|
|
JOHN CABOT UNIVERSITY
COURSE CODE: "PS 352 H"
COURSE NAME: "Positive Psychology HONORS (This course carries 4 semester hours of credits. A minimum CUM GPA of 3.5 is required)"
SEMESTER & YEAR:
Spring 2025
|
SYLLABUS
INSTRUCTOR:
Nicola Petrocchi
EMAIL: [email protected]
HOURS:
MW 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PS 101
OFFICE HOURS:
|
|
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.
|
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.
|
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
|
TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| The Science and Application of Positive Psychology | Jennifer S. Cheavens & David B. Feldman | Cambridge University Press | ISBN-10: 1108460836; ISBN-13: 978-1108460835 | | | Ebook | | |
|
REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
|
GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| 2 MIDTERM TESTS | The exam will consist of multiple-choice questions and short essay questions. | 25% each |
| FINAL TEST (date TBD) | The exam will consist of multiple-choice questions and short essay questions. | 25% |
| PARTICIPATION | The success of the class depends heavily on participation in class activities. Students will be expected to make regular contributions to class discussions and weekly forums on Moodle. | 10% |
| RECORDED PRESENTATION | Students will be required to do a 10-minute recorded presentation (instructions on Moodle!) | 15% |
| HONORS REQUIREMENTS | Students interested in pursuing the Honors designation for this course will engage in a deeper exploration of a specific concept, practice, or area of research within Positive Psychology. This assignment includes:
1. Reading an additional book or a set of selected articles related to a Positive Psychology topic of their choice (e.g., gratitude, flow, strengths-based approaches, mindfulness). The topic must be approved by the instructor.
2. Creating a presentation (10-15 minutes) to teach the class about the chosen topic. The presentation should include:
• The definition and theoretical background of the concept.
• Key findings from research.
• Practical applications or interventions.
• Critical reflections on its strengths and limitations.
3. Facilitating a peer discussion, encouraging classmates to critically engage with the topic by preparing 3–5 open-ended questions.
4. Submitting a reflection paper (500 words) discussing what they learned through the assignment, how the concept connects to Positive Psychology as a whole, and its relevance to their personal or professional development. | |
-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.
|
|
|
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.
|
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.
|
|
|
SCHEDULE
|
|
|
Session
|
Session Focus
|
Assignment
|
|
WEEK 1
|
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?
|
Textbook chapter 1; slides posted on Moodle; papers (on Moodle)
Evidence based practice: Three Good Things (on Moodle)
|
|
WEEK 2
|
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
|
Textbook chapter 2; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) : letter to my future self
|
|
WEEK 3
|
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
|
Textbook chapter 3; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- Mental subtraction of positive event
|
|
WEEK 4
|
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
|
Slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- meaningful photos
|
|
WEEK 5
|
SESSION 9. How positive affect influences decision making, creativity, altruism and problem solving. The work of Alice Isen
SESSION 10. 1° MIDTERM (Feb 19, 2025)
|
Textbook chapter 3; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-Loving Kindness meditation
|
|
WEEK 6
|
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
|
Slides posted on Moodle
slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-Metta meditation
|
|
WEEK 7
|
SESSION 13. TRANSCENDENCE: Meaning, Purpose
SESSION 14. Spirituality, and Religion
|
Textbook chapter 4. Slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-self-compassion letter
- visualizing a compassionate image
|
|
WEEK 8
|
SESSION 15. Present-Moment Focus: Mindfulness
SESSION 16. Savoring, and Flow
|
Textbook chapter 5; slides posted on Moodle; papers (on Moodle)
Slides and materials posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- mindful breathing and compassionate mind training
|
|
WEEK 9
|
SESSION 17. Talent and Giftedness
SESSION 18. Looking to the Future: Goals, Optimism
|
Textbook chapter 6 & 7; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- gratitude letter
- self-compassion break
|
|
WEEK 10
|
SESSION 19. Hope
SESSION 20. 2° MIDTERM (April 2, 2025)
|
Textbook chapter 7; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- empathic listening
|
|
WEEK 11
|
SESSION 21. Virtues, Values, and Character Strengths
SESSION 22. Successful Aging
|
Textbook chapter 8 & 9; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
- mindfulness practices
|
|
WEEK 12
|
SESSION 23. Love and Relationships
SESSION 24. Perspective-Taking: Gratitude and Forgiveness
|
Textbook chapter 10 & 11; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-optimistic thinking
|
|
WEEK 13
|
SESSION 25. Prosocial Behavior
SESSION 26. Compassion and Compassion Focused Therapy
|
Textbook chapter 13; slides posted on Moodle; papers (on Moodle)
Evidence based practice (on Moodle) :
-forgiveness and self-forgiveness practice
|
|
WEEK 14
|
SESSION 27. Happiness and Success at Work: Positive Psychology in the Office and Beyond
SESSION 28. Positive Mental Health Interventions and Initiatives
|
Textbook chapter 14; slides posted on Moodle; papers (on Moodle)
Evidence based practice: Envisioning a positive future
|
|
|
|