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Fall 18 SoH Syllabus V 2
Fall 18 SoH Syllabus V 2
INSTRUCTORS
TEACHING ASSISTANTS
Assigned readings should be done by the day of lecture. All assigned articles will be found on NYU
Classes in “Resources”.
LECTURES
Practice and participation are essential elements of this class, and a thorough knowledge of the
lecture material is necessary for students to engage in productive conversation during recitation.
Attendance is mandatory and we will call roll a number of times throughout the semester. If you will
miss a class, you must let your TA know in advance, no absences will be excused after the fact
without a doctor’s note (only one doctor’s note will be accepted throughout the semester and
please, if your parent is a physician, do not have them submit the doctor’s note) or other official
document.
RECITATIONS + PARTICIPATION
We believe sharing your reactions to articles, lectures, and the exercises helps to make the class
engaging and meaningful. You will be graded on attendance, participation, and weekly exercise
assignments (see below). Please be on time — if you are more than 10 minutes tardy, you will be
considered late. If you are late three times, you will be given one absence (and when you are
absent, you also receive no score for participation). If you are going to miss a recitation, you must
contact your TA prior to the recitation with a doctor’s note (the only document that we will accept for
an excused absence), or let them know of a religious observance. If you are going to be absent,
please include your weekly exercise in the email and bring a hard copy to the next recitation to
receive full credit. You will not need your laptop or phone during recitation, so if you are observed to
be surfing or texting you will receive no participation credit. You will receive a ✓+ for paying
attention and contributing significantly, a ✓ for making some effort (a comment and being
responsive), a ✓- for simply showing up and not participating, and a 0 if you are absent. If you
average ✓s, you will receive 100% of the grade (so if you get a few ✓-s, don’t panic, just get a few
✓+s).
Exercises are an integral part of class. Complete the weekly exercises found in the syllabus, which
you will be expected to discuss in recitation. After completing the exercise, you will write a reflection.
The writing reflection should be no less than a paragraph and no more than a page, double-
spaced (unless otherwise stated in the weekly guide, as in the case of the VIA). You will also be
expected to include one discussion question for each reading assigned for that recitation (specified
in the weekly “Questions” section). Include a brief sentence or two that explains what interests you
about these questions and which reading the question refers to. The questions should demonstrate
that you did the readings, and the TA may use them to facilitate discussion. You must turn in
everything via the Assignments section of NYU Classes, before the start time of your
recitation. Late exercises will not be accepted unless there are exceptional circumstances
(and we are only allowed one exceptional circumstance per semester). Rubric: If there’s a
citation or connection to class and excellent writing: 100. For good writing: 95. Something is off,
missing the point, or super short: 90. If it’s not so good, short, and un-proofread: 85. Each
discussion question missing: 5 points off. Each day late: 5 points off.
RESPONSE PAPERS
Response papers will be handed in via NYU Classes before lecture (due on October 11th and
November 27th). Microsoft Word Doc is the preferred method of submission. Please ensure your
name and the name of your TA is visible at the top of your papers. Papers should be 4 – 5 pages in
length with one-inch margins (side and top, we measure!). The response papers will involve some
degree of personal examination using the material from the class. It should not be a diary entry and
it should not be a book report — introduction, thesis statement, support (with references), and
conclusion. We will also expect you to proofread (use the Writing Center if you need to!) and we do
nat went 2 c terrible grammar or spelling. If you cannot hand in the paper on time you must email it
to your TA (so we know it is done), your paper is subject to the late submission policy (see below).
We used to think, and this was supported by research, that the brain became a static organ as
people entered adulthood. We now know this is not true (as will you when you read The Brain That
Changes Itself by Norman Doidge). Given these findings, an important quality in all of us who wish to
thrive is not simply tolerating but embracing our neural plasticity – our ability to change. Consider
some area in your life that you would like to change. Describe why this change is important to
your overall well being. Then discuss 3-5 findings in this book that could help you think about
implementing that change.
Choose one of the topics listed below. Make sure to write which topic you have chosen at the top of
the first page (e.g., “Topic 2”). For this paper you must cite at least 2 academic articles from the
syllabus as well as at least 1 additional source, which could be an additional article, lecture, or
video from the syllabus. You may not use The Brain That Changes Itself, but it could be used in
addition.
TOPIC 1 — How can positive psychology further advance a field of interest (or a career you are
exploring, i.e. healthcare), a need in society (such as nourishing our green environment) or a need in
the world (such as peacekeeping in the middle east)? A shortcut to this topic is: “Considering
positive psychology’s aim to enhance human flourishing worldwide, how can the field make a
significant impact on promoting healthy environments and institutions?” We want you to think big
and dream, using empirically-based constructs of positive psychology to support your vision. An
example: “Individuals, homes, businesses, and communities are working to support environmentally
friendly living. Positive psychology can help by…” (And then describe the ways in which PERMA,
and/or self-regulation, and/or goal-setting, etc. can support this effort). Please do not focus on
achievements that we have already discussed in class (i.e. the work of Dweck in education).
TOPIC 2 — Write about how two specific research conclusions (from the readings, lectures, or the
in-class guests) inter-relate, complement, or contradict each other. Here you have the chance to dig
into the details of these research theories and offer you own analytical commentary. A shortcut to
this topic is, “How do two research conclusions play off each other?” An example: “Willpower theory
and choice theory are not only complements to each other, their pairing is beneficial to effective
change in either domain.“
TOPIC 3 — Create a unique, comprehensive model organizing the ideas of positive psychology. We
are not asking you to restate the five areas we covered or to regurgitate things you have read, but to
consider a different model for how positive psychology concepts go together and interact. What do
you think should be at the heart of positive psychology – is it the notion of flourishing, or something
else? Can you think of a new way to unify the components of positive psychology in a novel
theoretical framework? A drawing or figure is very welcome. Make this something that you’re proud
of.
TOPIC 4 — WILDCARD! If you have developed a special interest during your time in the class you
may speak with your TA and develop your own essay topic (you MUST speak with your TA).
TOPIC 5 – The missing chapter! You have read “U Thrive” and we hope that you loved it! But is
anything missing? Was there a topic that we left out? Should we have a chapter on imagination or
music? Write it! Create a summary of this “missing” chapter and submit a 5-page treatment (must
include at least 3 original sources).
LATE SUBMISSION POLICY — Late papers will be accepted but there will be consequences (e.g.,
from an A- to a B+ on late day one, from a B+ to a B on late day two). Under no circumstances will
any papers be accepted after the final exam.
FINAL PROJECT
The final project will be completed in small groups of 3 students who will be encouraged to think as
a mental health team (if you go above 3 students, you must clear it with your TA). The goal of the
final project is for students to disseminate information about positive psychology and student
wellness on campus. Projects will focus on ways to improve self-esteem, happiness, physical
health, and other wellness domains covered during the class. Students must hand a brief proposal
of their project to their TA by the week of October 29th. During your second to last (and possibly
last) recitations, students will present their projects. If you decide to utilize video, please note you
cannot film people without their permission (no secret filming, they must acknowledge that they are
willing to be filmed!).
FINAL EXAM
There will be a final exam that will take place during the last class. The exam will be heavily based
on the class. When Dan or Alan says “This is Important,” then it is likely a topic that will be on the
exam. In the past the exam has been about 20 short answer questions.
GRADES
Final grades will be posted on NYU Classes shortly after the Final Exam (an email will be sent to alert
you) and you will have three days to review your grade and clarify if there are any mistakes.
WEEK OF SEPTEMBER 3rd
NO RECITATIONS THE FIRST WEEK OF CLASSES
Assignment #2: The Good Day Experiment (due the week of September 17th)
EXERCISE: Complete the Good Day Experiment (for at least one week but we highly recommend
continuing for two) and be prepared to discuss your findings (and hand it in). The Good Day
Experiment is one of a few positive interventions that if maintained can shift you above your set
point. It can be found under Recitation Exercises on NYU Classes.
WRITING: Write about how this exercise affected you as the week progressed and how you now
reflect on the process and results.
QUESTIONS: Questions should relate to the readings of Well-being and the Hedonic Treadmill (Sept
11).
Recommended Viewing
Film: The Breakfast Club
Film: Annie Hall
Film: Good Will Hunting
Film: Love Actually
Film: When Harry Met Sally
Assignment #3: VIA Survey of Character Strengths (due the week of September 24th)
EXERCISE: Bring the VIA Survey of Character Strengths to lecture on September 20th and recitation
the week of September 24th (see link above). Choose one of your top signature strengths and spend
30 minutes each day for three days immersed in a related activity (the same or a variety). For
example, if a top signature strength is appreciation of beauty and mastery, and your passion is
music, choose a favorite performer, and really listen for 30 minutes – immerse yourself, eyes closed,
no distractions, etc. If it is love of learning, pick up a book solely for enjoyment or go to the museum,
etc. If it is gratitude, spend 30 minutes solely focused on writing a letter of gratitude, or making a list
of people who you would like to thank, and then calling them.
WRITING: Please write a 1-2 page, double-spaced paper about how the reading informed your
understanding of the strength and how you might use the strength differently in the future being sure
to reference specifics from your movie of choice. Please be sure to comment on how the film that
you viewed from Niemiec’s list made you think differently about your strengths (and how that might
make you look differently at yourself).
QUESTIONS: Questions should relate to the readings of Signature Strengths and Flow (Sept 20).
Reading
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 7.
● Schwartz, B., Ward, A., Monterosso, J., Lyubomirsky, S., White, K., & Lehman, D. R. (2002).
Maximizing versus satisficing: happiness is a matter of choice. Journal of Personality and
Social psychology, 83(5), pages 1178-1197.
We will also take part of this week’s recitation to split up into groups and begin to think about
final projects.
Assignment #8: Food & Mood Journal (due the week of October 29th)
EXERCISE: See Food & Mood Journal on NYU Classes under Recitation Exercises. Keep a log of
your foods and subsequent moods. The food & mood journal is not really about what you ate
(certainly not the calories) but on the activity surrounding the meal. What made you feel good or
achieve more? Who did you eat with? Where did you eat? Were you standing up?
WRITING: Complete the Food & Mood Journal and detail how this exercise affected you and/or any
important observations you were able to make about how your diet affects your mood and vice-
versa.
QUESTIONS: Questions should relate to readings/viewings from Eating & Nutrition (Oct 25).
Please also prepare a brief, written proposal for your final project to be handed in during next
week’s recitation (one per group, it should include each member’s name, email, and how they
will participate).
Reading
● Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in
psychological well-being. Journal of Personality and Social Psychology, 84(4), pages 822-
848.
Assignment #10: Three Good Things (due the week of November 12th)
EXERCISE: Seligman, Steen, Park, and Peterson (2005) write that people who stop and reflect on
things for which they are most grateful are happier and more content with life. These researchers
found that having people write down three things they are grateful for at the end of each day—with a
brief explanation—found particular success. You will find an explanation of this assignment on page
38 of the Peterson Primer. Please complete this exercise for 5 days of the week.
WRITING: Write about how this exercise affected you as the week progressed and how you now
reflect on the process and results.
QUESTIONS: Questions should relate to the readings of The Science of Meditation and Mindfulness
(Nov 6).
Readings
● Dutton, J. (2003). Energize your workplace: How to create and sustain high-quality
connections at work. San Francisco: John Wiley & Sons. Read Chapter 2.
● Dutton, J.E. and Heaphy, E. The Power of High Quality Connections. In Cameron, K., J.E.
Dutton and R.E. Quinn, Positive Organizational Scholarship (San Francisco: Berrett-Koehler),
2003. Pages 263-278.
NOVEMBER 15th: PREP I
(Please bring your PREP manual to lecture)
Readings
● Fraenkel, P., Markman, H., & Stanley, S. (1997). The prevention approach to relationship
problems. Sexual and Marital Therapy, 12(3), pages 249-257.
● Taylor, S. E., Klein, L. C., Lewis, B. P., Gruenewald, T. L., Gurung, R. A., & Updegraff, J. A.
(2000). Biobehavioral responses to stress in females: Tend-and-befriend, not fight-or-flight.
Psychological Review, 107(3), 411-429. Read just first 5 pages.
Readings
● Brody, J. (1992). To predict divorce, ask 125 questions. The New York Times, Aug 11, 1992.
● Carrere et al. (2000). Predicting Marital Stability and Divorce in Newlywed Couples. Journal of
Family Psychology, 14(1), pages 42-58.
● DeVita-Raeburn, E. (2006). Lust for the long haul. Psychology Today.