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Positive Psychology Practicum l DIS – Study Abroad in Scandinavia l

Related Disciples: Organizational Behavior

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Positive Psychology Practicum

Semester: Spring 2017

Copenhagen

Credits: 3

Days: Mondays

Time: 11:40 – 13:00

Classroom: F24-206

Major Disciplines: Education/Educational Studies, Human Development, Psychology

Course Information and Purpose

1. Instructor Information

Instructor:

Kamilla Lange

Msc. Psychology (2006, University of Copenhagen). BA. Psychology (2003, University of Copenhagen). Works

as a clinical psychologist and mindfulness instructor. Teacher and supervisor for both psychologists, medical

doctors and other professionals. Author of a book on mindfulness and body acceptance. With DIS since 2015.

Email: [email protected]

Psychology Program Director:

Carla Caetano, Ph.D.


DIS Contact:

Psychology Program Coordinator:

Signe Lissauer


Phone: +45 3376 5705

Guest Lectures

March 6, 11.40-13.00 hrs Kamilla Kisbye from Mindwork on working to help children overcome anxiety

and build resilience through the program Cool Kids.

http://disabroad.org/copenhagen/courses/positive-psychology-practicum-methods-and-practice/

http://disabroad.org/copenhagen/semester/courses/?discipline=organizational-behavior

http://disabroad.org/copenhagen/semester/courses/?discipline=education-educational-studies

http://disabroad.org/copenhagen/semester/courses/?discipline=human-development

http://disabroad.org/copenhagen/semester/courses/?discipline=psychology

mailto:[email protected]



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2. Course Description

Pre-requisites: None; Co-requisite: Enrollment in Positive Psychology

Positive psychology can find applications in diverse settings. The practicum will give you the unique opportunity to:

Participate in the application of positive psychology in a real life setting at the practicum sites such as Danish educational institutions for children and adolescents, organizations for older adults, cultural organizations etc.

Investigate the manifestation of central constructs of positive psychology at the site using qualitative research methods.

Develop interventions that facilitate positive psychological at the site.

Explore the role of facilitator and reflect on the factors that increase the impact of interventions.

Thus, the practicum is focused on the convergence of theory, research and practice in the field of

positive psychology. Being placed in a Danish institution or association as a practicum site will allow you to

study positive psychology constructs by observing, interviewing and interacting with both the users and the staff

in a local Danish cultural context.

Some examples of possible sites:

You would be visiting an organization working in the educational, non-profit, business, social or cultural sectors

and will get to study the unique Danish setting of these workplaces whilst exploring ways and means of applying

positive psychology concepts and theory in these settings. We strive to have a variety of sites, however, the

majority our sites work with children and adolescents, which offers excellent opportunities to observe and

engage in organized activities and the chance to interact regardless of language barriers.

You will be assigned to your site in the first session of the course.

The course is made up of classes (Mondays) and practicum visits (Thursdays). At the sites, you will observe

everyday processes that go on there through an appreciative lens and identify elements of positive psychology

that may be at work. You will also interview staff on aspects of positive functioning in the organization and

develop interventions informed by positive psychology to be implemented at the site. In class, you will be

introduced to basic qualitative observation and interview techniques, as well as learn how to use your findings as

basis for interventions informed by positive psychology.

3. Objectives

During this course, you will:

Explore the role of central concepts in positive psychology in real life Danish contexts

Learn about the pedagogical and cultural approaches in various Danish institutions

Discover and reflect on the potential of applied positive psychology

Integrate theory and research with practical observations and experiences

Develop interventions informed by positive psychology on the background of research at the sites

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Course Components

1. Reference Book (in library):

Schueller, S & Parks, A (2014). The Wiley Blackwell handbook of positive psychological interventions.

2. Articles and Other Media on Canvas

All required readings can be found on Canvas by clicking at the reading in the syllabus.

3. Approach to teaching:

In this course, the classroom will create a space for combining and linking theory from the Core Course with

skills in appreciative observing and interviewing as well as direct experience gained at the practicum sites.

4. Practicum visits:

The practicum offers a unique opportunity for students of the Positive Psychology core course to explore

how central concepts in positive psychology manifest themselves in institutional settings in Denmark.

The visits will be structured to enable a step-by-step exploration of applied positive psychology. At the

same time, the site visits will provide the opportunity for you to interact with e.g., children, adolescents or

adults. You will engage in experiential learning activities, which are intended to build, broaden and

deepen your intercultural skills, knowledge of Danish culture and reflections on core course curriculum.

You will engage in the practicum under the guidance of a supervising staff member for a total of 30

hours throughout the semester.

Please note, that if the hours are not met, this could result in failing the course.

5. Classes:

The classes will include the following components:

Information about the practicum sites, practical details and logistics

Investigation into how positive psychology constructs are applied in the daily practice at the practicum

sites

Education and practice in qualitative research method

Integration of theoretical and applied positive psychology

Developing specific interventions on the basis of participatory research

Reflection on you own role as a facilitator of positive psychology

Feedback on your progress and supervision on your practicum experiences



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6. Assignments and Evaluation

Methods of Evaluation Evaluated Due Date Percentage

of grade

Active participation and engagement, including

time sheets from practicum visits

Individually Ongoing but Time

sheets are due at

the end of the

semester-

May 01, by 1400

hrs

20%

Field Work Paper 1 Individually February 17 15%

Field Work Paper 2 Individually March 31 15%

Final Synthesis Paper

Group or

Individual

(students may

choose)

May 5

30%

End of Semester Showcase: Group presentations

of the practicum experience (in site-specific

groups). The grade will be based on presentation

materials (80%) and oral presentation at the

Showcase (20%).

Group May 8

20%

Total

100%

Active participation and engagement (20%)

Active participation in class will include completing class readings ahead of time and engagement in class

discussions. A key component in participation is actively attempting to integrate positive psychology theory and

findings in class reflection and discussion. Asking questions and being willing to reflect and develop your own

role is important.

Active participation at your practicum site is also reflected in this portion of the grade. Students are expected to

engage in the daily activities at the site, as well as consult directly with staff regarding any assistance they can

provide.

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Attendance is mandatory for all classes and practicum visits.

Time Sheets and Attendance: It is your own responsibility to contact the Practicum Coordinator or your faculty if

you are experiencing difficulties meeting the required hours. At the end of the semester, you must submit a

completed ‘time sheet’ with the signature of the site supervisor to confirm that you have completed the required

hours for this course (30 hours). If the hours are not met, this could result in failing the course. Time sheets must

be submitted either in Kamilla's mail box in the PSY office or by taking a photo of the time sheet and emailing it

to Kamilla.

Make-up hours: Visits to the sites will take place on Thursdays. If you miss a visit, it is your own responsibility to

re-schedule it (or prolong the visits the following weeks). You must inform the course instructor immediately of

missed practicum visits.

Field work papers (30% in total)

Throughout the semester, students will record and reflect on their experiences at the sites through their logbook

assignments given for each site visit. The logbook assignments will be completed individually, except when the

instructions ask you to discuss a question or an issue with your fellow student(s) at the site. The field work

assignment will be continuous throughout the course and will be assessed by examining two papers that are to

build upon these assignments:

Paper 1 (15%): This paper (1000 words) concerns the investigation of the site and the way central positive

psychology processes are facilitated at the site. Also included in this paper is a reflection of how the cultural

setting of the site plays into the manifestation of positive psychology constructs. The paper is based in qualitative

research done at the site and logbooks are used to document and organize the research.

Paper 2 (15%): This paper (1000 words excluding field notes and interview notes) is focused on the exploration

of a core construct of your choice from positive psychology specifically related to the site. Integrating minimum

two 10-15 minute interviews individually with staff and/or users at your practicum site with positive psychology

theory you will describe ways this specific constructs appears at the site. Using appreciative inquiry, you will

propose interventions to strengthen the presence of the chosen positive psychology construct. Criteria for

grading will include the types of questions asked and their relevance to the focus of your paper in terms of the

positive psychology constructs being studied.

The main criteria for fieldwork grade for both papers are:

Your approach is characterized by critical thinking and reflexivity.

Continuous critical reflection on the impact your findings have on positive psychology practice.

Reflection on the connection between theory, research and practice through first-hand experiences

at the site

Creativity in including your own areas of consideration beyond the site visit assignments.

Guidelines for each site visit will be available on Canvas.



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End of Semester Showcase: Group presentations of the practicum experience (15%)

You will do a presentation of your work at the site. Presentations will be done in site-specific groups.

The nature of the presentation (which can take the form of e.g., a poster, a creative demonstration etc.) will be

discussed with each group and will in part depend on how the practicum experience unfolds. Groups will get to

make the presentation in class in Session 10 as a trial for the showcase event in order to get feedback from

classmates and the instructor.

Guidelines for the presentations will be available in class and on Canvas.

Final Synthesis Paper (30%)

You will write a max 2000 words synthesis paper (excluding references and appendix). This paper concerns the

entire practicum and the experience of developing and delivering interventions at the site. You are expected to

include a consideration of the impact of the local cultural setting of the site. Also, the paper should include a

reflection of your own role as a positive psychology facilitator. This reflection should be no longer than 500

words.

The paper should consist of the following:

Discuss the specific setting of the site and its impact on positive psychology processes.

Describe the theoretical background for the research and development of the chosen intervention(s).

Assess the applicability of the intervention and factors that may influence the impact of it.

Integrate positive psychology research with your findings using 3 research articles of your choice.

Appendix

Please attach the materials you are drawing from such as field notes from logbooks, interviews,

drawings, pictures etc. in an appendix to the paper.

References

The paper must contain references to readings from the course and the Core Course and at least 3

external peer-reviewed research articles on the positive psychology constructs or processes you are

examining (APA style references). Additional book chapters on qualitative research methods can be

referenced in addition to the 3 research articles. It is imperative that you refer to and quote data from

your field notes, interviews and other method(s) used at the site, not least when you substantiate your

proposed interventions.

Guidelines will be available on Canvas

To be eligible for a passing grade in this class you must complete all of the assigned work.

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Policies

Attendance: You are expected to attend all DIS classes when scheduled. If you miss a class for any reason

please contact the faculty no later than the day of the missed class. Allowances will be made in cases of illness

but in the case of multiple absences you will need to provide a doctor’s note.

Academic Honesty: DIS expects that students abide by the highest standards of intellectual honesty in all

academic work. DIS assumes that all students do their own work and credit all work or thought taken from

others. See the Academic Handbook for more information.

Timeliness: All assignments are expected to be turned in on time and students are expected to be punctual for

all course activities.

Use of laptops or phones in class:

Computers are not permitted in class during regular class sessions. Occasionally you will work in groups

or conduct other activities where a computer may be permitted and you will be informed when this is the

case.

Cell phones are not permitted outside your backpack/pocket/purse while in the classroom. Please turn

off your cell phone and put it away before coming to class. If you are expecting an emergency call or text

during class let me know so we can discuss an exception to this policy for that class.

Confidentiality: Please note that you must respect confidentiality at your site, so do not include real (full) names

or identifying information in your logbook entries or assignments. The policy for this course maintains that

photographs of your site/children/older adults may ONLY be used in the context of presentations or assignments

in class. Photographs or other materials may not be made public through online media or published sources

without permission from the individual sites.

Disability and resource statement: Any student who has a need for accommodation based on the impact of a

disability should contact Sean Green ([email protected]) to coordinate this. In order to receive accommodations,

students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Class Representatives:

Each semester DIS looks for class representatives to become an official spokesperson for their class group,

addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming

up with new ideas. Class Representatives will be elected in class at the beginning of the semester.



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Class Schedule

Date Topics and Readings (all readings will be available on Canvas)

Monday, January 23.

11.40-13.00

Session 1

Introduction to the course

The practicum goal: theory, research and practice integration

Institutions and organizations: Roles and cultures.

Practicum orientation by Signe Lissauer, Psychology Program Coordinator

Required Readings:

Kragh-Muller, G. & Isbell, R. (2011). Children's Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States. Early Childhood Education Journal, v39 n1 p17-27.

Cunha et al. (2005). Interpreting the Evidence on Life Cycle Skill Formation. Discussion Papers in Economics, Discussion Paper 05-02, University College London.

Thursday, January 26

Site Visit 1


Monday, January 30

11.40-13.00

Session 2

Qualitative Research and Positive Psychology

Participant observations

Organizational Culture: Identifying positive psychology processes at the site

Required Readings:

Quinn et al., (2003). Chapter 3: Participant observation. In Collecting Qualitative Data A Field Manual. Sage Publications.

Nelson, M.R. & Shavitt, S. (2002). Horizontal and Vertical Individualism and Achievement Values: A Multimethod Examination of Denmark and the United States. Journal of Cross-Cultural Psychology; vol. 33, 5: pp. 439-458.

Thursday, February 2.

Site Visit 2


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CORE COURSE WEEK - No class

February 6-10

Monday, February 13

11.40-13.00

Session 3

Qualitative Research and Positive Psychology II: The Power of Inquiry

Qualitative Research: Strenghts and challenges.

Appreciative Inquiry: Background and methodology

Choose focus for interviews

Required Readings:

Bushe, G.R. (2011) Appreciative inquiry: Theory and critique. In Boje, D., Burnes, B. and Hassard, J. (eds.) The Routledge Companion To Organizational Change (pp. 87-103). Oxford, UK: Routledge.

Golafshani (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, vol. 8, nr. 4, 597-607.

Wednesday

February 15

14.00-16.00

Field study

Location: DIS – room: F24-206

Guest lecturer:

Kent Steen Handlos, mentor and supervisor at Levas, an organization that

works with individuals on the autism spectrum.

Mindfulness in psychosocial work: The power of being present.

No required readings.

Thursday, February 16

Site Visit 3


Friday, February 17 Field Work Paper 1 due by 2359 hrs



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Monday, February 20.

11.40-13.00

Session 4

Inquiry Methodology II: Motivation and ownership

Growth through inquiry

Motivational interviewing

Semi- structured interview guide for the sites

Required Readings

Vansteenkiste, M. & Sheldon, K. M. (2006). There's nothing more practical than a good theory: Integrating motivational interviewing and self-determination theory. British Journal of Clinical Psychology, 45, 63-82.

Thursday, February 23

Site Visit 4


Time sheet check-in

Please take a picture of your time sheet, documenting the hours you have spent at your practicum site so far. Make sure the picture is in focus and that the details from the time sheet are readable. Send the picture to program coordinator, Signe Lissauer at [email protected].

Break - No class

February 27 – March 3

Monday, March 6

11.40-13.00

Session 5

Guest Lecturer: Kamilla Kisbye, Clinical Psychologist at Mindwork

Cool Kids, a program for children with anxiety

Challenges and opportunities when working clinically with children.

Thursday, March 09

Site Visit 5



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Monday, March 13

11.40-13.00

Session 6

Understanding How We Understand

Presentation of the interviews

Reflection upon the interview process

Relational Frame Theory and ACT

Creating powerful imagery and phrases to promote positive processes.

Required Readings

Talja. (1999). Analyzing qualitative interview data: The discourse analytic method. Library & -information science research, vol. 21, 4, 459-477.

Blackledge (2003). An Introduction to Relational Frame Theory: Basics and Applications. The Behavior Analyst Today, vol. 3, 4, 422-433.

Thursday, March 16

Site Visit 6


Break – No Class

March 20 - 24



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Monday, March 27

11.40-13.00

Session 7

Designing Positive Psychology Interventions

Developing and Adapting Interventions

What works in interventions?

Characteristics of an effective facilitator

Required readings:

Pedrotti, J.T. (2014). Taking Culture into Account with Positive Psychological Interventions. In A.C. Parks & S.M. Schueller (Eds). The Wiley Blackwell Handbook of Positive Psychology Interventions. Oxford: John Wiley. pp. 403-415.

Miller et al. (2013). The Outcome of Psychotherapy: Yesterday, Today, and Tomorrow. Psychotherapy, vol. 50, nr. 1, 88-97.

Thursday, March 30

Site visit 7


Time sheet check-in

Please take a picture of your time sheet, documenting the hours you have

spent at your practicum site so far. Make sure the picture is in focus and that

the details from the time sheet are readable. Send the picture to practicum

coordinator, Signe Lissauer at [email protected]

Friday, March 31 Field Work Paper 2 due by 2359 hrs

Monday, April 3

13.15-14.35

Session 8

Applying positive psychological interventions

Qualifying interventions

Required Reading:

Schueller, S.M. (2014). Person-Activity Fit in Positive Psychological

Interventions. In A.C. Parks & S.M. Schueller (Eds). The Wiley

Blackwell Handbook of Positive Psychology Interventions. Oxford:

John Wiley. pp. 385-402.

Bao, K.J. & Lyubomirsky, S. (2014). Making Happiness Last: Using the

Hedonic Adaptation Prevention Model to Extend the Success of

Positive Interventions. In A.C. Parks & S.M. Schueller (Eds). The Wiley

Blackwell Handbook of Positive Psychology Interventions. Oxford:

John Wiley. pp. 373-384.


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Thursday, April 6

Site Visit 8


Monday, April 10

11.40-13.00

Session 9

Open time for Student Consultations

Students may meet instructor for supervision and guidance regarding

interventions and showcase. They would need to contact the instructor by

email to make an appointment during this time.

Break – No Class

April 12-17

Thursday, April 20

Site Visit 9


Monday, April 24

11.40-13.00

Session 10

Presentations on Interventions

Feedback and discussion in groups

No Required Readings for Today

Thursday, April 27

Site Visit 10


Monday, May 1 Hand in time sheet in my pigeon hole in the Psychology department by

1400 hrs



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Monday, May 1

11.40-13.00

Session 11

Please remember to bring

your laptop to fill out the

practicum survey.

Wrap-up class

Learning outcomes

Facilitating positive change

Required Readings:

Csikszentmihalyi, M. (2010). Positive Psychology and a Positive World-

View: New Hope for the Future of Humankind. In S.I.

Donaldson, M. Csikszentmihalyi & J. Nakamura (Eds). Applied

Positive Psychology: Improving Everyday Life, Health, Schools, Work,

and Society. Routledge: New York, pp. 205-214.

Friday, May 5 Submit Final Synthesis paper due at 2359 hrs

Monday, May 8

TBA

This is a special event and

takes place on a different

day and at a different time

End of Semester Showcase

Presentation of the Practicum Experience to an outside audience

consisting of DIS staff, students and guests

No readings for today

END OF COURSE

There is no sit down final exam in this course.

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