| Unit name | Positive Psychology in Education |
|---|---|
| Unit code | EDUC20016 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Esmé Sung |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Positive Psychology is the scientific study of what makes individuals and communities thrive. The field was established to address claims that psychology has historically been too focused on disorder, distress and dysfunction. Positive psychology can be used to support those in educational settings to flourish and succeed.
The unit will focus on developing a systematic understanding of how theory and evidence around positive psychology can be applied across numerous levels of education. We will touch on historic key ideas along with more recent developments in the field. You will be encouraged to critically reflect on theory, evidence and interventions. Importantly, there will be protected time to experience positive psychology interventions first-hand. Throughout the unit we will also explore the topic from a cultural angle, in terms of both the origins of different wellbeing techniques as well as how concepts around positive psychology may be culturally dependent.
How does this unit fit into your programme of study
This unit will introduce you to the field of Positive Psychology, including the history and development of the field, influential theory, positive psychology interventions and their application in the real-world. The course will complement the content covered in existing units (e.g., on Developmental, Educational, Cognitive and Social Psychology) by building on skills and knowledge gained. For example, you will be encouraged to think deeply about the links between Positive Psychology theory, evidence-based practices and application in educational contexts. It will also support you in building critical appraisal skills and reflection skills which are central to other areas of the programme.
An overview of content
Through lectures and interactive activities, this unit will cover a range of topics, looking at the history and pillars of positive psychology, dimensions of subjective wellbeing, character strengths, positive emotions and relationships, positive education and other concepts in positive psychology, e.g. hope, gratitude, resilience etc. Alongside theories and research, this unit will also discuss and evaluate some evidenced-based positive psychology interventions, with experiential tasks incorporated in the learning. Examples might include mindfulness practices, identifying one’s signature character strengths and using them, expressing gratitude etc. In addition to exploring how positive psychology relates to individuals, we will also investigate the role of positive psychology in broader contexts, such as how positive psychology interventions can be applied in educational contexts, organisations and how concepts of positive psychology are displayed in different cultural settings. Throughout the unit, learning is linked to the implications for educational practices and you are encouraged to reflect on how these impact psychological wellbeing and educational experiences of learners. The unit also involves ethical implications of topics in positive psychology for all levels of education (schools and higher education).
How will students, personally, be different as a result of the unit
• You will develop critical thinking skills from understanding key concepts and practices in positive psychology, which is valuable in fostering psychological wellbeing and overall learning experience of students and practitioners in educational settings.
• You will become reflective and critical readers of positive psychology research to relate them to future professional practice in a range of educational and psychology-based roles.
• You will demonstrate a cultural awareness in recognising how psychological concepts are expressed in diverse settings.
• You will gain confidence in articulating information and communication ideas in different written formats and for different audiences, an important skill for future employability.
Learning Outcomes
Upon successful completion of the unit students will be able to:
1. Explain and analyse key concepts of positive psychology and its distinction from other theoretical perspectives in psychology.
2. Analyse the implications of the evidenced-based practices for promoting psychological well-being in educational settings.
3. Critically evaluate and interpret theory and research in positive psychology.
4. Demonstrate an enhanced awareness of strengths and virtues that are critical for psychological wellbeing in educational settings.
This unit will be taught using a mixture of lectures, seminars, workshops and interactive group work. Students will be engaged in collaborative learning via discussion, experiential tasks, reflection, with a blend of traditional methods with technology.
Tasks which help you learn and prepare you for summative tasks (formative):
To supportive students for summative assessment, during the lectures/seminars, students will be engaged in experiential tasks, guided discussion with feedback from tutors. Between lectures/seminars, students are encouraged to post their ideas and questions on Padlet discussion, where unit tutors would participate, cultivating a community of learning.
Tasks which count towards your unit mark (summative):
• A 500-word blog-style piece of writing, intended for a lay audience (e.g. teachers), presenting how key concepts in positive psychology could foster psychological wellbeing of students in education context 30% (ILOs 1-4)
• A 2000-word paper to critically review a published study on positive psychology interventions and its implications for educational practice 70% (ILOs 1-4)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20016).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
