CIEE Global Institute - Madrid

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1 CIEE Global Institute - Madrid Course name: Course number: Programs offering course: Open Campus Track: Language of instruction: U.S. semester credits: 3 Contact hours: 45 Term: Fall 2018 Positive Psychology PSYC 2101 MASP Open Campus Global and Community Health Track English Course Description Psychology has explored studies of unhappiness, anxiety, depression, distress, personality disorders and recently theories, concepts and techniques that enhance well-being and happiness. This course explores the concepts, research, techniques, and exercises that enhance well-being and happiness. Positive psychology is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. Positive Psychology has three central concerns: positive emotions, positive individual traits, and positive institutions. Understanding positive emotions entails the study of contentment with the past, happiness in the present, and hope for the future. Understanding positive individual traits consists of the study of the strengths and virtues, such as the capacity for love and work, courage, compassion, resilience, creativity, curiosity, integrity, self-knowledge, moderation, self-control, and wisdom. Understanding positive institutions entails the study of the strengths that foster better communities, such as justice, responsibility, civility, parenting, nurturance, work ethic, leadership, teamwork, purpose, and tolerance. Positive psychology studies how human beings prosper in the face of adversity. It attempts to identify and enhance the human strengths and virtues that make life worth living and allow individuals and communities to thrive. 1

2 Learning Objectives By participating in this course, you will: Understand the history and development of Positive Psychology Explore the current and reliable assessment of positive emotions, character strengths and meaning life Demonstrate knowledge of Positive Psychology applications for non-profit organizations such as schools, clinical and business settings Distinguish the different perspectives on human flourishing and mental health Learn clinical interventions based on Positive Psychology: empirical validation of interventions. Course Prerequisites None. Methods of Instruction This course is taught through interactive lectures, a guest lecture, discussions and small group or individual assignments. Audio-visual material and site visits in Madrid will be used to augment the learning experience. Students will be expected to take copious notes during site visits in order to include details on later assignments Assessment and Final Grade Presentation 15% Positive Psychology Outreach Group Project 20% 2

3 Midterm Exam 20% Final Paper 25% Attendance and Class Participation 20% TOTAL: 100% Course Requirements Presentations Students must conduct a 15-minute presentation in small groups on one of the themes discussed. They may use other audio-visual equipment. Intervention Outreach Group Project Students are required to design an intervention program based on different techniques used in Positive Psychology. The students will choose between different contexts of action: workplace environment, non-profit organization or clinical practice. Midterm Exam All students will be required to take a multiple-choice exam in order to measure their development midway through the course. Final Paper A 7-page final paper is required. This paper must be an in-depth analysis of one of the topics discussed in class. All papers are research papers and must therefore have proper annotation. 3

4 Participation Participation is valued as meaningful contribution in the digital and tangible classroom, utilizing the resources and materials presented to students as part of the course. Meaningful contribution requires students to be prepared in advance of each class session and to have regular attendance. Students must clearly demonstrate they have engaged with the materials as directed, for example, through classroom discussions, online discussion boards, peer-to-peer feedback (after presentations), interaction with guest speakers, and attentiveness on co-curricular and outside-of-classroom activities. Attendance Policy Regular class attendance is required throughout the program, and all unexcused absences will result in a lower participation grade for any affected CIEE course. Due to the intensive schedules for Open Campus and Short Term programs, unexcused absences that constitute more than 10% of the total course will result in a written warning. Students who transfer from one CIEE class to another during the add/drop period will not be considered absent from the first session(s) of their new class, provided they were marked present for the first session(s) of their original class. Otherwise, the absence(s) from the original class carry over to the new class and count against the grade in that class. For CIEE classes, excessively tardy (over 15 minutes late) students must be marked absent. Attendance policies also apply to any required co-curricular class excursion or event, as well as to Internship, Service Learning, or required field placement. Students who miss class for personal travel, including unforeseen delays that arise as a result of personal travel, will be marked as absent and unexcused. No make-up or re-sit opportunity will be provided. 4

5 Attendance policies also apply to any required class excursion, with the exception that some class excursions cannot accommodate any tardiness, and students risk being marked as absent if they fail to be present at the appointed time. Unexcused absences will lead to the following penalties: Percentage of Total Course Hours Missed Equivalent Number of Open Campus Semester classes Minimum Penalty Up to 10% 1 content classes, or up to 2 language classes Participation graded as per class requirements 10 20% 2 content classes, or 3-4 language classes Participation graded as per class requirements; written warning More than 20% 3 content classes, or 5 language classes Automatic course failure, and possible expulsion Weekly Schedule Week 1 Introduction to Positive Psychology and Positive Emotional States and Processes This week introduces the past and current situation of Positive Psychology. We will focus in particular on the development and the remarkable impact of this 5

6 emerging discipline. We will also gain more in-depth knowledge of diverse concepts and terms with regard to Positive Psychology such as happiness, hope, well-being, optimism and grift. The aim of this lesson is to provide students with a conceptual framework that can be applied in everyday life to strengthen an individual's ability to overcome adversity and challenges, manage stress, and flourish in their personal and professional lives. Class 1:1 Review the pathway within this topic through different readings and video resources. Readings: Seligman and Csikszentmihalyi 2000; Gable and Haidt, 2005 / Video: TED talk. Martin Seligman. Class 1:2 Place particular emphasis on understanding connections among different topics and concepts used by Positive Psychology. We will focus on some practical exercises in connection with emotions. Readings: Burton and King, Week 2 Approaches to the good life In the second week, we will revise the perspectives on human flourishing and the Positive philosophy. We will continue to review different concepts such as individual strengths, resilience and prosocial behavior. During these sessions, we will watch a short documentary film in connection with resilience and forgiveness to complement on-site lessons. Class 2.1 Discover how science can help us understand more about the elements of the positive side of life and how they might be achieved. 6

7 Readings: Seligman, 2010; Walker, Class 2.2 Demonstrate how human strengths develop the quality of life and how anyone can learn to practice a positive mental attitude to face different life events. Readings: Kleiman et al., Video: The Update: Irene Villa interview Week 3 Therapies and techniques in Positive Psychology This week will focus on debates and readings surrounding the purpose and efficacy of therapies used in this discipline. We will also study Mindfulness, an effective aid in the treatment of many mental and physical health issues. We will visit a Mindfulness center in Madrid to put this technique into practice. The midterm exam will also take place this week. Class 3.1 Know the purpose an efficacy of Well-being therapy and Positive therapy. Readings: Seligman, 2002; Seligman, Steen, Park and Peterson, Class 3.2 Deepen in Mindfulness. Students will review the variety of physical, psychological and social benefits of practicing mindfulness. Site visit: Mindfulness Center Madrid Week 4 Positive Psychology and individuals The fourth week will be devoted to exploring positive psychology applications in clinical practice, counseling and interpersonal relations. Students will know different therapeutic tools that can be used to coach clients or anyone who needs to enhance satisfaction and well-being in their personal life. We will use some audiovisual resources to go deeper into this subject. 7

8 Class 4.1 Understand the impact of the therapeutic alliance on treatment. Readings: Goldsmith, Lewis, Dunn and Bentall (2015) / Short video: Open University channel: the therapy relationship. Key ideas in Therapy. Class 4.2 The couching in practice: how to do it effectively Readings: Kauffman, / Video: Kim Lampson: basic counseling skills. Week 5 Positive Psychology and Organizations Throughout this week, the student will have the opportunity to know current fields of action such as business environments and schools. We will explore different techniques and therapies used by this discipline in diverse contexts. We will also visit a coaching center in Madrid to get to know how this can be applied in practice. The aim of this session is to guide students on how to apply positive psychology in various professional settings, including creating a plan for positive interventions in a real organization. Class 5.1 Explore the application of Positive Psychology in the practice of education and in a business environment. Readings: Seligman, Randal, Gillham, Reivich and Linkins, 2009; Bakker, Schaufeli, Leiter and Taris, 2008; Froman, Class 5.2 Obtain first-hand experience of couching practice. Site visit or Guess talking: *: Sinews. Executive and Personal coaching in Madrid (group session). 8

9 Week 6 Challenges, Summary, and Discussion. The final week will be dedicated to some of the current approaches and studies surrounding Positive Psychology as well as some of the limitations and criticism of this discipline. Students will hand in their final papers this week. Class 6.1 Explore new fields of action in connection with Positive Psychology Readings: Casella, Font and Vives, 2014; Kubokawa and Ottaway (2009). Class 6.2 Generate critical debate around the following topic: Positive Psychology good or bad? Students will have to search for documentation about this issue. (15minutespresentation). Readings -Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), Casellas, A., Font, A. & Vives, J. (2014). Positive Psychology interventions in breast cancer. A systematic review. Psycho-Oncology, 23, doi: /pon Froman, L. (2010). Positive psychology in the workplace. Journal of Adult Development, 17(2), doi: /s Gable, S.L. & Haidt, J. (2005). What and why is Positive Psychology?. Review of General Psychology, 9(2)

10 -Goldsmith, L. P., Lewis, S. W., Dunn, G., & Bentall, R. P. (2015). Psychological treatments for early psychosis can be beneficial or harmful, depending on the therapeutic alliance: an instrumental variable analysis. Psychological medicine, 45(11), doi: /S X -Huffman, J. C., DuBois, C. M., Healy, B. C., & Boehm, J. K. (2014). Feasibility and utility of positive psychology exercises for suicidal inpatients. General Hospital Psychiatry, 36, Kauffman, C. (2006). Positive psychology: The science at the heart of coaching. In D.R. Stober & A.M. Grant (Eds), Evidence based coaching handbook: Putting best practices to work for your clients (pp New Jersey: John Wiley & sons. - King, L. A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27, Kleiman, E. M., Chiara, A. M., Liu, R. T., Jager-Hyman, S. G., Choi, J. Y., & Alloy, L. B. (2017). Optimism and well-being: A prospective multi-method and multi-dimensional examination of optimism as a resilience factor following the occurrence of stressful life events. Cognition and Emotion, 31(2), Retrieved from -Kubokawa, A., & Ottaway, A. (2009). Positive psychology and cultural sensitivity: A review of the literature. Graduate Journal of Counseling Psychology, 1(2), 13. -Lee, A., Steen, T.A. & Seligman, M. (2005). Positive Psychology in clinical practice. Annual Reviews, 1, Seligman, M. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of positive psychology, 2,

11 -Seligman, M. (2010). Flourish Positive Psychology and Positive Interventions. University of Michigan, Seligman, M. & Csikszentmihalyi, M. (2000). Positive Psychology: an introduction. American Psychology Association, 55(1), Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), doi: / Seligman, M., Steen, T.A., Park, N. & Peterson, C. (2005). Positive Psychology progress: empirical validation of interventions. American Psychology Association, 60(5), Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well being and alleviating depressive symptoms withpositive psychology interventions: A practice friendly meta analysis. Journal of clinical psychology, 65(5), doi: /jclp Walker, M. (2007). Happy-people-pills and prosocial behavior. Philosophica, 71, Online Resources

12 Recommended readings -Aknin, L. B., Broesch, T., Hamlin, J. K., & Van de Vondervoort, J. W. (2015). Prosocial behavior leads to happiness in a small-scale rural society. Journal of Experimental Psychology: General, 144(4), Frankl. Viktor E. Man s Search for Meaning. London: Elbury publishing, Print. -Kim, E. S., Chopik, W. J., & Smith, J. (2014). Are people healthier if their partners are more optimistic? The dyadic effect of optimism on health among older adults. Journal of psychosomatic research, 76(6), Retrieved from -Seligman, M.E.P. (1994). What You Can Change and What You Can't. New York: Alfred A. Knopf. -Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2010). Positive psychology: The scientific and practical explorations of human strengths. Sage Publications. 12