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, 5 J. Asara Street, vppk@rsu.lv, +37167061587
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.
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.
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.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
2 independent works:
1. Describe the concepts of the basics of positive psychology, prepare an individual or group discussion and critical analysis of any of them. Volume: 3-5 pages. To be added in E-studies.
2. To analyze temporary (2017-2021) research examples of positive psychology (2-3) based on some keywords of positive psychology, research tools and performed research, to analyze the methodology, make questions for discussion. Prepare an individual or group report on the research work performed. To be added in E-studies.
|
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
10 points
|
|
The essay for the exam must be created under the following conditions: 1) it must be about a topic of positive psychology, narrowing it down to a specific problem to which there is no unambiguous answer, 2) it is necessary to answer the questions formulated at the beginning of the essay based on the rationale for the choice of topic, 3) in the beginning paragraph of the essay, the choice of the topic should be justified, the question should be written, mentioning the keywords, 4) the main text of the essay should be organized as the answers to the introductory questions, using quotations with references, personal opinions and research examples, At the end of the essays, a summary of the main idea should be made. |
||
|
2.
Examination |
-
|
10 points
|
|
Evaluation criteria for 2 independent works: 1. There is a scientific description of the concept of positive psychology using an article or book by the author of positive psychology, using references. 2. The analysis of the scientific text on the specific concept is expanded. 3. The design of the presentation or essay meets the requirements of RSU. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
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?
|
-
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?
|
-
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?
|
-
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?
|
-
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
|
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
|
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
|
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?
|
-
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?
|
-
Class/Seminar
|
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?
|
-
Class/Seminar
|
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?
|
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.