PSY 341K Positive Psychology and the Good Life (SWC)
Fall, 2009 TTh 11:00-12:15
SEA 3.250 (Unique # 44130)
Instructor: Dr. Caryn Carlson
Office/Phone: SEA 3.216/475-8493
Office Hours: W 8:00-9:30 & by app’t
E-mail: carlson@psy.utexas.edu
TA: Sandra Pahl
SEA 3.120
T 9-11; Th 12:30-1:30 & by app’t
sandra.pahl@mail.utexas.edu
Text: Peterson, C (2006). A Primer in Positive Psychology. Oxford Press.
Description
This course provides a survey of the emerging field of Positive Psychology.
Class format will utilize both didactic and interactive components, with active
participation expected from students in class discussions and exercises, as well as in
assignments outside the classroom. Course requirements include writing assignments,
class participation, and a final examination.
On the first day, you will complete an in-class writing assignment about what
they hope to gain from the class. On the second day, you will take “pre- class” tests to
assess some of the constructs addressed in the course (e.g., happiness), and we will
view a Positive Psychology video lecture by Ed Diener. For homework, take the
signature strengths survey on Seligman’s website (www.authentichappiness.com).
Next Th. (9/3), each student will give a “strength” story introduction and submit a
listing of his or her top 5 strengths, rank ordered to denote preferences for which
strength students wish to be the topic of their Strength essay/presentation.
The remainder of the course is divided into 3 sections. In Section I, we will define
the field of Positive Psychology, discuss relevant constructs and how to measure them,
consider the notion of a “happiness set point”, and review relevant research on
personality, emotional, and cognitive contributions to well-being. In Section II, we will
discuss human strengths and virtues, human values, and review the role of goal-setting
and other motivational factors in happiness. We will finish this section by addressing
whether happiness SHOULD and CAN be increased, and by considering criticisms of
the Positive Psychology field. In Section III, we will consider the good life from a variety
of perspectives, including spiritual, evolutionary, biological, economic, and crosscultural views. Finally, we will discuss how Positive Psychology may apply to social
change and public policy (note that topics/dates may vary slightly from that listed).
Grading and Grading Scale
Course grades will be based on class attendance/participation (20 points), a Section I
reaction paper (5 points), a “signature strength” essay (first draft, 10 points; final draft,
10 points), a final “course portfolio” (30 points) and an in-class final exam (25 points).
A = 92-100
A- = 90-91
B+ = 88-89
B = 82-87
B- = 80-81
C+ = 78-79
C = 72-77
C- = 70-71
D+ = 68-69
D = 62-67
D- = 60-61
F = 0-59
Schedule of course topics, activities, and requirements
Date
Th 8/27
T, 9/1
Th, 9/3
Proposed Topics
___
Book Chapters
COURSE INTRODUCTION AND OVERVIEW
In class writing about course expectations/review syllabus
Positive Psychology video/pre-questionnaires
Strength story introductions (submit list of top strengths)
T, 9/8
Th, 9/10
T, 9/15
Th, 9/17
T, 9/22
SECTION I- WHAT IS POSITIVE PSYCHOLOGY?
Definitions and measures
Happiness set point
Personality, positive emotions, & flourishing
Flow
Exercise 1 presentations (reaction paper due)
Th, 9/24
T, 9/29
Th, 10/1
T, 10/6
Th, 10/8
T, 10/13
Th, 10/15
T, 10/20
Th, 10/22
T, 10/27
Th, 10/29
T, 11/3
SECTION II- STRENGTHS, VALUES, INCREASING HAPPINESS 5-7
Character strengths and virtues
Creativity (Michael Starbird)(tentative date)
Motivation and Goals (strength paper first draft due)
Motivation and Goals
The Last Lecture (Randy Pausch)
Strengths presentations
Strengths presentations
Strengths presentations
Strengths presentations
Should happiness be increased?
Can happiness be increased?/Criticisms of Positive Psychology
Exercise II presentations
Th, 11/5
T, 11/10
Th, 11/12
T, 11/17
Th,11/19
T, 11/24
Th, 11/26
T, 12/1
Th, 12/3
SECTION III- PERSPECTIVES ON THE GOOD LIFE
8-9; readings
Spiritual perspectives (Dave Collins) (final strength paper due)
Evolutionary and biological perspectives
Economic perspectives
Affluenza video
Cultural perspectives
Exercise III presentations/ post-questionnaires
THANKSGIVING
Social change
My Last Lecture (course portfolio due)
FINAL EXAMINATION: Monday, Dec. 14; 2-3:30 p.m.
2-4
Course activities
Outside-of-Class Exercises:
The course is divided into three sections. In each section, students will complete
2 outside-of-class exercises and will offer a brief (5 minute) class presentation of
their reactions to one of the exercises. For section I, students will also write and
submit a 2-page reaction paper for one of the two exercises; this paper will be
edited and returned to the student (revisions may be included in the Course
Portfolio, described below). While students are not required to write/submit
reaction papers for section II or III exercises, they may choose to do so to include
in the Course Portfolio.
Journaling:
Students are encouraged- though not required- to keep a journal documenting
their reactions to course material. Students are free to use any format they
choose for the journal. One possibility is to set aside a few minutes each week to
record reactions, lessons learned, points of interest to pursue further, etc. You
may choose to include journal entries as “evidence” in the Course Portfolio.
Writing Assignments
Section I Reaction Paper (5 points):
For Section I, students will submit a reaction paper based on one of the two
outside-of-class exercises. The paper should be double-spaced, and must be at
least 2 (but no longer than 2 1/2) pages in length. This paper will be graded (5
points) and returned; a revision of it may be included in the final Course
Portfolio. See “Guidelines for reaction papers and presentations” on the last
page of the syllabus.
Signature Strength Essay (20 points):
Based on the signature strengths assessment that all students will complete
during the first course week, each student will be asked to choose one of their
top 5 strengths on which to write an essay. The essay should be double-spaced,
and must be at least 4 (but no longer than 4 1/2) pages in length (not counting
your reference list). The essay must include a citation of literature (from the text
and outside sources), and you should also include personal anecdotes, reference
to “exemplars” (which may be real people or literary characters), and/or
perspectives from other fields, e.g., philosophy, literature, cross-cultural work,
etc. The first draft of the paper will be graded (10 points) and returned with
comments. Students will revise and resubmit the final version of the paper,
which will be worth 10 points. Students will make brief (i.e., 10-15 minute)
presentations on their signature strength report.
Final Course Portfolio (30 points):
A portfolio is a collection of work—like an artist’s portfolio. In this case, it is a
selected collection of your work for this class, organized in a particular way to
effectively convey your message. Your portfolio should integrate content and
research findings from course materials, in addition to personal reactions (e.g., to
exercises). To help organize the portfolio, include a table of contents with
numbered pages. The portfolio must be a minimum of 6 pages in length (not
counting the table of contents and any reference list you decide to include).
Each portfolio will be different because you are different from each other. The
portfolio should start with a reflective opening (@ 3-4 pages in length) that
reviews your work in the class. This opening should include some or all of the
following:
 how you have processed the information and activities of the semester;
 what you knew when you came in and whether that has been substantiated
or changed;
 what you have learned with which you may not agree;
 what challenges to you the semester may have posed;
 what successes you achieved
In order to support your answer to the above questions, you will explain how the
evidence—in the form of @ 3-4 Appendices —supports the claims you make.
This evidence may include reaction papers, a summary of your “pre” and “post”
assessment measures, excerpts from journal/on-line entries you may have made
during the semester, responses to discussion questions, or anything else that
provides evidence about the work you have done for the class.
Grading Writing Assignments
Assignments are due at the beginning of class on the due date. Assignments
turned in after class starts will be considered late; late assignments will be
assessed a penalty of two points each day late. Students are expected to attend to
both the style (e.g., grammar, syntax, structure) and content of their writing
assignments.
Students are encouraged to meet with the TA and to make use of the
Undergraduate Writing Center for assistance with assignments. The UWC
provides professional consulting services for students who want to improve their
writing. Students can bring their assignments to the UWC and work with a
consultant on any aspect of their writing--from brainstorming, to developing and
organizing an argument, to learning the conventions of usage and punctuation.
If you visit the UWC, please request that they notify me about your meeting; this
will allow me to track your progress. The UWC also provides helpful writing
handouts from their main website:
<http://uwc.utexas.edu/handouts>http://uwc.utexas.edu/handouts
Other Course Requirements
Final Exam (25 points)
There will be a comprehensive final examination given during the final exam period.
The final exam will include a combination of multiple choice and short answer
questions. Please be certain that you will be available to take the final, as makeup
exams will not be given. FINAL EXAMINATION: Monday, Dec. 14; 2-3:30 p.m.
Class Presentations, Attendance and Participation (20 points)
Throughout the semester, students are expected to be actively engaged in the
class by making presentations (3 outside exercise presentations and the signature
strength presentation), and by participating in class discussion (e.g., responding
to discussion questions). To assist me in evaluating your effort, at the end of the
semester you will provide me with a one-page self-assessment of your
participation in the class. The assessment should include an evaluation of your
attendance, “formal” presentations, and contribution to discussion.
Presentations: Ten points will be assigned for presentations (2 points for
each outside exercise presentation and 4 points for the strength presentation).
Attendance/participation: Ten points will be assigned for class
attendance and participation. Because this represents a significant portion of
your grade, it is obvious that attendance is crucial. If you have to miss a class
and have a good excuse, please let me know as soon as possible. In addition to
attendance, points will be assigned based on the quality of student presentation
and contributions to discussion, including familiarity with the readings, ability to
express ideas clearly, ability to synthesize thoughts of others to form new
insights or questions, ability to disagree constructively, and cooperation in
building a stimulating and supportive intellectual atmosphere in class.
Department and University Policies
The Psychology Department will drop all students who do not meet the
following prerequisites:
(a) PSY 301 with a C or better
(b) PSY 418 (or an equivalent listed in the course schedule) with a C or
better
(c) Upper-Division standing (60 hours completed)
The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more information,
contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
Exercises/Reaction Papers
For each section, complete two exercises. You will then choose one of the two
exercises to present in class during the designated times. For Section I, choose
one of the two exercises on which to write and submit a 2-page reaction paper.
With instructor permission, you may substitute an exercise from the Peterson
text for any of those below.
SECTION I (if you choose 1, do EITHER a or b)
1a) Write and deliver a “gratitude letter” to someone who has been especially
kind to you but has never been properly thanked. Describe how this experience
effected you and the recipient (Peterson, p. 31).
1b) Complete a “Gratitude diary” by writing down three things that go well each
day and their causes every night for one week; provide a causal explanation for
each good thing. After a week, evaluate how the exercise made you feel
(Peterson, p. 38).
2) Complete at least one “pleasurable” and one “philanthropic” activity, and
comment on how each made you feel, both immediately following the activity
and the next day (Peterson, p. 34).
3) “Have a good day” (Peterson, p. 43; can complete for one week).
4) Practice kindness (Lyubomirsky) by performing 5 acts of kindness over the
course of a week (additional instructions on Blackboard).
5) Savor life’s joys (Lyubomirsky) by relishing ordinary experiences of everyday
life (additional instructions on Blackboard).
SECTION II
1) Use one of your top strengths in a new and different way every day for five
days (Peterson, p. 158).
2) Read the biography of someone you admire (artist, scientist, writer, politician,
public figure, athlete, etc.). Discuss your impressions about what this person’s
signature strengths might have been. How early were they manifested, and
what factors seemed to influence their development?
3) Ask a relative (grandparent, parent, sibling) to take the online “signature
strengths” survey (www.authentichappiness.com). Interview them based on the
results, and describe any insights you gained about similarities and differences
between your strengths and theirs. To what do you attribute the patterns?
4) Read the section on values in Steven Hayes book, “Get out of your mind and
into your life: The New Acceptance and Commitment Therapy” (2005; New
Harbinger Publications; posted on Blackboard). Complete one of the values
exercises at the end of the chapter, or the “values card sort”.
5) Enhance optimism (Lyubomirsky) by creating a “Best Possible Selves” diary
(additional instructions on Blackboard).
SECTION III
1) Read about meditation from the website: http://www.how-to-meditate.org,
or via the “mindfulness” handouts (posted on Blackboard). Meditate at least 20
minutes, 3 days in a row, and comment on the effects of the meditation.
2) Attend a church service of a new/unfamiliar denomination (note: the more
you’re willing to step outside your comfort zone, the more you will get from this
assignment; see Dave or me for suggestions). Describe your experience
(demographic characteristics of the members, aspects of the service, etc.). What
aspects of the readings on spirituality were captured by your experience?
3) Choose a country included on the “World Map of Happiness” (handout will
distributed in class). Do some reading about the country, and comment on the
social, political, and/or cultural factors that may contribute to the country’s
“happiness” ranking.
4) Write (and submit) an essay to NPR’s program, “This I believe.” The essays
should be between 350-500 words; see details at:
http://www.npr.org/thisibelieve/agree.html
5) Choose a favorite movie, novel, or artwork (e.g., musical selection, painting)
that you feel illuminates or exemplifies some aspect of happiness or character
strength. Comment on how the writer/filmmaker/artist portrays his or her
perspective; note consistencies or inconsistencies with what we’ve read or
discussed. IF you present this in class, feel free to read an excerpt, show a video
clip, etc. to illustrate.
6) Write your own legacy (Peterson, p. 22)
Guidelines for reaction papers and presentations
The papers should be approximately between 2 and 2 ½ pages (doublespaced) in
length, and should summarize the exercise AND your reactions to it. You might
include some or all of the following: why you chose the exercise, what you
predicted about the experience and how you actually felt about it, what you
learned, discussion about how the exercise and your reaction to it relates to your
readings in this (or any other) class, etc.
You should also be prepared to give a 5-minute presentation of this (or the other
Section 1) exercise in class. Some of the exercises involve personal experiences
that you might not feel comfortable sharing publicly, which is the rationale for
asking you to present only one of the two exercises. If you ever feel
uncomfortable about presenting an exercise reaction in class, however, please
discuss it with Brent or me and we will be happy to work out an alternative
presentation with you.
You are not required to turn in reaction papers for the Section II or III exercises
(though you may choose to include them in the portfolio), but I will ask you to
report on which exercises you completed.