After the course, a student is able to:
- Describe strengths and weaknesses of different assessment instruments and methods of positive constructs, in line with recent scientific literature
- Distinguish different types of positive psychology interventions
- Critically reflect on the state-of-the-art of current interventions and intervention research in positive psychology
- Argue by which mechanisms positive psychology interventions may contribute to outcomes and which variables may moderate the effectiveness of positive psychology interventions
- Describe and implement methods to personalize positive psychology interventions
Positive psychology assessment and intervention can be understood as any intentional activity or method (training, coaching, etc.) based on (a) the cultivation of valued subjective experiences, (b) the building of positive individual traits, and/or (c) the building of civic virtue and positive institutions). In contrast to the traditional assessment goals in psychology related to illness and disorder, positive psychological assessment identifies factors that are related to well-being. Via positive psychological assessment, practitioners and researchers strive to incorporate assessment of human strengths, resources, and fulfillment into their clients' life using different instruments. Positive psychological assessment requires measures of positive constructs, such as optimism, self-efficacy, locus of control, gratitude and well-being. Positive interventions may focus on stimulating subjective experiences (e.g., remembering sacred moments, expressing gratitude), identifying, developing, and using character strengths, or focusing on valued characteristics of organizations or organizational subgroups. Several studies have shown that the effectiveness of positive psychology interventions may depend on individual characteristics such as initial levels of engagement, self-efficacy or age. Therefore, this course will deal with the question how positive psychology interventions may be tailored to the needs of the individual. Because autonomy-supportiveness is crucial for the success of any positive intervention, we will also address self-administered interventions that may be combined with experience sampling methods.|
The course consists of 13 interactive lectures, and 1 practical. Students are encouraged to participate actively during the lectures.
The examination of the course consists of two obligatory assignments. The individual assignment consists of a written report of the different assignments students receive during the lectures. Students will not receive a grade for this assignment, but the assignment needs to be evaluated with ‘sufficient’ in order to complete the course. The team assignment consists of a written report (80%) and presentation (20%), that will be evaluated with a grade.