| CODE | RSE5042 | ||||||||||||
| TITLE | Positive Psychology in Education | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||||||
| DESCRIPTION | This study-unit will cover various topics and applications of positive psychology in education, by promoting a strength-based approach. It will discuss the main concepts of positive psychology and the way these could be actually embedded in an educational setting or educational program. Topics covered include: - Introduction to positive psychology. Historical development of positive psychology; - Emotion centered approaches: subjective well-being; positive emotions; their role in education; - Flow. State of flow. Positive psychology and emotional intelligence; - Optimism and hope. Developing optimism and hope; - Positive psychology: strengths; - Character education. Promoting well-being in school. Study-Unit Aims: The goal of this study-unit is to provide a deep and critical understanding of the application of positive psychology in education in order to promote a strength based approach in school, in contrast to the erstwhile deficit approaches in education. The main goal is to enable teachers, caregivers, parents and students to look for the strengths in their students and children and to use these to help them overcoming their vulnerabilities. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Define the main aspects of positive psychology; - Identify the principles of positive psychology within different life domains; - Identify the use of the positive psychology within educational settings; - Analyse and synthesise the main wellbeing and resilience theories and models emerging from positive psychology; - Identify and critically evaluate educational strategies to enhance the positive strength-based approach within educational settings. 2. Skills: By the end of the study-unit the student will be able to: - Apply positive psychology strategies within educational programs; - Use tools and resources such as questionnaires and tests to identify children's strengths; - Design positive educational programs to develop strengths in children and youth; - Develop a personal development plan to promote their wellbeing and resilience. Main Text/s and any supplementary readings: Main Texts: - Kern, M. L. , Wehmeyer , M. L. (Eds.), The Palgrave handbook of positive education. Palgrave Macmillan. - Peterson, Christopher; Seligman, Martin E.P. (2004). Character Strengths and Virtues. Oxford: Oxford University Press - Seligman, Martin. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press - Seligman, Martin. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. New York: Free Press - Snyder, C. R. şi Lopez, Shane. (2005). Handbook of Positive Psychology. Oxford: University Press Blum - The Values in Action Inventory of Strengths (VIA-IS) at www.authentichappiness.com Supplementary Readings: - Ben- Shahar, Tal (2007) Happier: Learn the Secrets to Daily Joy and Lasting Fulfillment, McGraw-Hill Professiona - Csikszentmihalyi, Mihaly (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row. - Csikszentmihalyi, Mihaly (2014). Flow and the Foundations of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi. Dordrecht: Springer, 2014. - Csikszentmihalyi, Mihaly (2014). Applications of Flow in Human Development and Education: The Collected Works of Mihaly Csikszentmihalyi. Dordrecht: Springer, - Diener, Ed si Diener, Robert. (2008). Happiness-unlocking the mysteries of psychological wealth. Blackwell Publishing. - Furlong (ed.) (2009). Handbook of positive psychology in schools. Taylor and Francis - Hupert, F, Baylis, N, Keverne, B. (2007). The Science of Well-Being. Oxford University Press. - Marques, S. C., Gallagher, M. W., & Lopez, S. J. (2017). Hope-and academic-related outcomes: A meta-analysis. School Mental Health, 9(3), 250–262. - Morgan, B., & Simmons, L. (2021). A ‘PERMA’ response to the pandemic: An online positive education programme to promote well-being in university students. Frontiers in Education, 6, 1–10. - Nelsen, J., & Lott, L. (2013). Positive discipline in the classroom: Developing mutual respect, cooperation, and responsibility in your classroom (4th ed.). Harmony. - Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Mariner Books. - Street, H., & Porter, N. (2014). Better than OK: Helping young people to flourish at school and beyond. Freemantle Press. - Snyder, C., & Lopez, S. J. (2005). Handbook of positive psychology. Oxford University Press. - Shoshani, A., & Steinmetz, S. (2014). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 15(6), 1289–1311. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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