Course Syllabus

Positive Psychology

 

Semester & Location:	Summer 2024 - Session 1 - DIS Copenhagen
Credits:	3 credits
Major Disciplines:	Education/Educational Studies, Human Development, Psychology
Prerequisite:	A psychology course at university level.
Faculty Members:	Camilla Søeberg Hale (current students please use the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	See Course Schedule Classroom: F24-206

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

Camilla Søeberg Hale

Msc. Psychology (2013, University of Copenhagen). BA. Psychology (2010, University of Copenhagen). Works as a clinical psychologist in private practice.  Experience with individual and family therapy, couples therapy, counselling, and the educational setting (2013-). With DIS since 2022.

Readings

Required Textbooks:

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

• Lyubormirsky, S. (2007). The How of Happiness. A Practical Guide to Getting the Life you Want. Paperback edition, Piatkus, UK

Required Articles and Other Media on Canvas:

• Bao, K.J. and Lyubomirsky, S. "Making Happiness Last - using the hedonic adaptation prevention model to extend the success of positive interventions" pp. 373-383.
• 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.
• Gable, S.L. & Haidt, J. (2005). What (and Why) Is Positive Psychology? Review of General Psychology, Vol.9, No.2, pp. 103-110 What (and Why) Is Positive Psychology?
• 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, 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
• 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.
• Martela, et al., (2020). The Nordic Exceptionalism: What Explains Why the Nordic Countries are Constantly Among the Happiest in the World? In Helliwell, J.F. et al. (Eds.). World Happiness Report 2020. New York: Sustainable Development Solutions Network
• 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.

• 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.

• 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. 

Guest Lecturers

• • Søren Filskov Jacobsen, communication / meditation /stud. cand. psych. at University of Copenhagen
  • Rebecca Russell, Masters in Psychology

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 having read the required readings, 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 & Grading

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

Assignment	Percent
Class Participation	20%
Analysis of Theoretical Perspectives	30%
Completion of positive psychology exercises	20%
Group Presentation on Well-Being and Happiness in Denmark	30%

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.

Analysis of Theoretical Perspectives (30%)

Written paper, max 3 pages (300 words per page) excluding front page and references. 

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; a concept or construct from the field of positive psychology. Those could be: Strengths, the hedonic/eudaimonic dichotomy, flow, growth mindset, hedonic adaptation, grit, the PERMA model, the Broaden and Build theory etc. 
• Discuss the development of the theoretical perspective. Who, where, when, and why?
• Reflect on the impact of the perspective. How does it affect our understanding of human nature? What does it enable us to notice and conceptualize? How may it limit our understanding if we use this lens? What may we overlook?

See example of paper in "Files"

Positive psychology Exercises (20 % - completion of the two practical exercises)

• Completion of practical applications of different interventions and exercises from the field of positive psychology. You will be required to complete the exercise as described in the assignment, and submit a short written reflection on each of them (1/2 - 1 page). The reflections will be graded as complete/incomplete, not for content. This assignment is not about academic achievement, rather it is for you to try some of the exercises that are key to positive psychology, and to reflect on the effect or usefulness of them.

Group Presentation: "Well-Being and Happiness in Denmark"  (30%)

Well-being and Happiness in Denmark  ( 20% of total, Visual product and group presentation )

6 groups will each create a slideshow and a 12-15 minute class presentation supported by research based on what we have learned in class, and on your observations on field studies and during your stay. 

Each group will choose a theme from the field of positive psychology. Each group decide how to approach the chosen topic, but some aspects should be considered: 

• Well-being in Denmark today. What does the research show regarding the well-being of the population?
• Comparison with the US. Key differences and similarities regarding happiness, flourishing, and well-being.
• Observations during your stay in Copenhagen, and experiences of well-being through the course activities. How does the city provide opportunities for well-being for the inhabitants and visitors?
• Reflections on what you have learned in class about well-being.
• Suggestion of a positive psychology intervention regarding the topic.
• Facilitation of class reflection and discussion. 

All groups should include theory from positive psychology and information from at least 3 primary sources. 

Academic Accommodations

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter on the first days of class. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

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

 

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