Veidlapa Nr. M-3 (8)
Study Course Description
Positive Psychology
Course Code
VPUPK_319
Branch of Science
Psychology; Psychology of Personality
ECTS
3.00
Target Audience
Biology; Business Management; Civil and Military Defense; Clinical Pharmacy; Communication Science; Dentistry; Health Management; Information and Communication Science; Juridical Science; Law; Life Science; Management Science; Marketing and Advertising; Medical Services; Medical Technologies; Medicine; Midwifery; Nursing Science; Pedagogy; Person and Property Defence; Pharmacy; Political Science; Psychology; Public Health; Rehabilitation; Social Anthropology; Social Welfare and Social Work; Sociology; Sports Trainer
LQF
All Levels
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Guna Svence
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Health Psychology and Paedagogy
Contacts
Riga, 16 Dzirciema Street, office No. 501. Guna Svence 29106837
About Study Course
Objective
To deepen students' understanding of the topicality of positive psychology, to develop an understanding of its basic concepts and intervention programs, as well as the content and form of positive psychology measuring instruments.
Preliminary Knowledge
Not required
Learning Outcomes
Knowledge
1.Describes and explains the concepts of positive psychology, the content and form of intervention programs and measuring instruments.
Individual work and tests
Examination • Independent work
Skills
1.Conducts research in independent work and essay, demonstrating the ability to explain the keywords of positive psychology, intervention programs, measurements, as well as identify a research problem or topic, according to the society and their future profession in the context of positive psychology, creating an essay.
Individual work and tests
Independent work • Examination
2.Performs the given/selected basic concept of positive psychology, such as - goodness (well-being), positive emotions, strengths (strengths), profound strength or resilience (resilience), positive psychology interventions - metacognitive research, reflection, describing it and demonstrating it verbally in a seminar, then submitting it in writing in e studies.
Competences
1.Uses the ideas, concepts, hypotheses and research results of the basic authors of positive psychology and temporary authors in individual and group works.
Individual work and tests
Independent work
2.by understanding the basic constructive, research-based intervention methods of positive psychology, you know how to use them in the practically simulated situation games in couples’ work and/or small groups, reflecting on experience.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Independent work |
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-
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Tasks: 1. Describe concepts of positive psychology classics, prepare individually or in groups a judgment and critical analysis of any of them. Volume 3-5 pp. To be added to E-Studies. 2. Analyse modern (2017-2025) positive psychology studies (2-3) on key words of positive psychology, research instrumentariums and studies performed, analyse methodology, part of discussion. Prepare an individual or group review of the research work carried out. To be added to E-Studies. |
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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10 points
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The essay in the exam shall be made subject to the following conditions: (1) It must be about a subject of positive psychology, narrowing it down to a specific problem, to which there is no unequivocal answer, (2) answer the questions formulated at the beginning of the essay on the justification for the choice of the subject, (3) justify the choice of subject in the opening paragraph of the essay, write the question by mentioning keywords, (4) The body of the essay is the answers to the questions raised in the introduction, using both references, personal opinions and examples of studies, and a summary of the main thought should be made at the end of the 5 essay. |
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2.
Test |
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10 points
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Evaluation criteria: 1. There is a scientific understanding of concepts of positive psychology using an Article or book of authors of positive psychology using references. 2. Scientific text analysis on concretesis - a concept - has been expanded. |
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Study Course Theme Plan
FULL-TIME
Part 1
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Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Auditorium
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2
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Topics
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Positive psychology constructs, history, current affairs in science and public health. The main concepts, keywords of positive psychology, such as well-being, life force, optimal experience, optimism and positive thinking, Hope, etc.
Description
Annotation: Students get acquainted with M. Seligman's (Seligman et al., 2000, 2001) concept of the topicality of positive psychology, develop an understanding of the keywords: well-being, resilience, strengths, positive coping , positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization.
Topics covered during the class: 1. Why does society and psychology need positive psychology?
2. What is meant by: well-being, hedonic well-being, eudamonic well-being, resilience, strengths, positive coping, positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization?
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-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Positive psychology constructs, history, current affairs in science and public health. The main concepts, keywords of positive psychology, such as well-being, life force, optimal experience, optimism and positive thinking, Hope, etc.
Description
Annotation: Students get acquainted with M. Seligman's (Seligman et al., 2000, 2001) concept of the topicality of positive psychology, develop an understanding of the keywords: well-being, resilience, strengths, positive coping , positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization.
Topics covered during the class: 1. Why does society and psychology need positive psychology?
2. What is meant by: well-being, hedonic well-being, eudamonic well-being, resilience, strengths, positive coping, positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization?
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology constructs, history, current affairs in science and public health. The main concepts, keywords of positive psychology, such as well-being, life force, optimal experience, optimism and positive thinking, Hope, etc.
Description
Annotation: Students get acquainted with M. Seligman's (Seligman et al., 2000, 2001) concept of the topicality of positive psychology, develop an understanding of the keywords: well-being, resilience, strengths, positive coping , positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization.
Topics covered during the class: 1. Why does society and psychology need positive psychology?
2. What is meant by: well-being, hedonic well-being, eudamonic well-being, resilience, strengths, positive coping, positive thinking and optimism / helplessness, optimal experience (flow), positive education, positive organization?
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Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
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Review of examples of positive psychology evidence-based intervention programs (Positive Focus, Savoring 4-Step Focus, Resilience 7-Step Program)
Description
Annotation: In this topic, students will have the opportunity to understand the most researched intervention programs in positive psychology: Strengths, the 7-step Penn Resilience program, the Saivoring program, the Gratitude exercise, the Blessing exercise, Ideal SELF exercise programs.
Topics covered during the class: 1. How do positive thinking and awareness/mindfullness exercises work?
2. What is the essence of a resilience development program intervention as opposed to the sense of helplessness taught?
3. What is the cognitive strategy for mindfully enjoyment in a 4-step exercise Saivouring?
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Review of examples of positive psychology evidence-based intervention programs (Positive Focus, Savoring 4-Step Focus, Resilience 7-Step Program)
Description
Annotation: In this topic, students will have the opportunity to understand the most researched intervention programs in positive psychology: Strengths, the 7-step Penn Resilience program, the Saivoring program, the Gratitude exercise, the Blessing exercise, Ideal SELF exercise programs.
Topics covered during the class: 1. How do positive thinking and awareness/mindfullness exercises work?
2. What is the essence of a resilience development program intervention as opposed to the sense of helplessness taught?
3. What is the cognitive strategy for mindfully enjoyment in a 4-step exercise Saivouring?
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Review of examples of positive psychology evidence-based intervention programs (Positive Focus, Savoring 4-Step Focus, Resilience 7-Step Program)
Description
Annotation: In this topic, students will have the opportunity to understand the most researched intervention programs in positive psychology: Strengths, the 7-step Penn Resilience program, the Saivoring program, the Gratitude exercise, the Blessing exercise, Ideal SELF exercise programs.
Topics covered during the class: 1. How do positive thinking and awareness/mindfullness exercises work?
2. What is the essence of a resilience development program intervention as opposed to the sense of helplessness taught?
3. What is the cognitive strategy for mindfully enjoyment in a 4-step exercise Saivouring?
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
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The concept of strengths as the most popular concept in positive psychology intervention. Strengths (Peterson& Seligman,2004) exercises - Your strengths in challenges, from the negative past and the positive future. M. Seligman's syndrome of learned helplessness, catastrophic thinking and learned optimism.
Description
Annotation: In this lesson, students will play practically in pairs and small groups the exercise Strengths, created by Chr. Peterson& M. Seligman (Peterson, Seligman,2004) un two levels- 1) positive past to 2) positive future in challenging situation
Topics covered during the class: 1. What does the concept of strengths according to M. Seligman and Chr. Peterson mean?
2. What is the cognitive, socio-emotional impact of this intervention on personality feelings in self-challenging situations?
3. What is the effect of the intervention based on personal and group experiences in level 1 and level 2 of this exercise?
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The concept of strengths as the most popular concept in positive psychology intervention. Strengths (Peterson& Seligman,2004) exercises - Your strengths in challenges, from the negative past and the positive future. M. Seligman's syndrome of learned helplessness, catastrophic thinking and learned optimism.
Description
Annotation: In this lesson, students will play practically in pairs and small groups the exercise Strengths, created by Chr. Peterson& M. Seligman (Peterson, Seligman,2004) un two levels- 1) positive past to 2) positive future in challenging situation
Topics covered during the class: 1. What does the concept of strengths according to M. Seligman and Chr. Peterson mean?
2. What is the cognitive, socio-emotional impact of this intervention on personality feelings in self-challenging situations?
3. What is the effect of the intervention based on personal and group experiences in level 1 and level 2 of this exercise?
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
The concept of strengths as the most popular concept in positive psychology intervention. Strengths (Peterson& Seligman,2004) exercises - Your strengths in challenges, from the negative past and the positive future. M. Seligman's syndrome of learned helplessness, catastrophic thinking and learned optimism.
Description
Annotation: In this lesson, students will play practically in pairs and small groups the exercise Strengths, created by Chr. Peterson& M. Seligman (Peterson, Seligman,2004) un two levels- 1) positive past to 2) positive future in challenging situation
Topics covered during the class: 1. What does the concept of strengths according to M. Seligman and Chr. Peterson mean?
2. What is the cognitive, socio-emotional impact of this intervention on personality feelings in self-challenging situations?
3. What is the effect of the intervention based on personal and group experiences in level 1 and level 2 of this exercise?
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Positive psychology measuring instruments (vitality survey, well-being survey, strengths survey, etc.)
Description
Annotation: Students will get acquainted with several methodologies adapted in Latvia, which are based on the concepts of positive psychology: Resilience 25 items Survey (Wagnild & Young, 1998, adapted by Bērziņa, Svence, 2009), Strengths (Peterson, Seligman, 2005, adapted by Varenberg, Svence, 2020), Florishing survey according to the PERMA concept (Seligman, 2005, adapted by Pakse, Svence, 2020), Survey of Eudamonic Well-being (Ryff, 1996, adapted by Perepjolkina, 2006), Survey of Well-being latvian version (Majors & Majors, 2008), etc.
Topics covered during the class: 1. Which of the concepts of positive psychology are integrated in the content of the questionnaires?
2. What are the conclusions about the results of research conducted in Latvia, obtained using the concepts of positive psychology?
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Total ECTS (Creditpoints):
3.00
Contact hours:
30 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003). A psychology of human strengths: Fundamental questions and future directions for a positive psychology. Washington, DC: American Psychological Association.
2.
Keyes, C. L. M., & Haidt, J. (Eds.). (2003). Flourishing: Positive psychology and the life well lived. Washington DC: American Psychological Associa
3.
Peterson, C., Park, N., & Seligman, M. E. (2005b). Orientations to happiness and life satisfaction: The full life versus the empty life. Journal of Happiness Studies, 6, 25–41
4.
Seligman, M. E. P. (2002). Authentic happiness. New York: Free Press. Seligman
5.
Seligman, M. E. P. & Tracy, A. (2005). Positive Psychology Progress. Empirical Validation of Interventions. American Psychologist by the American Psychological. Vol. 60, No. 5, 410–421 DOI: 10.1037/0003-066X.60.5.410
6.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An Introduction. American Psychologist, 55, 5-14.
7.
Svence, G. (2009). Pozitīvā psiholoģija. R., Zvaigzne ABC.
8.
Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. New York: Oxford University Press.
Additional Reading
1.
Mahdiani, H. & Dalhousie, U. (2020). Can Biomedical and Cognitive Enhancement Increase Psychological Resilience? 0 Canadian Psychological Association Canadian
2.
Psychology / Psychologie canadienne. Vol. 62, No. 3, 295–303. http://dx.doi.org/10.1037/cap0000217 295 2
3.
Lopez, S. J., & Snyder, C. R. (Eds.). (2004). Positive psychological assessment: A handbook of models and measures. Washington, DC: American Psychological Association
4.
Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137–155
5.
Titova, L., Werner, K.M., Sheldon, M.K. (2018). EDITORIAL Translating Positive Psychology. Translational Issues in Psychological Science. American Psychological Association, Vol. 4, No. 3, 211–214 http://dx.doi.org/10.1037/tps0000170
6.
Svence, G. Dzīvesspēka koncepts pozitīvās psiholoģijas kontekstā. R., Zinātne.