Syllabus - Info PDF

Preview

Summary

Info...

Description

WITH DANIEL LERNER, MAPP + ALAN SCHLECHTER, M.D.

Welcome to the Science of Happiness! This course examines the state of college student mental health and wellness on both personal and systems levels. This class is an opportunity to re-evaluate your beliefs, values, and assumptions. In this course we look at how individuals can create positive change by reinterpreting their goals and identifying steps towards successful experience. Key findings from the fields of positive psychology and the study of mental illness will inform our understanding of the biopsychosocial underpinnings of well-being. The class seeks to reunite the current mission to cure mental illness with the exploration of how to foster fulfilling and productive lives, and the understanding and development of high potential. We will study the whole mind, in a variety of contexts, adding a greater understanding of health to that of illness.

MONDAYS + WEDNESDAYS | 6:20P —9:20P | INSTRUCTORS Daniel Lerner, MAPP » [email protected] Office hours by appointment via Zoom. Randi Bennett, Ph.D. » [email protected] office hours by appointment, via Zoom TEACHING ASSISTANT Shaquille Sinclair » [email protected]

COURSE READINGS Doidge, N. (2007). The Brain That Changes Itself. New York, NY: Viking. Lerner, D., & Schlechter, A. (2017). U Thrive: How to Succeed in College (and Life). New York, NY: Little, Brown, and Co. Assigned readings should be done by the day of class. All articles will be found on NYU Classes in “Resources”. If the article is a scientific study, we would like you to focus your attention on the introduction, overview of the experiments, and the discussion. We encourage you to read the sections on methods and results but do not want you to get bogged down. LECTURES + PARTICIPATION Classes will begin with a lecture, followed by a short break, after which we will split up into smaller recitation sections to end the session. We believe sharing your reactions to articles, lectures, and the exercises makes the class engaging and meaningful. You will be graded on attendance, participation, and weekly exercises (see below). Attendance is required. Please be on time — if you are more than 10 minutes late, you will be considered late. If you are late three times, you will be given one absence. If you miss a class, you must contact the instructors prior to the class with a doctor’s note (we will only accept one as an excused absence). If absent, you are still expected to complete the assignment on time. You will also be graded for participation. 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 miss a recitation, you also lose the participation score.

WEEKLY EXERCISES + WRITING REFLECTION + QUESTIONS

Exercises are an integral part of class. Complete the exercises found detailed each week in the syllabus. You will also be expected to discuss the exercise. 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, doubl doublee-spaced (unless otherwise stated in the weekly guide, as in the case of the VIA). You will also be expected to include one question for each reading assigned for that class. 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 may be used to facilitate discussion. You will be graded largely on effort (something that looks like some time was spent on it), but the content is also subject to inspection. The questions should demonstrate that you did the readings, and they may be used to facilitate discussion. You must turn in everything (no n need eed to submit the exercise!) online via the Assignments section of NYU Classes, before the start time of y your our class. Late assignments will not be accepted unless there are exceptional circumstances (and we are only allowed one exc exceptional eptional circumstance per semester). Rubric: You will receive a good grade (90’s) for connecting the exercise to one of the readings, a fine and upstanding grade (80’s) for presenting your thoughts in an accessible manner without tying them to a citable source, a less than favorable grade for not completing the exercise satisfactorily, and a 0 if you do not hand in the assignment. *Regarding the readings: In any of the scientific studies, you may skip or skim the math-heavy sections from METHOD up until DISCUSSION.

RESPONSE PAPERS Response papers will be handed in via NYU classes before class (due on July 22nd and August 5th). Please ensure your name 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!), 12-point font, Times New Roman, double-spaced. 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), and your paper is subject to the late submission policy (see below). 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.

RESPONSE PAPER ONE — due July 22nd 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). The one thing in life we can be certain of is change. If this is true, an important quality in all of us is our ability to tolerate and embrace change, or our plasticity. 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 things from this book that could help you thi think nk about how to implement that change. (TIP: Be as specific as possible and come up with a plan that you could use to ignite change in your life! life!)) RESPONSE PAPER TWO — due August 5th 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 use at least 2 academic articles from the syllabus and third source from the syllabus, which could be an additional article, lecture, or video. 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 the career you are advancing, such as healthcare), or a need in society (such as nourishing our green environment), or a need in the world (such as positive 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: “‘Green’ is a buzzword. Individuals, homes, businesses, and communities are working to support environmentally friendly living. Positive psychology can help.” (And then describe the ways in which PERMA, and/or selfregulation, and/or goal-setting, etc. can support this effort). Since we have covered how positive psychology is advancing the field of education in the work of Dweck, if you are going to discuss education please do not focus on her achievements. TOPIC 2 — Write about how two specific research conclusions (from the readings or lectures) 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 (not using 600 materials to avoid limiting your creativity!): “Goal-Setting Theory and Hope Theory are not only complements to each other, but ineffective without each other.” 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 us and develop your own essay topic (you MUST speak with us first). 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 sources).

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 us). The goal of the final project is for students to disseminate information about positive psychology and student wellness. In light of our current remote learning circumstances, consider how you might engage these topics digitally. Projects will focus on ways to improve self-esteem, happiness, physical health, and other wellness domains covered during the class. Students are expected to submit a brief proposal of their project by June 16th. On June 23rd you will present your project. If you decide to utilize video, please note you cannot film people without their permission. Possible examples of the projects include: Optimism – one project may seek to create awareness that optimism is not a static concept and that people can actually become more optimistic by identifying their cognitive distortions and consciously shifting their thoughts and behaviors. The project group might conduct an online survey of how students perceive themselves and their world, looking specifically at factors that may predispose one to an optimistic or pessimistic vantage point. The group will then prepare their results in a presentation format to be shown on the presentation day. Nutrition – students interested in nutrition and the mind might hold a live video cooking session on 20 ways to eat healthy with a microwave. The group might also choose to clarify the relationship between caffeine, sleep, and attention. It is well known that many students use caffeine as a study aid, yet the effects on attention and concentration are often negated by sleep deprivation, lack of exercise, and generally poor eating habits. The students could include healthy sleep and nutrition tips directed at improving performance in the materials they present. Change – a group might help students consider how to make effective changes in life by video recording their experience of a change over a week. The group might individually create daily update videos to highlight progress and challenges in attempting to change. Students might highlight effective strategies to maintain and reinforce change, such as accountability and a consistent routine. Students could also consider recording other experiences of people attempting a change, before and after offering recommendations informed by positive psychology. FINAL EXAM There will be a final exam on the final day of 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. The exam will be 20 questions long, and you will have 24 hours to complete it (the link to the exam will be sent to your emails at 12AM on August 12th). GRADES 10% — Lecture Attendance 10% — Recitation Attendance

5% — Recitation Participation 15% — Exercises + Written Reflection + Questions 30% — Response Papers (15% each) 15% — Final Project + Presentation 15% — Final Exam

WEEK OF JULY 6th July 6th 6th:: INTRODUCTION TO “THE SCIEN SCIENCE CE OF HAPPINES HAPPINESS” S” Readings ● Lerner, D., & Schlechter, A. (2017). U Thrive, pages 3-12. ● Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist. 55(1), pages 5-14 5-14. ● Reilly, Katie. (2018). Record Numbers of College Students Are Seeking Treatment for Depression and Anxiety-- But Schools Can’t Keep Up. TIME. Assignment No assignment due for this class.

THE BASICS OF WELL WELL-BEING -BEING July 8th 8th:: WELL-BEING & THE SCIENCE O OF F POSITIVE EMOTIO EMOTIONS NS Readings ● Fredrickson, B., Mancuso, Branigan, & Tugade. (2000). The undoing effect of positive emotions. Motivation and Emotion 24(4), 237-258. ● Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803-855. Read ONLY pages 803-804, 822846. ● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 1. Assignment #1: Intro Thoughts Given your first introduction to positive psychology, what are your best thoughts and questions about the information (or process) that we addressed in class during the first week? What made you want to take this class? The purpose of the assignment is simply to help you think through the introductory classes and look forward to the semester ahead. Be prepared to introduce your ideas about what you believe well-being is

and hopefully we will help with this!

WEEK OF JULY 13th Ju July ly 13th 13th:: THE SCIENCE OF POSITIVE RELATIONSHIPS Readings ● Cigna U.S. Loneliness Index. (2018). pages 2-23. ● Brent, L. J., Chang, S. W., Gariepy, J. F., Platt, M.L. (2014). The neuroethology of friendship. NIHPA (2013). pages 1-13. ● Chotpitayasunondh, Varoth. (2018). The effects of “phubbing” on social interaction. Journal of Applied Social Psychology. Read ONLY sec sections tions 1, 4, and 5. ● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 2. Required Viewing: Nicolas Christakis /TED Talk: http://www.ted.com/talks/nicholas_christakis_the_hidden_influence_of_social_networks.html Recommended Viewing Film: The Breakfast Club Film: Annie Hall Film: Good Will Hunting Film: Love Actually Film: When Harry Met Sally Assignment #2: Gratitude Journal 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 three things down (with a brief explanation of why they were grateful for these things) at the end of each day had particular success. You will find an explanation of this assignment on page 27 of U Thrive. Please complete this exercise for 5 days, before completing a paper detailing how this exercise affected you as the

week progressed, and reflecting on the process and results.

Ju July ly 15th 15th:: SIGNATURE STREN STRENGTHS GTHS & FLOW Please log onto Martin Seligman’s website www.authentichappiness.org, and take the VIA-IS assessment (you will need to create your own account). You will need to have completed it and bring the results to class for today’s assignment. Readings ● Peterson, C., & Seligman, M.E.P. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Press. Entire book is available as PDF on Bobcat. Please

read JUST ONE CHAPTER that discusses one of your top three strengths as ranked by the VIA VIA-IS -IS assessment results (choose whichever you feel fits you best). ● Niemiec, R. M. (2013). VIA character strengths: Research and practice (The first 10 years). In H.H. Knoop & A. Delle Fave (Eds.), Well-being and cultures: Perspectives on positive psychology(pp. 1130). New York: Springer. Read the whole article. ● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 3. Recommended Reading and Viewi Viewing ng ● Niemiec, R. (2020, March 12). Coronavirus Coping: 6 Ways Your Strengths Will Help You. Psychology Today. ● Rashid: 340 ways to use your signature strengths. ● Please see the list of films from Ryan Niemiec on NYU Classes. Choose one that corresponds to one of your top three strengths and enjoy.

Assignment #3: Signature Streng Strengths ths Please write a 1-2 page, double-spaced paper that addresses the following questions: How did your expectations compare to your results on the VIA-IS assessment? Choose one of your top signature strengths and spend one full hour 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 the hour– immerse yourself, be it with eyes closed or walking through the park – however you love to listen…or go to a concert and really focus! If it is love of learning, pick up a book solely for enjoyment or go to the museum, etc. Gratitude, spend an hour writing a letter of gratitude, or making a list of people who you would like to thank, and then calling them. The Rashid reading has loads of great suggestions.

WEEK OF JULY 20th CHANGE Ju July ly 20: MINDSET & PLASTICITY Readings ● Doidge, N. (2007). The Brain That Changes Itself. New York: Penguin Books. (Yes…the entire book) ● Lerner, D., & Schlechter, A. (2017). U Thrive, pages 73 – 77 and Chapter 4. Required Viewing TEDTalk: Dan Gilbert on happiness http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html Assignment #4: Gratitude Letter

For this exercise, we would like you to express your gratitude to someone else. Think of someone who has contributed to your well-being whom you’ve never fully thanked. This can be a parent, coach, sibling, romantic partner, friend, mentor, etc. Write a letter to that person describing the benefits you have received from them and why you appreciate them. Be detailed. Describe how the actions made you feel. Take this letter and read it out loud to that person. If possible, do this in person. Take enough time to be together to exchange emotions. If this is not possible, send the letter to them. Bring a copy of your letter to class, along with some thoughts on how this exercise made you feel, what your experience was like, and (if you were able to share this with the recipient of the gratitude), how the sharing experience made you both feel. The only part that is due to b bee handed in is the paper on your thoughts and experiences. While you are welcome to share the letter itsel itself, f, we would like to respect you yourr privacy.

July 22n 22nd: d: OPTIMISM AND PESSIMISM (First Res Response ponse Paper Due) Readings ● Feudtner, C. (2009). The breadth of hopes. New England Journal of Medicine, 361(24), pages 23062307. ● Schneider, S.L. (2001). In search of Realistic Optimism: Meaning, Knowledge, and Warm Fuzziness. American Psychologist 56(3), pages 250- 263. ● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 5. ● Wong, K. (2020, April 29). How to Stay Optimistic When Everything Seems Wrong. The New York Times. Recommended Viewing Film: The King’s Speech Film: Legally Blonde Film: Life is Beautiful Film: The Martian Film: Rudy Assignment: NO ASSIGNMENT DUE (Other than your response paper of course…but that should be puh-lenty.) We will also take part of this week’s cclass lass to split up into groups and begin to think about a final project.

WEEK OF JULY 27th July 27th 27th:: BARRIERS (AN (AND D OPPORTUN OPPORTUNITIES) ITIES) TO CH CHANGE ANGE Readings ● T...