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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 352"
COURSE NAME: "Positive Psychology"
SEMESTER & YEAR:
Spring 2022
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SYLLABUS
INSTRUCTOR:
Nicola Petrocchi
EMAIL: [email protected]
HOURS:
MW 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PS 101
OFFICE HOURS:
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COURSE DESCRIPTION:
This course aims to provide a general introduction to the area of Positive Psychology, “the scientific study of what makes life most worth living”, and to scientific findings related to happiness, well-being, and the positive aspects of the human experience. We will review the history of Positive Psychology, and its contribution to more “traditional” areas of psychology. The course also incorporates experiential learning and exercises aimed at increasing personal well-being and at facilitating students’ understanding of the fundamental questions in the field.
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SUMMARY OF COURSE CONTENT:
Discussion will focus on the study of positive experiences (e.g., mindfulness, gratitude, hope), positive character traits (e.g., wisdom, compassion, self-efficacy, resilience), positive relationships, and positive institutions. Areas of controversy (e.g., what is Happiness and how do you measure it), as well as standard research methods adopted in the field will be critically examined.
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LEARNING OUTCOMES:
Core Knowledge
-Understand and describe the key concepts, principles, and research findings in positive psychology using the appropriate terminology
-Identify and understand the principal methods used and questions addressed in positive psychology
-Demonstrate understanding of the aim and scope of the discipline, and its implications to well-being and flourishing
-Articulate from the experience with class activities how positive psychology is relevant (or not) to personal life
Scientific Inquiry and Critical Thinking
-Use psychological concepts to explain personal experiences
- Demonstrate information literacy in psychology by accurately summarizing and presenting information from psychological sources
- Interpret psychological research, including quantitative data (e.g., statistics, graphs, tables)
Communication
-Express ideas in writing that reflect basic psychological concepts and principles
-Use standard English, and write using APA style
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| Positive Psychology: The Scientific and Practical Explorations of Human Strengths - 4° edition | Shane J. Lopez, Jennifer Teramoto Pedrotti, Charles Richard Snyder | SAGE Publications (USA); International edition | ISBN-10: 1506389899 ISBN-13: 978-1506389899 | | |
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| WEEKLY QUIZ | Every Monday, during the first 10 minutes of the session. The quizzes will be on Moodle, and they will cover the topics of the previous week | 20% |
| INDIVIDUAL PAPER | Students will also be required to submit a more extensive reflection paper (max 2000 words) on their “Well-being Journey’. They will be asked to discuss their overall engagement with class activities, how their well-being has changed (or not) over the course of the semester, and what they have learned from the course. Students will be expect to refer to the readings assigned during the semester when discussing their personal experience. | 20% |
| PARTICIPATION IN CLASS ACTIVITIES | The success of the class depends heavily on attendance and participation in class activities. You will be expected to make regular contributions to class discussions. | 10% |
| MIDTERM EXAM | The exam will consist of multiple-choice questions and short essay questions | 25% |
| FINAL EXAM | The exam will consist of multiple-choice questions and short essay questions on the topics covered after the MIDTERM EXAM | 25% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Attendance, although not mandatory, is essential to earn a good grade in this course. Each week will include a variety of readings, lectures, discussions, measures, and activities aimed at exploring the week’s topic. Students will get the most if they come to class prepared and ready to participate and engage with class activities and discussions.
Students cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity.
Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Session
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Session Focus
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Assignment
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WEEK 1
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SESSION 1. Intro: looking at psychology from a positive perspective - Psychology's forgotten mission
SESSION 2. Core assumptions and misconceptions in Positive Psychology - which metaphors nudge the scientific study of positive human functioning?
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Chapter 1 and 2 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice: Three Good Things (on Moodle)
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WEEK 2
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SESSION 3. A very short history with a very long past - philosophical and psychological ancestors of PP
SESSION 4. The foundation of positivity: origins, functions and psychophysiology of sensory pleasure
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Chapter 3 and 4 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) : letter to my future self
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WEEK 3
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SESSION 5. Understanding positive affect, positive emotions, happiness, and well-being - The work of Daniel Kahneman
SESSION 6. Our "tricky" brain: the peak end effect, affective forecasting and the psychological immune system - The work of Dr. Daniel Gilbert
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Chapter 6 and 7 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- Mental subtraction of positive event
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WEEK 4
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SESSION 7. Are positive emotions universal? the work of Paul Ekman and Izzard
SESSION 8. At the core of positive emotions - core prototype emotional states in mammalian brains - the work of Jaak Pankspepp
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Chapter 8 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- meaningful photos
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WEEK 5
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SESSION 9. INTRO TO POSITIVE EMOTIONS
SESSION 10. How positive affect influences decision making, creativity, altruism and problem solving. The work of Alice Isen
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Chapter 9 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-Loving Kindness meditation
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WEEK 6
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SESSION 11. THE BROADEN AND BUILD THEORY OF POSITIVE EMOTIONS -THE BROADEN EFFECT
SESSION 12. THE "BUILDING EFFECT" OF BROADEN AND BUILD THEORY and METTA MEDITATION
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Chapter 10 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-Metta meditation
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WEEK 7
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SESSION 13. RESILIENCE AND THE "UNDOING EFFECT" OF BB THEORY
SESSION 14. MIDTERM
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Chapter 11 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-self-compassion letter
- visualizing a compassionate image
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WEEK 8
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SESSION 15. COMPASSION AND COMPASSION FOCUSED THERAPY
SESSION 16. PHYSIOLOGY OF COMPASSION AND SELF-COMPASSION
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Slides and materials posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- mindful breathing and compassionate mind training
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WEEK 9
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SESSION 17. SELF-COMPASSION AND SELF-ESTEEM
SESSION 18. GRATITUDE
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Chapter 11 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- gratitude letter
- self-compassion break
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WEEK 10
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SESSION 19. EMPATHY AND ALTRUISM
SESSION 20. HEDONIC WELL-BEING
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Chapter 11 and 6 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- empathic listening
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WEEK 11
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SESSION 21. EUDAIMONIC WELL-BEING
SESSION 22. MINDFULNESS, FLOW AND SPIRITUALITY
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Chapter 10 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- mindfulness practices
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WEEK 12
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SESSION 23. SELF-EFFICACY, OPTIMISM AND HOPE
SESSION 24. WISDOM AND COURAGE
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Chapter 8 and 9 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-optimistic thinking
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WEEK 13
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SESSION 25. ATTACHMENT AND LOVE
SESSION 26. FORGIVENESS AND SELF-FORGIVENESS
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Chapters 12 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-forgiveness and self-forgiveness practice
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WEEK 14
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SESSION 27. CLASSIFICATIONS AND MEASURES OF STRENGTHS AND POSITIVE OUTCOMES
SESSION 28. POSITIVE SCHOOLING AND POSITIVE WORK ENVIROMENTS
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Chapters 3 and 15 of the textbook; slides posted on Moodle; papers (on Moodle)
Evidence based practice: Envisioning a positive future
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