SylabUZ
| Course name | Monographic seminar IID - Positive Psychology |
| Course ID | 14.4--PSChM-SMPoPs2d-S21 |
| Faculty | Faculty of Social Sciences |
| Field of study | Psychology |
| Education profile | academic |
| Level of studies | Long-cycle studies leading to MS degree |
| Beginning semester | winter term 2022/2023 |
| Semester | 8 |
| ECTS credits to win | 2 |
| Available in specialities | Psychologia edukacyjna i wychowawcza, Psychologia kliniczna, Psychologia pracy, organizacji i zarządzania, Psychoseksuologia |
| Course type | optional |
| Teaching language | english |
| Author of syllabus |
|
| The class form | Hours per semester (full-time) | Hours per week (full-time) | Hours per semester (part-time) | Hours per week (part-time) | Form of assignment |
| Seminar | 15 | 1 | 9 | 0,6 | Credit with grade |
The main objective of this course is to familiarize students with the positive psychology and acquire knowledge and ability to conduct research on the character strengths and positive psychological resources.
Knowledge of the methodology of psychological research and the basics of statistics.
The principles of positive psychology, the role of mental well-being, correlates of happiness, measurement of mental well-being and happiness, the role of character strengths in an individual's lifespan, measurement of character stremghts.
Research project, discussion, group work.
| Outcome description | Outcome symbols | Methods of verification | The class form |
The condition to obtain a pass is the fulfillment of the following: completed research project, passing the test, active participation in the course. The course grade is determined by a combination of the test grade and the research project grade, with the test grade accounting for 65% of the final grade and the research project grade accounting for 35%
Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology?. Review of general psychology, 9(2), 103-110.
Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In Flow and the foundations of positive psychology (pp. 279-298). Springer, Dordrecht.
Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach to measuring well-being in students: Application of the PERMA framework. The journal of positive psychology, 10(3), 262-271.
Stafford, M., Kuh, D. L., Gale, C. R., Mishra, G., & Richards, M. (2016). Parent–child relationships and offspring’s positive mental wellbeing from adolescence to early older age. The journal of positive psychology, 11(3), 326-337.
Krumrei-Mancuso, E. J., Haggard, M. C., LaBouff, J. P., & Rowatt, W. C. (2020). Links between intellectual humility and acquiring knowledge. The Journal of Positive Psychology, 15(2), 155-170.
White, M. A., & Waters, L. E. (2015). A case study of ‘The Good School:’Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76.
Current bibliography during the course.
Modified by dr inż. Anna Góralewska-Słońska (last modification: 18-02-2024 14:07)
