POSITIVE PSYCHOLOGY
PSYC 402 – 001 (3 credits)
Spring 2016
Professor:
Dr. Donna Webster Nelson; Office: Kinard 128;
Phone: 323-2636 (work), (704) 243-2011 (home - up to 9:30 p.m.);
E-mail: nelsond@winthrop.edu; Fax: 323-2371
Office Hours:
Drop-in hours: M 8:25-8:55 & 10:00-11:30; T 8:25-9:25; R 8:25-9:25
Appointments: I am available for appointments M-F. Please see me after
class, or get in touch via phone or e-mail to schedule a meeting.
Texts:
Compton, W.C. & Hoffman, E. (2013). Positive Psychology: The Science of
Happiness and Flourishing, 2nd Edition. Wadsworth.
Seligman, Martin E. P., (2002). Authentic Happiness: Using the New Positive
Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press.
Additional Readings:
In addition to the above texts, readings will include relevant empirical or theoretical scientific papers.
The supplemental readings are listed on the syllabus and will be available online.
Course Description & Goals
This course examines an emerging paradigm shift in psychology away from an emphasis on pathology to greater
consideration of positive aspects of human experience. Positive psychology emphasizes using science to explore
optimal human functioning, strengths and virtues, positive coping, well-being and fulfillment in the lives of
healthy people. We will learn about the core assumptions, principles and empirical evidence of this growing
effort. We will also explore applications and interventions informed by this perspective in domains personally
relevant to students’ lives such as close relationships, work and school. The course meets multiple Department of
Psychology goals for student learning (see http://www2.winthrop.edu/psychology/ for additional information).
Learning Objectives
By the end of the semester, students should demonstrate:
 Knowledge of the history, aims and scope of positive psychology
 Knowledge of the distinction between positive psychology and other theoretical approaches in
psychology.
 Knowledge of the methods that psychologists use to explore topics in positive psychology.
 Knowledge of applications and interventions informed by positive psychology.
 Knowledge of research findings that support the principles and applications of positive
psychology.
 An ability to think critically about psychological theories and research findings.
 An ability to apply course concepts in meaningful ways.
 A greater understanding of the behavior and mental processes of the self and others.
The aforementioned objectives will be obtained through readings, written assignments, experiential
exercises, and class/small group discussions. The objectives will be assessed through examinations,
written assignments and contributions made during class discussions and activities.
Experiential Learning Exercises
Throughout the semester, several out-of-class applied learning exercises will be assigned with two main
goals in mind: 1) knowledge acquisition and 2) personal growth involving the cultivation of individual
strengths and the enhancement of well-being. Details for each experiential exercise will be distributed
approximately one week prior to the due date for its completion. *Students will be expected to
complete all assigned exercises and share/discuss their individual activities and experiences with other
class members.
Reflection Papers After completing each of the aforementioned experiential exercises,
students will be asked to write a brief (1 page, double-spaced and typed) reflection paper. Each paper
should include: 1) a discussion of the connections between the experience and course concepts and 2) a
discussion of ways the ideas addressed in the exercise may impact the student’s personal
development/well-being. Students will be asked to submit 7 reflection papers in total during the
semester and each will be worth 10 points.
Exams
There will be three exams administered during the semester covering material presented in
class and the readings. Each exam will include a combination of multiple choice and essay
questions and will tap a comprehensive understanding of material. In addition, a cumulative
final exam will be given during finals week. Each exam will be worth 100 points. Final grades
will incorporate each student’s three highest test scores. Thus, students can drop their lowest
grade.
Make-up Exams
Make-up exams will be given to students only in cases of excused absence. Typically, students are
excused from exams only for verifiable medical emergencies with prompt notification.
Students with Disabilities
Winthrop University is dedicated to providing access to education. If you have a disability and require
specific accommodations to complete this course, contact the Office of Disability Services (ODS) at 3233290. Once you have your official notice of accommodations from ODS, please inform me as early as
possible in the semester.
Class Attendance and Participation
An important aspect of this class will be active involvement in experiential exercises and class/group
discussions. Students will receive a participation grade (worth 30 points). Furthermore, students with
good attendance and who make outstanding contributions to class activities/discussions will be given
special consideration in cases of a borderline grade.
The College of Arts and Sciences’ policy for the appropriate use of hand-held and wireless technologies
will be in effect for this class. Please refer to the following link for details:
http://www2.winthrop.edu/artscience/AppropriateUseApprovedPolicyMar2010.pdf. Students who
exhibit poor participation behaviors that inhibit learning (e.g., texting during class) will be counted as
absent for that day.
The University attendance policy will be in effect. Specifically, if a student’s absences in a course total
25 percent or more of the class meetings for the course, the student will receive a grade of N if the
student withdraws from the course before the withdrawal deadline; after that date, unless warranted
by documented extenuating circumstances as described in the university catalog, a grade of F or U
shall be assigned.
Academic Integrity
Winthrop University students are expected to conduct themselves ina manner that will contribute to
the maintenance of academic integrity. As noted in the Student Conduct Code: “Responsibility for
good conduct rests with students as adult individuals.” The policy on student academic misconduct is
outlined in the “studet Conduct Code Academic Misconduct Policy” in the online Student Handbook
(http://www2. Winthrop.edu/studentaffairs/handbook/StudentHandbook.pdf
Class Listserv
The class listserv is PSYC402001@class.winthrop.edu. I will be posting review sheets, assignment
sheets and some supplemental readings on the listserv. Students may also use the listserv to post public
questions and answers related to course material. Private messages should be sent to my e-mail address
directly.
Evaluation of Student Learning/ Course Grading
Assignment
Possible Points
3 highest exam scores
(100 points each exam - 3 X 100) =
Experiential reflection papers
Class Participation
TOTAL
300
70
30
400
Grades are based on the percent of total points earned
A = 374 and above
A- = 358 – 373
B+= 346 – 357
B = 334 – 345
B- = 318 – 333
C+= 306 – 317
C = 294 – 305
C- = 278 – 293
D+= 266 – 277
D = 254 – 265
D- = 238 – 253
F = 237 and below
A = 93.5 – 100%
A- = 89.5 - 93.4%
B+= 86.5 - 89.4%
B = 83.5 - 86.4%
B- = 79.5 - 83.4%
C+= 76.5 - 79.4%
C = 73.5 - 76.4%
C- = 69.5 - 73.4%
D+= 66.5 - 69.4%
D = 63.5 - 66.4%
D- = 59.5 - 63.4%
F = 59.4% and below
Class Schedule
Dates
Topic/Assignment
Readings
1/12
1/14
Overview of Course & Positive Psychology
Assessing Signature Strengths/Positive
Introductions
Seligman – Preface;
Ch. 1-2
1/19
History & Scope of Positive Psychology
1/21
Emotion & Motivation in
Positive Psychology
Subjective Well-Being: Correlates,
Predictors & Heritability
1/26
1/28
Values, Choice & Happiness
2/02
Pleasures: Savoring & Mindfulness
2/04
Gratifications: The Experience of Flow
2/09
Leisure, Optimal Experience & Peak
Performance
Review
2/11
2/16
2/18
Exam 1
Gratitude
Experiential/CT
Activities
Positive introductions
Compton – Ch. 1
Compton - Ch. 2
Seligman – Ch. 3
Fredrickson (2001)
Compton – Ch. 3
Seligman - Ch. 4
Myers (2000)
Seligman – Ch. 7
Schwartz et. al,
(2002)
Seligman – Ch. 7
Csikszentmihalyi
(1999)
Compton – Ch. 4
Happiness
interview/assessment
Have a good day
Seligman 5
Emmons &
McCullough (2003)
**Count your blessings
CT exercise – Flow
**Gratitude letter
2/23
2/25
Deliver gratitude letters
Forgiveness
Seligman 5
3/01
3/03
Optimism
Positive Thinking
Seligman 6
Seligman et. al, (2005) Arguing with yourself
3/08
Wellness, Health & Positive Coping
3/10
Growth through adversity/resiliency
3/15
3/17
Spring Break
3/22
3/24
Review
Exam 2
G
Compton – Ch. 6;
Taylor, Kemeny,
Reed, Bower &
Gruenewald (2000)
Bonanno (2004)
Compton – Ch. 7
Seligman Ch. 8-9
3/29
Excellence, Aesthetics, Creativity & Genius
3/31
4/05
Southeastern Psychological Association
meeting – no class
Thriving & Flourishing/Signature Strengths Compton – Ch. 8
Seligman Ch. 8-9; 10
4/07
Altruism, Religion, Spirituality & Purpose
4/12
4/14
Love
Compton – Ch. 10, 11
Seligman – Ch. 14
Seligman 11
Compton – Ch. 5
Healthy Relationships
Gable et. Al, (2006)
Seligman 12
4/19
4/21
4/28 at
11:30
a.m.
Signature strengths &
Careers
Fun vs. philanthropy
**Active-constructive
responding
Review; Notes of Appreciation
Exam 3
Cumulative Final Exam
Please Note: This syllabus describes the course as I expect it to be. However, changes or adjustments
may be made during the semester.
**Approximately 10 experiential exercises will be assigned during the semester. Students must submit
thought papers tied to 7 of those exercises. The 3 exercises that are marked with a star have required
papers. Students may choose to write their 4 remaining papers on any of the other exercises.
Detailed Listing of Additional Readings
1. Bonanno, G.A. (2004). Loss, trauma and human resilience: Have we underestimated the human
capacity to thrive after extremely aversive events? American psychologist, 59 (1), 20-28.
2. Csikszentmihalyi, M. (1999). If we are so rich, why aren’t we happy? American Psychologist, 54
(10), 821-827.
3. Emmons, R. A. & McCullough, M. E. (2003). Counting blessings versus burdens: An
experimental investigation of gratitude and subjective well-being in daily life. Journal of
Personality and Social Psychology, 88, 377-389.
4. Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-andbuild theory of positive emotions. American Psychologist, 56 (3), 218-226.
5. Gable, S., Gonzaga, G., Strachman, A. (2006). Will you be there for me when things go right?
Supportive responses to positive event disclosures. Journal of Personality and Social
Psychology, 91 (5), 904-917.
6. Myers, D. (2000). The funds, friends and faith of happy people. American Psychologist, 55 (1),
56-67.
7. Schwartz, B. , Ward, A., Monterosso, J., Lyubomirsky, S., White, K., Lehman, D. (2002).
Maximizing versus satisficing: Happiness is a matter of choice. Journal of Personality and
Social Psychology, 83, 1178-1197.
8. Seligman, M., Steen, T., Park, N., Peterson, C. (2005). Positive psychology progress: Empirical
validation of interventions. American Psychologist, 60 (5), 410-421.
9. Taylor, S.E., Kemeny, M.E., Reed, G.M., Bower, J.E. & Gruenewald, T.L. (2000). Psychological
resources, positive illusions, and health. American Psychologist, 55 (1), 99-109.
**PDF copies of the above readings can be found on Blackboard.