Science, 6, 61-76.  
• Held, B.S. (2004). The negative side of positive psychology. Journal of Humanistic Psychology, 44, 9-46
• Helliwell, J. F. et al. (2018). Social capital and prosocial behavior as sources of well-being. In E. Diener, S. et al. (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers. 
• Kauffman, C., et al. (2010). The Positive Psychology Approach to Coaching. In Cox, E. et al. (Eds.) The Complete Handbook of Coaching (pp. 158-171). Sage
• Kringelbach, M.L. & Berridge, K.C. (2010). The Neuroscience of Happiness and Pleasure. Soc Res (New York). 2010 ; 77(2): 659–678
• Lyubomirsky, S. & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22, 57-62.
• Maddux, J.E. (2009). Self-efficacy: The Power of Believing You Can.  In Snyder, C.R. & Lopez, S. (eds.) Oxford Handbook of Positive Psychology. 335-343.
• Nakamura, J., and Csikszentmihalyi, M. (2009). Flow Theory and Research in  Snyder, C.R. & Lopez, S. (eds.) Handbook of Positive Psychology. 195-206
• Niemiec, R.M. (2014). Mindfulness & Character Strengths. A Practical Guide to Flourishing. Pp. 85-100. Hogrefe
• Rainisio, Nicola, et al. (2015). Positive Change in Environment: Aesthetics, Environmental Flowability and Well-Being. In (eds.) Paolo Inghilleri, Giuseppe RIva, Eleonora Riva. Enabling Positive Change: Flow and Complexity in Daily Experience, Chapter: 6, Publisher: De Gruyter Open, Editors: pp.91-104
• Ryan, R. and Deci, E. (2000) Self-determination Theory and the facilitation of intrinsic motivation, social development and wellbeing. American Psychologist, 55:68-78.
• Sheldon, K. M. (2014). Becoming oneself: The central role of self-concordant goal selection. Personality and Social Psychology Review, 18, 349-365. doi: 10.1177/1088868314538549
• Simonton, D.K. (2005). Creativity.  In Snyder, C.R. & Lopez, S. (eds.) Handbook of Positive Psychology. 189-201

Field Studies

Theme:  The Architecture of Happiness

Monday,  February 8, 13:00-15:30 (during core class week, part 1)

Theme: Savouring with your Camera

Wednesday, March 3, 9:00-12:00

Core Course week/Short Tour

Theme: “What is a good and flourishing life?” “How can it be fostered at the individual level? At the community level? At the social level?”

• The three pillars of Positive Psychology set the foundation for the entire core course week: Positive experience, positive individual traits and positive institutions and it is guided by the mission of positive psychology, which is ”to understand and foster the factors that allow individuals, communities, and societies to flourish” (Seligman & Csikzentmihalyi, 2000). Thus we will explore different pathways to individual flourishing and during this week this will especially include the understanding and fostering of positive emotions about the present, namely the concepts of savouring, flow, and mindfulness as well as the concept and application of individual strengths. 

  Regarding positive institutions, we will visit one of the happiest workplaces in Denmark, the bank Middelfart Sparekasse and in relation to flourishing societies; we will continue our investigation on the reasons for Denmark being ranked as one of the happiest countries in the world.

   

  • Purpose: During the Core Course week in Copenhagen and on our study tour to Western Denmark we will explore the potential of applied positive psychology in diverse domains from work place management to positive individual experience and development.

  • Timing: Monday, March 8 - Wednesday, March 10

  • Orientation: The study tour activities will be presented to you in the week before departure and the travel itinerary will be posted the Friday before departure.

  • Assignment: Based on theory and your own observations made during core class week and the short study tour you respond to the question “What might be the reasons for Denmark being ranked as the happiest country in the world?”

 

Long Study Tour

Theme: What is the “good life”?

• Purpose: The purpose of our study tour to XX is to investigate well-being from different perspectives including how the built/natural environment  affects psychological well-being and human flourishing.

• Timing: Sunday, April 18 - Friday, April 23

• Orientation: The study tour activities will be presented to you in the week before departure and the travel itinerary will be posted the Friday before departure.

• Assignment: TBA

This assignment counts toward participation.

 

Guest Lecturers

 

Frans Ørsted Andersen, PhD, Aarhus University 

Frans Ørsted Andersen is an associate professor (”lektor”) and researcher (”PhD”) at the University of Aarhus, department of education. He is also a licensed psychologist and have for many years been researching the psychological aspects of learning and teaching, like e.g. attention, engagement, motivation, resilience, grit, cooperation, self efficacy and flow. He did part of his PhD at Claremont Graduate University, California, one of two (the other is University of Pennsylvania) “birth places” of positive psychology, which also is a major field of work for FØA.

 

Approach to Teaching

The teaching in this course is based on experiential learning, so I expect you to participate actively in class exercises, reflection, and discussion.  In so doing, you are requested to follow the following rules of exercises, written assignments, and discussions:

• 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 dealt with severely.

• Nobody is wrong! In discussion, you should not challenge someone else's opinions or experience. It is appropriate to acknowledge differences, but with the understanding that there is no correct experience or opinion.  Everyone should be treated with civility and respect.

• Everyone has the right to challenge someone's factual statements on the accuracy of the facts.

 

Expectations of the Students

I expect you to have done the reading for each class and to participate actively and constructively in all aspects of this course including class sessions, field study sessions, and course-related field studies, as well as activities in class discussions, team work, and to contribute to the progress of the class.

In this course, each one of us has the equal and unique responsibility to facilitate the most optimal learning outcomes.

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 in Denmark 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

 

Evaluation

Students will be evaluated on their participation in class, on individual papers, and on group presentations. Emphasis in evaluation is on active and constructive engagement with the subject and with the rest of the class. Creativity and critical academic reflection is highly valued in your written work as well as in class, where there will be a number of class discussions, open reflective questions related to class topics,  group work assignments and short presentations.

 In your papers I expect you to use high quality, credible and relevant sources and to cite all your sources in your text using APA style references. Please make sure that all statements and claims are supported by academic references.

 

 

Grading

Methods of Evaluation	How Evaluated	Due Date	Percentage of Grade
Participation	Individually graded	Ongoing	10%
Chasing Tracks of Happiness. Discussion paper based on theory and your observations	Individually graded	Friday, Feb 19	25%
Fostering Individual Flourishing: A Real Case Intervention Plan based on a Positive Psychology Peer Coaching Session	Individually graded	Friday, March 5	25%
Team Project: Research presentation. Positive Psychology in a Time of Crisis: - What to Do When the Going Gets Tough?	Graded as a team performance	Friday, March 26	20%
Final Synthesis	Individually graded	Thursday, April 29	20%
Total			100%

 

Participation (10%)

Your attendance and active participation are essential in all aspects of this course including class sessions, study tour sessions, and course-related field studies, as well as activities in class discussions, team work and general contribution to the progress of the class. Class meetings will involve lectures but also experiments, tests and exercises, movies, guest speakers, student presentations, and debates; questions and discussion are expected, in fact, required.  Furthermore, attendance is mandatory.

 

Chasing Tracks of Happiness. Discussion paper (25%) (Maximum 5 pages)

Due: at 12:00 noon. Please hand in one hard copy at the Psychology office.

Based on theory and your own observations made during core class week including the short study tour you respond to the question “What might be the reasons for Denmark being ranked as one of the happiest countries in the world?”

Your response should include a discussion of both points listed below:

(1)   Discuss your observations from a positive psychology theoretical perspective with reference to literature from class as well as literature from outside of class. Be sure to cite all your references in your text and to include minimum one photo illustrating one or more of your observations.

(2)    Discuss your own reactions to the observations you have made taking your own personal values into consideration.

 

Fostering Individual Flourishing: A Real Case Intervention Plan based on a Positive Psychology Peer Coaching Session (25%; 6 pages)

Due: at 13:00. Please hand in one hard copy at the psychology office

“Where coaching interventions are primarily used to enhance goal attainment, Positive Psychology interventions are primarily used as means of enhancing well-being. However, despite the clear synergies between coaching and Positive Psychology there has been little work done on developing models that integrate these two separate but highly complementary change methodologies” (Grant, A. M. and Spence, G. B., 2010).

In this assignment you will practice Positive Psychology coaching, explore what coaching can do for Positive Psychology, and develop an evidence based intervention plan tailored to this real case and based on Positive Psychology theory and research.

“Fostering Individual Flourishing”’ is a combined group and individual assignment. In groups of three you will carry out, and reflect on a Positive Psychology coaching session with a peer client and an observer.  After the session you will receive feedback on your coaching from the observer and the client. You will use your experience from this session as point of departure to write an individual assignment, in which you reflect on your coaching experience, elaborate on the synergies between coaching and Positive Psychology, and develop an theory- and research based intervention plan.

Content

The “Fostering Individual Flourishing” assignment consists of two parts:

Part 1: Practice Positive Psychology coaching applying basic coaching skills and Positive Psychology.

The session takes place in groups of three students: one coach, one client and one observer. Each student will be coach, client and observer. Each session takes approximately 30 minutes. After the session the coach receives feedback from the observer and the client.

Part 2: An individually written assignment, which must include:

A short presentation of the client’s issue/ goal

• A short summary of the coaching session, including mentioning the main skills and interventions applied

• Your reflections on the coaching experience

• An elaboration on the synergies between coaching and Positive Psychology

• An evidence based positive psychology intervention plan

• Arguments and reflections for your intervention plan. What are the theoretical oriented arguments behind your intervention plan? You should use theory to be the foundation behind your intervention plan. Also you are supposed to find and include research results supporting your intervention plan.

• Critical reflections about your intervention plan: What might the pitfalls be?

 

Team Project: Research presentation (20%)

Due: 

 

Positive Psychology in a Time of Crisis:

- What to Do When the Going Gets Tough?

Team Project: Research presentation (20%). Due: Monday, April 20

Format:

Teams of 3-4 students

Create a documentary video (Approximately 7 minutes)

Submit a written paper explaining the theoretical framework and the research evidence upon which you build your documentary. (Three pages. 1 1/2 spaced and excluding cover & reference page)

The assignment:

The assignment is to create a response to this question:

How can people make use of positive psychology theory and established research findings in a time of sudden change and crisis to prevent negativity from taking over and creating even more suffering?

These days, the Covid-19 crisis might cause many people to feel overwhelmed by worry, frustration, and feelings of fear about the future. This is very understandable and positive psychology is not a cure for a pandemic. However, it is possible that many people now under these rapidly and unpredictably changing circumstances could benefit from putting positive psychology principles into action. Your job is to:

1. Identify a positive psychology topic that you would like to focus on (e.g. meaning, hope, mindfulness, positive emotions, gratitude, relationships, individual strengths, flow, physical activity).

2. Find a relevant research article to use as your source of evidence.

3. Create a short and serious educational documentary (in the form of a video) that can inspire and teach lay people why and how they can benefit from positive psychology not only in their normal everyday lives, but also when the going gets tough (or threatens to do so).

The video documentary must include:

· Introduction to the topic

· Presentation of the research and the findings

· Specific instructions on how people can put theory and established research findings into action

· Each documentary will be approximately 7 minutes

The written paper must include:

· An explanation of the topic and the theory which you presented on in the documentary

· Summary of research and findings

· Discussion about the findings and their implications

 

Objectives:

· Find, analyze, and apply a relevant research article to module topics and discussions

· Demonstrate your ability to make use of theory and research findings in real life situations

· Create a concrete and engaging review of material

· Develop and refine teamwork skills

 

Regarding sources:

You should use at least three academic articles/books in addition to the research article. Please make sure to use high quality, credible and relevant sources, and to support all statements and claims by academic references. All references and citations should follow the referencing style used by the American Psychological Association.

Final Synthesis: (20%). Combined discussion and reflection paper (maximum 6 pages)

Due: one hard copy at the psychology office and e-mail to gvo@dis.dk  before 12:00 noon

This paper is a synthesis of the learning processes and experiences gained through the entire course. It must contain of the following:

1.     How can Positive Psychology theory and core concepts be applied to facilitate people’s long-term satisfaction with life?

Your response to this question should build upon the knowledge you have gained about Positive Psychology. It should include a discussion of the pros and cons of the Positive Psychology theory and core concepts with reference to class readings, additional literature, study tours and class lectures. Be sure to cite your references in your text. (3-4 pages)

2.     The future of Positive Psychology

Where do you assess Positive Psychology will be heading with its future?  And where would you like Positive Psychology to go? Argue for you view on how the future should look for Positive Psychology.

(1-2 pages)

3.     Your professional and personal take away

What impact, if any, has this course had on you and why? What will you professionally and personally take with you from this course? (1 page)  This last section of the paper is not graded.

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:

• Course Enrollment and Grading
• Attendance
• Coursework, Exams, and Final Grade Reports

Class room policies

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