Positive Psychology Winter Term PSYC 4001 Carleton University. Monday 14:30-17:30, 303 SA

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1 Positive Psychology 2010 Winter Term PSYC 4001 Carleton University Monday 14:30-17:30, 303 SA Instructor: Dr. John M. Zelenski Office: A525 Loeb Phone: , ext Office Hours: Fri. 2:30-3:30, usually after class, or by appointment Teaching Assistant: Deanna Whelan Office: A520 Loeb via WebCT please Office Hours: Special times TBA, by appointment Course Description: This course explores the emerging field of positive psychology, or the scientific study of optimal human functioning. Topics will include how scientists define and measure happiness, and the personal characteristics and circumstances that promote well-being. In addition to considering scholarly works, students will undertake experiential exercises and reflection that will promote productive approaches to personal well-being. By the end of the course, students should develop: 1) an understanding of the methods positive psychologists use to create knowledge, 2) a familiarity with the major theories and findings in positive psychology, 3) a better understanding of their personal well-being. Course Requirements: This course will require a lot of reading, thinking, discussion, writing, and general active participation. In this course learning is best thought of as a collaborative process. That is, I expect that you will all come to class ready to share brilliant insights on the week s readings and assignments, and thus, students will learn as much from each other as from the readings or me. Our in-class discussions will be the highlight of this course, and to encourage this dialogue you must:

2 1. Read assigned articles before coming to class. 2. Submit two discussion questions before each class on WebCT). 3. Attend and actively participate in every class. See guide on WebCT.) 4. Present an article and lead discussion once, OR complete 3 thought papers. Please note that although before class can include any time up to the moment we actually begin, I would prefer to see discussion questions and receive thought papers) the day before class. Late i.e., after class has begun) thought papers and discussion questions will not be accepted. However, you may submit a hard copy of thought papers at the beginning of class IF you submit an electronic version the day before class. In preparing discussion questions, please try to go beyond the readings with questions that provoke thought and discussion. If you have more basic questions of clarification, you are certainly encouraged to submit and ask them, but the majority of your questions should go further. You may preface these questions with an observation or comment; be creative. Thought papers are a further extension and/or demonstration of your thinking. More specifically, thought papers are brief essays about 400 words) that react to the readings by raising a novel, but related, issue or implication, questioning an author's assumption, proposing further research, etc. Thought papers should not provide a summary of information contained in the article. Unlike most writing, you can assume that your reader is familiar with the article you are commenting on.) Also, they should not contain a long string of unrelated questions or associations. That is, thought papers should consider a single issue in depth rather than touch lightly on a variety of issues. A good thought paper will provide a unique perspective or argument based on your own thinking, experience, academic and nonacademic knowledge. If you choose the thought paper option rather than the presentation option), you can choose to write them in any three weeks for which there are scheduled readings, but only one thought paper per week, and no writing about readings from past weeks i.e., as a primary focus; it is OK to integrate ideas from previous weeks). I encourage you to write about the journal articles rather than the text chapters), but this is not a formal requirement. Please submit thought papers to the instructor rather than the public discussion question board). I hope many of you will choose to not write thought papers, but to instead present an article and lead a brief discussion. This option will require more advanced preparation in that you must choose an article and have it approved by the instructor at least one week before the presentation. I can also suggest articles to you.) Often, we will choose articles that fit with the scheduled topics. For example, on March 29, someone might present an article reporting a study that examines the effects of exercise on well-being. It is also possible for us to incorporate a few new topics with presentations. These articles/topics must also be approved well before the scheduled presentation date.) In addition to preparing a presentation of the article about minutes), presenters should come prepared to lead a brief discussion of their article/topic about another minutes). Creativity and visual aids are encouraged. If you are considering an especially creative approach to your presentation/discussion, it s probably best to consult the instructor to ensure that you will still fulfill the requirements of the assignment. Dates for presentations will be assigned in the first two weeks of the course. All students will keep and submit a journal/portfolio to document their understanding of and reflection on course material, exercises, and assignments, particularly as they relate to personal experience. As a minimum requirement, journals/portfolios must include an entry for

3 each assigned reading. This could be as little as a single sentence of observation, reaction, etc., or much more e.g. something approaching a thought paper as described above). In addition, the course will include a number of small assignments and exercises that will encourage students to reflect on their well-being or engage in behaviour that might influence their well-being. Each of these assignments/exercises must be documented in the journal/portfolio. You may choose to omit aspects to protect your privacy, e.g., the actual text of a gratitude letter, but you must still document your experience of and reflection on the exercise.). Beyond these minimum requirements, I hope you will seize other opportunities to develop your journal/portfolio. For example, you may encounter a song, film, news story, television program, etc. that reminds you of something from the class. Please include these things and/or your reflection on them. This course will provide an excellent context for you to consider your personal well-being. Find ways to incorporate this personal reflection in the journal/portfolio. At the same time, do not include or be able to remove) things that you do not want to share with the instructor, as the journal/portfolio is also a part of the course evaluation. With this in mind, it is also very important that your journal/portfolio be organized in a way that someone else i.e., the instructor) will easily understand it and see that you have met the formal requirements. Please consult the grading rubric on WebCT for additional information on how to approach the journal/portfolio. The journal/portfolio must be submitted on February 8 so I can provide some initial feedback) and on March 29 for final evaluation). You will also write a final paper 10 pages, APA style) that reviews a topic related to positive psychology primarily using scholarly sources, i.e., journal articles), and goes on to propose a study that could further address an important unresolved question related to the topic you ve chosen. This assignment does not restrict you to the topics we cover in class. However, you must have your topic approved. This approval will be based on evaluation of a brief conceptual outline that describes your topic and gives at least three scholarly references and a brief description of how each is related to your final paper topic akin to a brief annotated bibliography). Additional requirements and suggestions for the final paper and conceptual outline will be discussed further in class and posted on WebCT. Strong, succinct writing will be required to fulfill criteria in the pages allowed. The outline and final paper must be submitted in class on the due date. The outline is due March 1; the final paper is due April 5. Late submissions will be penalized 25% per day late. Required Readings: Textbook: Peterson, C. 2006). A Primer in Positive Psychology. Oxford University Press. The Peterson text will provide an accessible background for our discussions, as well as experiential exercises and a resource useful in locating additional readings, media, etc. related to the course e.g., in preparing presentations). You will find a tentative list of additional assigned readings below. These readings will typically be available electronically through the Carleton Library and/or WebCT. Because this is a seminar course that will evolve with our discussions, theses articles may change with our interests and modified to fit better with the articles that students will present. In general, plan on reading at least one primary source article in addition to a Peterson chapter each week. Student presentations

4 will be based on articles that are not assigned to the rest of the class.) You will also need to locate and read additional articles to complete assignments e.g., the final paper). WebCT It is essential that you actively visit and contribute to the course web page on WebCT: Evaluation: Final grades will be calculated using the following weights: 15% Presentation OR 3 Thought Papers 5% each) 20% Class participation including discussion questions) 30% Journal/Portfolio due Feb. 8 and March 29) 5% Conceptual Outline due March 1) 30% Final Paper due April 5) Schedule Date Topic Readings Jan. 4 Introductions and Expectations PPP Ch. 1; Shea et al. 2000) Jan. 11 Pleasure & Positive Experience PPP Ch. 3; Kahneman et al. 2004), Jan. 18 Pleasure & Positive Experience Diener et al. 2006); Wirtz et al. 2003); Jan. 25 Happiness PPP Ch. 4; Dunn et al. 2008) Feb. 1 Happiness Kashdan et al. 2008); Suh & Oishi 2002) Feb. 8* Positive Thinking PPP Ch. 5; Ng et al. 2009) Feb. 15 Winter Break -- Feb. 22 Character Strengths PPP Ch. 6; TBA Mar. 1* Values PPP Ch. 7; Napier & Jost 2008) Mar. 8 Interests, Abilities, & Accomplishments PPP Ch. 8; Loewenstein 1999) Mar. 15 Positive Interpersonal Relationships PPP Ch. 10; Gable et al. 2006) Mar. 22 Positive Institutions PPP Ch. 11; Zhang & Veenhoven 2008) Mar. 29* Wellness PPP Ch. 9; Maddox 2008) Apr. 5* Summing up Informal presentations) Important Notes: PPP = Peterson s text; * = Major assignment due This schedule and particularly specific, assigned readings) are subject to change. Changes will be announced in class and/or on WebCT.

5 Readings: Diener, E., Lucas, R., & Scollon, C. 2006). Beyond the hedonic treadmill: Revising the adaptation theory of well-being. American Psychologist, 61, Dunn, E. W., Aknin, L. B., & Norton, M. I. 2008). Spending money on others promotes happiness. Science, 319, Kahneman, D., Krueger, A. B., Schkade, D. A., Schwarz, N. & Stone, A. 2004). A survey method for characterizing daily life experience: The day reconstruction method. Science, 306, Kashdan, T.B., Biswas-Diener, R., & King, L.A. 2008). Reconsidering happiness: The costs of distinguishing between hedonics and eudaimonia. Journal of Positive Psychology, 3, Loewenstein, G. 1999). Because it is there: The challenge of mountaineering for utility theory. KYKLOS, 52, Maddux, J. E. 2008). Positive psychology and the illness ideology: Toward a positive clinical psychology. Applied Psychology: An International Review, 57, Napier, J. L., & Jost, J. T. 2008). Why are conservatives happier than liberals? Psychological Science, 19, Ng & Diener, 2009). Feeling bad? The power of positive thinking may not apply to everyone. Journal of Research in Personality, 43, Shea, S. E., Gordon, K., Hawkins, A., Kawchuk, J., & Smith, D. 2000). Pathology in the hundred acre wood: a neurodevelopmental perspective on A. A. Milne. Canadian Medical Association Journal, 16312), Suh, E. M., & Oishi, S. 2002). Subjective well-being across cultures. In W. J. Lonner, D. L. Dinnel, S. A. Hayes, & D. N. Sattler Eds.), Online Readings in Psychology and Culture Unit 7, Chapter 1), Center for Cross-Cultural Research, Western Washington University, Bellingham, Washington USA. Wirtz, D., Kruger, J. Napa Scollon, C., & Diener, E. 2003). What to do on spring break: The role of predicted, on-line, and remembered experiences. Psychological Science, 14, Zhang, G. & Veenhoven, R. 2008). Ancient Chinese philosophical advice: Can it help us find happiness today? Journal of Happiness Studies, 9,

6 Regulations and Information Common to all Psychology Courses REQUESTS FOR ACADEMIC ACCOMMODATION 1. Students with Disabilities Students must register with the Paul Menton Centre for Students with Disabilities PMC) for a formal evaluation of disabilityrelated needs. Registered PMC students are required to contact the PMC, , every term to ensure that I receive your Letter of Accommodation, no later than two weeks before the first assignment is due or the first in-class test/midterm requiring accommodations. If you only require accommodations for your formally scheduled exams) in this course, please submit your request for accommodations to PMC by the last official day to withdraw from classes in each term. For more details visit the PMC website: 2. Religious Observance Students requesting academic accommodation on the basis of religious observance should make a formal, written request to their instructors for alternate dates and/or means of satisfying academic requirements. Such requests should be made during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist, but no later than two weeks before the compulsory academic event. Accommodation is to be worked out directly and on an individual basis between the student and the instructors) involved. Instructors will make accommodations in a way that avoids academic disadvantage to the student. Students or instructors who have questions or want to confirm accommodation eligibility of a religious event or practice may refer to the Equity Services website for a list of holy days and Carleton s Academic Accommodation policies, or may contact an Equity Services Advisor in the Equity Services Department for assistance ext. 5622). 3. Pregnancy!"#$%&%')'*+#%')"#,*-"-%$&.&+#/-.&..0//0+&'-0%)&"##%.0*"&$#+'0.0%'&.'&%1,*-'23+4-)0"-%1,*-'25#"4-.#)6#7'8 9:;;<'0.0/=>#'#&!"##"$%&'%))&**&+#,&-8?@#)'*+#%'/*)''@#%/&A#&%&==0-%'/#%''0+-).*))@#"%##+)B-'@'@# -%)'"*.'0"&'>#&)''B0B##A)="-0"'0'@#C-")'&.&+#/-.#4#%'-%B@-.@-'-)&%'-.-=&'#+'@#&..0//0+&'-0%B->>D#"#,*-"#+8!"#$#$%&'#%)"*"+ 5'*+#%')*%&D>#'0.0/=>#'#&C-%&>'#"/=&=#"0"B"-'#&C-%&>#7&/-%&'-0%D#.&*)#0C->>%#))0"0'@#".-".*/)'&%.#)D#20%+ '@#-".0%'"0>0"B@0)#=#"C0"/&%.#0%&%#7&/-%&'-0%@&)D##%-/=&-"#+D2)*[email protected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he University Senate defines plagiarism as presenting, whether intentional or not, the ideas, expression of ideas or work of others as one s own. This can include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

7 GRADING SYSTEM Letter grades assigned in this course will have the following percentage equivalents: A+ = B = C - = A = B - = D+ = A - = C+ = D = B+ = C = D - = F Failure. No academic credit ABS Absent from the final examination DEF Official deferral see "Petitions to Defer") HIR \H&->#+K%0R#C#""&>]^&))-$%#+B@#%'@#)'*+#%'-)&D)#%'C"0/'@#C-%&>#7&/&%+@&)C&->#+'@#.0*")#0%'@#D&)-) 0C-%&+#,*&'#'#"/B0"A&))=#.-C-#+-%'@#.0*")#0*'>-%#8 5'&%+-%$-%&.0*")#-)+#'#"/-%#+D2'@#.0*")#-%)'"*.'0")*D_#.''0'@#&=="04&>0C'@#H&.*>'2R#&%8.))+"''"'6789:;<=:<7==>?@ABCCDEFG R#=&"'/#%'0C!)2.@0>0$26;:VV< `99La0#D E#$-)'"&"F)GCC-.#6b9LL< bll?0"2 5'*+#%'3.&+#/-.5*..#))c#%'"#6dU9L< bl;?0"2!&*>p#%'0%c#%'"#6::lu< 9LL[%-.#%'"# O"-'-%$?*'0"-&>5#"4-.#6::b;< ;;M!&'#")0% Learning Commons 1125) 4 th fl Library )"!.+#2"&#./)+%!H%4!%/$13 P&->"#.#-4#+="-0"'0VQbL=/B->>D#+&'#)'&/=#+B-'@'@#.*""#%'+&'#8P&->"#.#-4#+&C'#"VQbL=/B->>D#+&'#)'&/=#+B-'@ '@#%#7'D*)-%#))+&2W)+&'#8!>#&)##%)*"#'0-%.>*+#20*"%&/#K)'*+#%'%*/D#"K.0*")#.0+#&%+-%)'"*.'0"W)%&/#8O#&"#*%&D>#'0+-)'"-D*'#B-'@0*' '@-)-%C0"/&'-0%8