Course Syllabus

Positive Psychology

Semester & Location:	Summer 2021 - DIS Copenhagen
Type & Credits:	Core Class - 3 credits
Course Study Tour:	Denmark
Major Disciplines:	Education / Educational Studies, Human Development, Psychology
Prerequisite(s):	One psychology course at university level.
Faculty:	Line Kamstrup- linekamstrupdis@gmail.com
Program Director:	Helle Rytkønen- hry@dis.dk
Program Contact:	psy.cns@dis.dk
Time & Place:	See Course Schedule Room: V23-201

Description of Course

Discover the relevant research findings, theoretical concepts and thinking on the topics of human flourishing and well-being.  Psychology provides much knowledge on pathologies and disorders, but what do we know about optimising human functioning, flourishing and well-being? This essential question serves as a springboard for our examination of the emergence and development of Positive Psychology. Whether Positive Psychology is viewed as a field of its own or as a complimentary focus, researchers and practitioners from psychology and coaching seek to understand, test, discover and promote factors that allow individuals and communities to thrive. This research and practice is important because of its additional focus on concepts such as wellbeing, happiness, flow, personal strengths, optimism, resilience as well as characteristics of positive groups, organisations and nations – areas that traditionally have not been examined and researched much by psychology.

 

Positive Psychology has evolved rapidly over the last ten years, and today seeks to demonstrate that it is more than just positive thinking and feeling good. It is concerned with the elements that result in flourishing, rather than languishing. The field is intended to complement, not to replace traditional psychology. It does not seek to deny the importance of studying how things go wrong, but rather to emphasise the importance of using the scientific method to determine how things go right.

 

Since its emergence in 1998, positive psychology has flourished. Among its successes is the burgeoning field of Applied Positive Psychology (APP), involving interventions to promote wellbeing. However, the remit of APP is currently unclear. As such, this class will also off an introduction to a meta-theoretical conceptual map delineating the terrain that APP might conceivably cover, namely, the Layered Integrated Framework Example model. The model is based on Wilber’s (J Conscious Stud 4(1):71–92, 1997) Integral Framework, which features the four main ontological ‘dimensions’ of the person. We then stratify these dimensions to produce a comprehensive conceptual map of the person, and of the potential areas of application for APP. The result is a detailed multidimensional framework which facilitates a comprehensive approach to promoting wellbeing, and which charts a way forward for APP.

 

This course will explore the foundations of Positive Psychology and seek to understand its relation to other fields of psychology and psychological applications like coaching. Based on this we will critically examine the most fundamental elements of Positive Psychology. These are positive emotions, character strengths, self-determination and goal setting, mindfulness and psychological capital. In order to bring Positive Psychology into the context of Denmark, students will examine why Danes are ranked as one of the highest in international surveys on happiness and life-satisfaction. This course emphasises a strong focus on theory, research and application, and a high degree of participation and critical yet constructive reflection. Field studies students will exemplify how Positive Psychology or elements hereof is applied in real world settings.

Learning Objectives

Regarding Theory and Research

• Define what positive psychology is and understand this definition in relation to other fields of psychology.
• Explore philosophical and theoretical foundations of positive psychology and understand how happiness, and subjective well-being is understood and measured around the world.
• Examine the congruence of values and goal pursuit in the subject of wellbeing.
• Differentiate positive emotional states and processes, the dynamics on positive emotions on a range of outcomes and find research to support these findings.
• 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

Regarding Application

• Explore and identify the research on character strengths and living well and how strengths can be applied to students own lives and their study goals.
• Explore and experience mindfulness meditation and review relevant research supporting the practice.
• Apply core concepts in positive psychology concept to everyday situations. Create student centered applications of positive psychology.

Faculty

Instructor:

Line Kamstrup Frederiksen, Ph.D.

DcounPsy in Counselling Psychology (Professional Doctorate in Counselling Psychology, University of Regent’s College, London 2011) with Ph.D. in Counselling Psychology (Dissertation: Exploring the Influence of Mindfulness Meditation Training on Therapeutic Practice: The Experiences of Counselling Psychologists Trained from an Existential Phenomenological Perspective, University of Regent’s College London 2011). Chartered Counselling Psychologist (2012). Clinical Psychologist, Psychiatry, Psychiatric Clinic within the National Health Services, Denmark, 2011. Practicing in Private Practice since 2012.  Specialised in Mindfulness-Based Therapies, Existential Psychotherapy and Cognitive-Behavioural Therapy. With DIS since 2012.

 

Readings

1. Required Texts:

• Boniwell, I.  & Tunariu A.D. (2019). Positive Psychology: Theory, research and applications. McGraw Hill.(TEXTBOOK)
• Hefferon, K., & Lomas, T. (2014). Applied Positive Psychology: Integrated positive practice. McGraw. (TEXTBOOK)
• Selected chapters from this book will be available on Canvas: Snyder, C.R., Lopez, S.J. & Pedrotti, J.T. (2011). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. Sage Publications.

*All additional articles mentioned in the Course Schedule below will be posted on Canvas

• Seligman, M.E.P. (2011). Flourish. A new understanding of happiness and well-being – and how to achieve them. Nicholas Brealey Publishing. (pp.5-29).
• Christensen, K. et. al., (2006). Why Danes are smug: comparative study of life satisfaction in the European Union. MBJ. Vol. 333, 1289-1291, 23-30 December 2006.

• Lyubomirsky, Sonja (2011). The How of Happiness. A Practical Guide to Getting the Life YouWant. Chapter 7, pp. 185-211.

• Kauffman, C. (2010). Positive Psychology: The Science at the Heart of Coaching. In: Stober, D.R & Grant A.M. (2010). Evidence Based Coaching Handbook. John Wiley & Sons. (Chapter 8), (pp. 219-249).
• 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.
• Teasdale, J.D., Segal, Z.V., Williams, J.M.G., Ridgeway, V., Soulsby, J., & Lau, M. (2000). Journal of Consulting and Clinical Psychology, 68, 615-623.
• Diener, E. & Seligman, M.E.P. (2002). Very happy people. Psychological Science, 13, 81-84.
• 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.
• Mauss, I.B., Tamir, M., Anderson, C.L. & Savino, N. (2010). Can seeking happiness make people unhappy? Paradoxical effects of valuing happiness. Emotion, 11, 807-815
• 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.
• 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.
• Coutu, D.L. (2002). How Resilience Works. Harvard Business Review, 80, (5), 46-55.
• Warren, S. (2010): What’s Wrong with Being Positive? In Linley, P.A. et al. (eds): Oxford Handbook of Positive Psychology and Work. Oxford University Press. Pp.313-322.

Field Studies

Field studies serve to complement your course work by placing you in the professional field to compare, extend and rethink what we read about, discuss in seminar, and encounter in practicum. Learning through field study is supported by advance preparation. Please be ready for field study by completing all readings and preparing questions in advance.

 

The Sports Project, Copenhagen: Friday, June 18 08.30-12.00 

We will meet Christoffer Hansen and his colleague and they will present the sports project where young people with a criminal or difficult background are being offered intensive sports training with the aim to emphasize strengths and qualities with aspects of Positive Psychology.

Learning Objectives:

• Explore how Positive Psychology can be applied to real life organizations and how the focus on strength and possibilities can be used to benefit young people
• Examine what other elements of Positive Psychology have been implemented in the Sports Project.

 

Lines Private Practice in Væxthuset Charlottenlund: Monday, June 28 09.00-13.00 

• We will visits the private practice of Line ind the beautiful Charlottenlund Castle Park 
• Learn about Coaching techniques and how to integrate those with Positive Psychology

 

The Deer Park, Mindfulness Workshop: Wednesday, June 30 09.00-13.00

• • Topic: Mindfulness Workshop
  • Objective: workshop with a focus on nature, mindfulness, and well-being

 

Mini Field Studies:

 

• Copenhagen City, Chasing tracks of Happiness: Wednesday, June 16

This is an ethnographic inspired field trip. In order to bring positive psychology into the context of your stay in Denmark, students will research why Danes are ranked highest in most international surveys on happiness and life-satisfaction. Get out there, mingle with the Danes, take pictures, listen, ask questions, and observe what might be the reasons for Denmark being ranked as the happiest country in the world.

Students in their groups will be expected to engage with the Danes and investigate why it is that Denmark has been consistently ranked as the happiest nation in the world

 

• Copenhagen City, Random Acts of Kindness: Tuesday, June 29

Students will as a part of a class activity perform Random Acts of Kindness in the Streets of Copenhagen

 

Guest Lecturers

 

Guest Lecture Nick Trigkatzis: Wednesday, June 16 10.00-11.30

Topic: The elemental self

Nick is an experienced shiatsu practitioner currently practicing and living in London. He qualified from the European Shiatsu School. Along with his practice, Nick attends an advanced course in Traditional Chinese Medicine aiming to qualify as an acupuncturist in the near future.
His great interest in well-being eventually led him out of an early engineering career (MSc in Telecoms) and brought him into the world of complementary therapies. His goal is to provide his clients with relief and to help them embrace themselves as much as possible. He is also a Tai chi and Qi gong instructor. Finally, some of Nick’s interests include nutrition, martial arts, reading and music.

This will be an online workshop directly from Athens where Nick lives and teaches. 

 

Bridget Grenville Cleave MAPP, MBA, FCCA, Assoc CIPD: Tuesday, June 29 10.00-12.00
Positive Psychology Consultant & Trainer
Workmad Ltd: Positive Psychology in Action

*Bridget written the chapter in your textbook: "Physical Activity and Positive Psychology" (pp. 204-225)Tuesday 
*This will be an online workshop directly from London where Bridget lives and teaches at University. 

 

Approach to Teaching

The teaching style of this course is based on experiential learning, so I will expect you to participate actively in the class exercises, reflections and discussions. The expectation goes both ways; I will aim to have classes that engage in an open learning environment, where I will expect students to reflect on their own learning objectives and align these with those of the course. Classes will mainly be based on brief lectures and extensive discussions as well as sharing of research insights.

Expectations of the Students

In this course, each and every 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 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.
• Be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade.

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 (see the attendance and lack of participation section of assignment details, below, for the definition of class participation).

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

I expect you to have done the reading for each class and to come with notes and questions for me and for the other students. This will give us material to generate our discussions. When responding to questions in class, make reference to our readings to support the points you are making. Engaged participation in this way, will be rewarded in the classroom.

 

Evaluation

Class Participation (15%):

Class participation includes being punctual, attentive and prepared with the readings and exercises for the session. Students are required to come prepared with relevant questions for classroom discussion pertaining to the topic, as well as making contributions to the class with relevant analytical insights and critical evaluations. 

 

Discussion Paper- Chasing Tracks of Happiness (30%):

(electronic submission)

What might be the reasons for the Danes being ranked as one of the happiest people in the world? 

Students will be asked to carry out 2-3 short interviews of people they either have a relation to or someone they approach in the Copenhagen area, discussing the question that this paper seeks to answer: “What might be the reason that the Danes are ranked the happiest people in the world?”

The discussion paper should include a discussion of all 3 points listed below:

• Discuss your own observations from a theoretical perspective citing any relevant literature and research.
• Discuss your own reactions to the observations you have made taking your own personal values into consideration.
• Integrate with theory and research findings.

Be sure to cite your references in the text and use correct APA style of referencing. Further instruction will be on Canvas. Maximum 4 pages, excluding cover, pictures, and reference page.

 

Research Presentation- Team Project (20%):

Background

• In a group with fellow students of 3-4 you will be asked to formulate a research question in one of the syllabus themes.
• The groups will be asked to submit the research questions in the class by … of and the dates for class presentations will be agreed upon with me the same day.
• Groups are asked to prepare a short presentation (max.15 min, including questions from the class) and discussion questions for the class.

Groups will be asked to do the following:

• Submit the research question to the lecturer mm
• Present a brief coverage of relevant theory linking to the research question.
• Present relevant empirical findings.
• Present considerations on the practical applications of the research.
• Present conclusion.
• References.

 

Case Intervention Plan (35%):

(electronic submission)

Fostering Individual Flourishing; A real Case Intervention Plan based on Positive Psychology Peer coaching session (6 pages, excluding title page and references)

Background:

Both coaching and positive psychology  are natural allies in sharing an explicit concern for the enhancement of optimal functioning and well-being, arguing for performance improvement, finding what is right for the person and working on enhancing it.  Good coaching helps clients to discover their skills and resources. It fits with the premises of positive psychology, and helps clients identify their strengths and find ways to use them more often in all aspects of their lives.

Despite the clear parallels between coaching and Positive Psychology, little work on has been done on developing models that integrate the two methodologies.

Assignment Type

During this assignment students will practice Positive Psychology coaching, explore how Positive Psychology can provide a theoretical framework for coaching and develop an intervention plan to real case scenario, based on Positive Psychology theory and research.

This assignment is a partly group and partly individual assignment. Students will be divided in groups of 3 students and carry out a Positive Psychology coaching session with one peer coach, one peer client and one peer observer. After each session, you will receive feedback on your coaching from the observer and the client. You will be asked to use the experience from this session as departure points to write your individual assignment, in which you will reflect on your coaching experience, explore the correlation between coaching and Positive Psychology, and based on this develop a theory- and research based intervention plan.

Part 1

Practice Positive Psychology Coaching in applying basic coaching skills. The sessions will take place in groups of three students: One coach, one client and one observer. Each student will in turn be coach, client and observer. Each coaching session will take 15 min. At the end of each session the coach will receive feedback from the observer and client (max 5 min). There will be a plenum session for the whole class to summarise the findings.

Part 2

The individual written assignment must include:

• Short presentation of the client´s issues/goal.
• A short summary of the coaching session, including mentioning the main skills and interventions being applied in the coaching session.
• Your own reflections on the coaching experience.
• An exploration of the correlations between coaching and Positive Psychology.
• An intervention plan based on the coaching experience.
• Critical reflections, observations on your own intervention plan. 
• What were your theoretical oriented arguments based – references in APA style are required, further guidelines will be provided on CANVAS.
• Critical reflections, observations on your intervention plan, positive and negative

 

Please separate sections with clear headers and use correct APA style referencing.

Note: 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 week of classes.

Grading

Assignment	Percent
Attendance and Participation (incl. study tours)  Individually graded - ongoing	15%
Discussion Paper- Chasing Tracks of Happiness (based on theory and your observations) Individually graded due Tuesday June 29	30%
Research Presentation- Team Project Graded as a team performance due Thursday July 1	20%
Case Intervention Plan- Fostering Individual Flourishing Individually graded due Friday July 2	35%
Total	100%

 

 

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 Director of Teaching and Learning, 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 jeopardise 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 not be accepted.

 

Policy for Students Who Arrive Late to Class: Late coming will have a negative impact on your class participation grade.

 

Use of Laptops or Phones in Class:  Computers and iPhones are allowed in class PURELY for note taking purposes. In case of other uses such as Facebook, emails or internet surfing, it will have a negative impact on

your participation grade. Cell phones are to be shut off during class and texting/SMS'ing etc. during class will have a negative impact on your participation grade.

 

Expectations & Code of Conduct:

In this course, each and every 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 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.
• Be punctual and attend all classes; missing classes without a legitimate excuse will result in a lower final grade.

 

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 (see the attendance and lack of participation section of assignment details, below, for the definition of class participation).

 

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

 

I expect you to have done the reading for each class and to come with notes and questions for me and for the other students. This will give us material to generate our discussions. When responding to questions in class, make reference to our readings to support the points you are making. Engaged participation in this way, will be rewarded in the classroom.

Academic Regulations 

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

• Course Enrollment and Grading
• Academic Expectations and Honor Code