PS378-15 Positive Psychology: The Science of Wellbeing.
Introductory description
Positive psychology is an increasingly popular field of study, facilitating an alternative perspective on many of the key phenomena psychologists are interested in. Central to positive psychology, much as the name suggests, is the exploration of positives; be they experiences, traits, or even wider institutions. However, in practice this extends beyond 'happiness', and into what allows people to develop, flourish and enhance their well-being.
Module aims
This module aims to provide students with an introduction and overview of positive psychology, the impact positive psychology has on psychology, and our understanding of behaviour more generally, and a focused understanding of positive-psychology based interventions.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
This module will take a 'positive approach' to the following topics: wellbeing and health, emotions, character strengths, cognition, embodiment and the body, applications of positive psychology, relationships, intervention development and application. The module will also cover positive institutions and society, and positive psychology as a critical perspective on psychology.
Learning outcomes
By the end of the module, students should be able to:
- Demonstrate a critical understanding of positive psychology
- Evaluate the methods and research used to develop the core ideas of positive psychology.
- Evaluate the various applications of positive psychology.
- Show an understanding of how positive psychology can complement and develop our understanding of other fields of Psychology
- Demonstrate an understanding of positive psychology interventions and their application.
Indicative reading list
Compton, W. C., & Hoffman, E. (2019). Positive Psychology (3rd Edition). SAGE Publications, Inc. (US).
Lopez, S. J., Pedrotti, J. T., & Snyder, C. R. (2018). Positive Psychology (4th Edition). SAGE Publications, Inc. (US).
Lopez, S. J., & Snyder, C. R. (2011). Oxford handbook of positive psychology. Oxford: Oxford University Press.
View reading list on Talis Aspire
Research element
Students will conduct an applied research project in the form of a planned positive psychology intervention. This will involve reviewing relevant literature to better understand interventions, evaluating and selecting appropriate methodologies for assessing their proposed interventions, and exploring the potential application of the proposed intervention in a 'real-world' setting, and presenting this in a format appropriate to the general public.
Subject specific skills
Understanding of positive psychological theories, research methods (including qualitative, quantitative, and mixed-methods approaches), and practices. Understanding, evaluation, and application of positive-psychology based interventions.
Transferable skills
Project planning and delivery. Collecting and organising information. Critical thinking. Creative problem-solving. Bringing data to bear on problems. Written and oral communication. Group cooperation. Research and data interpretation. Disseminating academic concepts in an accessible format.
Study time
| Type | Required |
|---|---|
| Lectures | 12 sessions of 2 hours (16%) |
| Seminars | 10 sessions of 1 hour (7%) |
| Private study | 45 hours (30%) |
| Assessment | 71 hours (47%) |
| Total | 150 hours |
Private study description
Private reading and study
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group D3
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
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| Seminar participation/Reflection. | 10% | 10 hours | No |
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Each student will turn in a summary reflecting on what they learned throughout the positive psychology module. This assessment should be completed at regular intervals throughout the module, and can be presented as a document, blog post, Padlet wall etc., Students will be asked to complete at least ten pieces of reflection (approx. 100 words each), and each entry will be weighted as 1% (10% in total) and marked as pass/fail. |
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Reassessment component is the same |
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Assessment component |
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| Intervention vlog/podcast | 27% | 30 hours | No |
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Develop and present a vlog/podcast about a positive psychology intervention with the aim of informing the audience on wellbeing. Students are expected to research and review relevant theories and literature, select an appropriate positive psychology intervention (supported by empirical evidence) to present, and detail the procedure/practical elements of the intervention. The presentation should include (where relevant) details on theory, literature, and methodology, presented for a non academic audience. The vlog should be accessible and informative to the general public. The presentation should be recorded, and last no longer than five minutes. The vlog should be accompanied by visual aids (e.g., slides) which will also be assessed. Students are typically expected to work in pairs. |
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Reassessment component |
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| Intervention vlog/podcast | Yes (extension) | ||
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Develop and present a vlog/podcast about a positive psychology intervention with the aim of informing the audience on wellbeing. Students are expected to research and review relevant theories and literature, select an appropriate positive psychology intervention (supported by empirical evidence) to present, and detail the procedure/practical elements of the intervention. The presentation should include (where relevant) details on theory, literature, and methodology, presented for a non academic audience. The vlog should be accessible and informative to the general public. The presentation should be recorded, and last no longer than five minutes. The vlog should be accompanied by visual aids (e.g., slides) which will also be assessed. Students will work alone. |
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Assessment component |
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| Peer feedback of vlog/podcast plan | 3% | 1 hour | No |
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Students will be awarded a pass/fail mark for contributing to the peer feedback session. Students will be expected to review peer plans for their vlog/podcast, discuss ideas, and contribute ideas. |
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Reassessment component is the same |
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Assessment component |
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| Online Examination | 60% | 30 hours | No |
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Twenty-four hour assessment on all topics covered in lectures and seminars. Students will see example questions in advance of the final assessment. Selected as three hours for duration due to limitation of drop down.
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Reassessment component is the same |
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Feedback on assessment
Standardised feedback form used by module convenor to give feedback on the intervention vlog/podcast presentation. Exam results will be available online.
Courses
This module is Optional for:
- Year 3 of UPHA-VL78 BA in Philosophy with Psychology
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UPHA-L1CA Undergraduate Economics, Psychology and Philosophy
- Year 3 of L1CA Economics, Psychology and Philosophy
- Year 3 of L1CC Economics, Psychology and Philosophy (Behavioural Economics Pathway)
- Year 3 of L1CD Economics, Psychology and Philosophy (Economics with Philosophy Pathway)
- Year 3 of L1CE Economics, Psychology and Philosophy (Philosophy and Psychology Pathway)
- Year 3 of L1CF Economics, Psychology and Philosophy (Tripartite Pathway)
- Year 3 of UPSA-C800 Undergraduate Psychology
- Year 4 of UPSA-C801 Undergraduate Psychology (with Intercalated year)
- Year 3 of UIPA-C8L8 Undergraduate Psychology and Global Sustainable Development
- Year 3 of UPSA-C804 Undergraduate Psychology with Education Studies
-
UPSA-C802 Undergraduate Psychology with Linguistics
- Year 3 of C802 Psychology with Linguistics
- Year 3 of C802 Psychology with Linguistics