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. It 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 field 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.

TUESDAYS + THURSDAYS | 12:30—1:45PM | 40 W 4TH ST » UC50

INSTRUCTORS

Daniel Lerner, MAPP » daniel.lerner@nyumc.org

Office hours by appointment, likely on campus.

Alan Schlechter, M.D. » alan.schlechter@nyumc.org

Office hours by appointment, Bellevue Hospital.
st
462 1 Ave., Room A244 » Find the “A East” elevators across from vending machines near the adult
emergency room and go to 2. The NYU “E” Shuttle will take you directly to Bellevue Hospital.

TEACHING ASSISTANTS

Carolyn Cutillo (Head TA) » cac542@nyu.edu Alan Schlechter » (see above!)

02 — MONDAY | 9:45 – 10:45AM 07 — MONDAY | 9:45 – 10:45AM

25W4 Room C-1 25W4 Room C-2
03 — TUESDAY | 9:45 – 10:45AM 15 — WEDNESDAY | 4:55 – 5:55PM
25W4 Room C-2 194M Room 209
05 — THURSDAY | 9:45 – 10:45AM
7E12 Room LL21
20 — THURSDAY | 4:55 – 5:55PM Anya Urcuyo » anyaurcuyo@gmail.com
SILV Room 518
06 — FRIDAY | 11:00AM – 12:00PM 08 — FRIDAY | 2:00 – 3:00PM
7E12 Room LL25 194M Room 204

Nick Jensen » nmj225@nyu.edu Anna Wilgan » amw525@nyu.edu

13 — MONDAY | 4:55 – 5:55PM 17 — MONDAY | 4:55 – 5:55PM

SILV Room 518 194M Room 209
19 — WEDNESDAY | 4:55 – 5:55PM 10 — THURSDAY | 9:00 – 10:00AM
SILV Room 518 25W4 Room C-2
16 — THURSDAY | 4:55 – 5:55PM
7E12 Room 124
Sophia Wu » sw2506@nyu.edu

Abe Libman » abelibman1@hotmail.com 04 — WEDNESDAY | 8:00 – 9:00AM

SILV Room 518
12 — MONDAY | 4:55 – 5:55PM 09 — WEDNESDAY | 9:45 – 10:45AM
7E12 Room 134 SILV Room 518
18 — TUESDAY | 4:55 – 5:55PM
7E12 Room 124
*ADDITIONAL GRADERS:

Maggie McDonald » Jess Perchuk » jdp469@nyu.edu

Margaret.mcdonald@nyulangone.org Gavriella Rubin » gavriella.rubin@nyu.edu
Juho Ranakim » jr3353@nyu.edu
14 — TUESDAY | 4:55 – 5:55PM
7E12 Room LL21
11 — FRIDAY | 11:00AM – 12:00PM
60FA Room 165
COURSE READINGS

The Brain That Changes Itself — Norman Doidge

U Thrive: How to Succeed in College (and Life) — Daniel Lerner and Alan Schlechter (Check out the
corresponding website, uthrive.info, for more!)
PREP Participant Manual (available at NYU Bookstore)

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).

WEEKLY EXERCISES + WRITING REFLECTION + QUESTIONS

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).

RESPONSE PAPER ONE — DUE OCTOBER 11th

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.

RESPONSE PAPER TWO — DUE NOVEMBER 27th

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

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

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.

FALL 2018 RECITATION EXERCISE SCHEDULE

Recitation Exercise # Due the week of Questions relate to

#1 — Initial thoughts September 10th Intro Readings
#2 — Good Day Well-being & The Hedonic
September 17th
Experiment Treadmill
#3 — VIA Survey of Signature Strengths and
September 24th
Signature Strengths Flow
#4 — Stages of Change October 1st Willpower

#5 — Decision Making October 8th Choice

#6 — Random Acts of
October 15th Stress & Resilience
Kindness
#7 — CBT October 22nd CBT

#8 — Food & Mood Journal October 29th Eating & Nutrition

#9 — Sleep Journal November 5th Sleep

The Science of Meditation
#10 — Three Good Things November 12th
and Mindfulness
Gratitude & Positive
#11 — Gratitude November 26th
Psychotherapy
#12 — Savoring December 10th [No questions]

 WEEK OF SEPTEMBER 3rd
NO RECITATIONS THE FIRST WEEK OF CLASSES

SEPTEMBER 4th: INTRODUCTION TO “THE SCIENCE OF HAPPINESS”

SEPTEMBER 6th: INTRODUCTION TO “THE SCIENCE OF HAPPINESS”

(PART DEUX)
Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, pages 3-12.
● Reilly, Katie. (2018). Record Numbers of College Students Are Seeking Treatment for
Depression and Anxiety-- But Schools Can’t Keep Up. TIME.
● Seligman, M.E.P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist. 55(1), pages 5-14.

Assignment #1: Initial Thoughts (due in next week’s recitation, the week of September 10th)
EXERCISE: None
WRITING: Given your first week 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?
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!
QUESTIONS: Questions should relate to the readings from the Intro classes (Sept 6).

WEEK OF SEPTEMBER 10th

THE BASICS OF WELL-BEING
SEPTEMBER 11th: WELL-BEING & THE HEDONIC TREADMILL
Readings
● Dunn, E. W., Aknin, L. B., & Norton, M. I. (2008). Spending money on others promotes
happiness. Science, 319(5870), pages 1687-1688.
● Gallup-Purdue Index Report (2014). pages 3-22.
● Kasser, T., & Ryan, R. M. (1993). A dark side of the American dream: Correlates of financial
success as a central life aspiration. Journal of Personality and Social Psychology, 65(2),
pages 410-422.
Recommended Viewing
● Epicurus on Happiness: http://www.youtube.com/watch?v=irornIAQzQY

SEPTEMBER 13th: THE SCIENCE OF POSITIVE EMOTIONS

Readings
● Fredrickson, B., Mancuso, Branigan, & Tugade. (2000). The undoing effect of positive
emotions. Motivation and Emotion 24(4), 237-258.
● Jebb, A., Tay, L., Diener, E., & Oishi, S. (2018). Happiness, income satiation, and turning
points around the world. Nature International Journal of Science.
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 1.
 ● Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does
happiness lead to success? Psychological Bulletin, 131(6), pages 803-855. (Read ONLY 803-
804, 822-846)

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).

WEEK OF SEPTEMBER 17th

SEPTEMBER 18th: THE SCIENCE OF POSITIVE RELATIONSHIPS
Readings
● Brent, L. J., Chang, S. W., Gariepy, J. F., Platt, M.L. (2014). The neuroethology of friendship.
NIH-PA (2013). pages 1-13.
● Chotpitayasunondh, Varoth. (2018). The effects of “phubbing” on social interaction. Journal of
Applied Social Psychology. Read ONLY sections 1, 4, and 5.
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 2.
Required Viewing
● Nicolas Christakis TED Talk:
www.ted.com/talks/nicholas_christakis_the_hidden_influence_of_social_networks

Recommended Viewing
Film: The Breakfast Club
Film: Annie Hall
Film: Good Will Hunting
Film: Love Actually
Film: When Harry Met Sally

SEPTEMBER 20th: SIGNATURE STRENGTHS & FLOW

(Please bring your VIA Survey of Character Strengths results with you to lecture)

BEFORE LECTURE: Please log onto https://www.viacharacter.org/survey/account/register and

take the VIA Survey of Character Strengths (you will need to create your own account). Hold onto a
copy of your assessment, you will need to bring it into recitation next week.
Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 3.
● 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. 11-30). New York: Springer. Read the whole article.
● 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-IS assessment results (choose whichever you feel fits
you best).
● Rashid: 340 Ways to Use Your Signature Strengths.
Recommended Readings
● Biswas-Diener, R., Kashdan, T.B., & Minhas, G. (2011). A dynamic approach to psychological
strength development and intervention. The Journal of Positive Psychology, 6(2), pages 106-
118.
● Schwartz, B. & Sharpe, K. (2006). Practical wisdom: Aristotle meets positive psychology.
Journal of Happiness Studies, 7, pages 377-395.
● Shainberg, L. (1989, April 9). “Finding ‘The Zone’”. New York Times, 1-5.
Required Viewing
Please see the list of films from Ryan Niemiec’s Positive Psychology at the Movies on NYU Classes.
Choose one film that corresponds to one of your top three and watch.

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).

WEEK OF SEPTEMBER 24th

CHANGE

SEPTEMBER 25th: MINDSET & PLASTICITY

Readings
● Doidge, Norman. The Brain That Changes Itself — Read the entire book by October 11th
when the paper is due!
● Dweck, C. Messages that motivate, pages 37-60.
● Lerner, D., & Schlechter, A. (2017). U Thrive, pages 73 – 77 and Chapter 4.
Recommended Viewing
● TED — Dan Gilbert on happiness:
www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html

SEPTEMBER 27th: WILLPOWER

Readings
 ● Baumeister, R., & Tierney, J. (2012). Willpower: Rediscovering the greatest human strength,
chapters 2 & 10.
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 6.
Recommended Reading
● Tykocinski, O.E., and Pittman, T.S., (1998). The Consequences of Doing Nothing: Inaction
Inertia as Avoidance of Anticipated Counterfactual Regret. Journal of Personality and Social
Psychology 75(3). 607-616.

Assignment #4: Stages of Change (due the week of October 1st)

EXERCISE: Change something about yourself! Choose some positive activity in your life that you
would like to attempt for the next week (exercise, nutrition, getting more sleep, journaling, ask your
TA if you are unsure). The activity will ideally be daily but should not be less than 5 times in a week (if
you are choosing exercise, perhaps you will go to the gym 4 days a week but make sure you have
an extensive walk the other three days, or do pushups in your room). Designate a peer in your
recitation who you will call at a designated time daily (ideally it will be the morning but we realize that
many of you keep different hours) and have up to a five minute phone call (max) — no texting or
emails. You will discuss what you accomplished the day before relative to that commitment and
what you will do that day. Both of you will place the activity in your calendars during the phone call.
WRITING: Write about how this exercise affected you as the week progressed and how you now
reflect on change. How did speaking with a person effect your motivation? What other areas of your
life could you apply this method of change?
QUESTIONS: Questions should relate to the readings of Willpower (Sept 27).

WEEK OF OCTOBER 1st

OCTOBER 2nd: CHOICE

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.

OCTOBER 4th: OPTIMISM & PESSIMISM

Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 5.
● Feudtner, C. (2009). The breadth of hopes. New England Journal of Medicine, 361(24), pages
2306-2307.
● Schneider, S.L. (2001). In search of Realistic Optimism: Meaning, Knowledge, and Warm
Fuzziness. American Psychologist 56(3), pages 250- 263.
Recommended Viewing
● Film: The King’s Speech
● Film: Legally Blonde
● Film: Life is Beautiful
● Film: The Martian
● Film: Rudy
Assignment #5: Decision Making (due the week of October 8th)
EXERCISE: When, if ever, does it make sense to pursue the “best” in making decisions? Decision
making strategies that produce the best objective results do not always produce the best subjective
results, i.e., that people can sometimes do better using certain strategies for making decisions, but
feel worse. Should people in general be willing to do a little less well objectively in order to feel better
about how they do? Is this true in some areas of decision-making but not others? If so, when should
people care more about objective results and when should they care more about subjective results?
Taking all of this in mind:
1. Review 2 recent decisions that you’ve made, both small and large (a clothing purchase, a new
kitchen appliance, a vacation destination, a retirement pension allocation, a medical
procedure, a job or relationship change). Itemize the steps, time, research, and anxiety that
went into making those decisions. Remind yourself how it felt to do that work. Ask yourself
how much your final decision benefited from that work.
2. Think about occasions in life when you settle, comfortably, for “good enough.” Scrutinize how
you choose in those areas and then think of one area in your life where you can apply that
strategy more for the next week.
3. Think of one area of your life where you can reduce the number of options you consider
(meals, clothing, exercising etc.) and implement it for the next week. (Schwartz, Barry (2009-
10-13). The Paradox of Choice (pp. 222-225). HarperCollins.)
WRITING: Write 1-2 pages about the above.
QUESTIONS: Questions should relate to the readings of Choice (Oct 2).

WEEK OF OCTOBER 8th

Monday, October 8th is Fall Break—no recitations! (Missed recitations will double up on
assignments for next week).

OCTOBER 9th: LEGISLATIVE DAY – no class or recitation!

OCTOBER 11th: STRESS & RESILIENCE

1st RESPONSE PAPER DUE BEFORE LECTURE (12:29 AND 59 SEC)
Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 8.
● Mangelsdorf, J., & Eid, M. (2015). What makes a thriver? Unifying the concepts of post-
traumatic and post-ecstatic growth. Frontiers in Psychology, 6, pages 1664-1078
● Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations an
empirical evidence. Psychological Inquiry, 15(1), pages 1-18.

Assignment #6: Random Acts of Kindness (due the week of October 15th)
EXERCISE: Random, conscious acts of kindness have been empirically shown to decrease stress
and strongly benefit enhanced mental health. Lyubomirsky has found that individuals who complete
five acts of kindness over the course of even one day report feeling much happier than control
groups days after the exercise is over. Note that these acts are consciously or intentionally done
rather than scanning the past day to see what you might have done that was nice. In preparation for
this recitation, please choose three successive days on which to consciously perform five such acts
each day. They can be as simple as holding the door for someone, helping someone with their bags,
etc.
WRITING: Write detailing your kindness interventions and the reactions of both the beneficiaries and
yourself.
QUESTIONS: Questions should relate to the readings of Stress & Resilience (Oct 11).

We will also take part of this week’s recitation to split up into groups and begin to think about
final projects.

WEEK OF OCTOBER 15th

TOOLS FOR CHANGE

OCTOBER 16th: INTERVENTIONS

Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 9.
● Kahn, M. (2003) “Does this Mean I’m Crazy?” Hidden Worries of Treatment-Naïve Patients.
Harvard Review of Psychiatry, 11(1), pages 43-45.
● Rashid, T. (2009). “Positive Interventions in Clinical Practice.” Journal of Clinical Psychology,
65(5), pages 461-466.
● Seligman, M.E.P., Steen, T.A., Park, N., & Peterson, C. (2005). Positive psychology progress:
Empirical validation of interventions. American Psychologist, 60, pages 410–421.
Recommended Viewing
● Film: The Matrix
● Film: The Squid and The Whale
● https://www.talkspace.com/blog/2015/07/top-20-movies-with-a-therapy-focus-from-
talkspace/

OCTOBER 18th: COGNITIVE BEHAVIORAL THERAPY (CBT)

Readings
● Beck, A.T. (2005). The Current State of Cognitive Therapy: A 40-Year Retrospective. Archives
of General Psychiatry, 62(9), pages 953-959.
● Gabbard, G., Beck, J., and Holmes, J. (2005) Oxford textbook of psychotherapy. Oxford
University Press. Read Cognitive and Behavioral Therapies, pages 15-25.
Recommended Viewing
● Film: The Shawshank Redemption

Assignment #7: CBT (due the week of October 22nd)
EXERCISE: See CBT Handout on NYU Classes under Recitation Exercises
WRITING: Choose to write on either Part 1 or Part 2 on the CBT exercise.
QUESTIONS: Questions should relate to the readings of CBT (Oct 18).

WEEK OF OCTOBER 22nd

OCTOBER 23rd: CBT PART II

Readings
● Joseph, S., (2013). What doesn’t kill us: The new psychology of posttraumatic growth. Read
Chapters 4 & 5, pages 67-117.
 ● Peterson, C., Seligman, M. E. P., & Vaillant, G. E. (1988). Pessimistic explanatory style is a
risk factor for physical illness: A thirty-five year longitudinal study. Journal of Personality and
Social Psychology, 55, pages 23-27.
● Seligman, M.E.P. (2011). Flourish. New York: Free Press, Chapter 8, pages 152-163.

OCTOBER 25th: EATING & NUTRITION

Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, pages 181-183 and Chapter 11.
● Rozin, P. Food is fundamental, fun, frightening, and far-reaching. Social Research; Spring
1999; 66, 1; ProQuest, pages 9-28.
Required Viewing
TED — Dan Buettner on How to Live to Be 100:
www.ted.com/talks/dan_buettner_how_to_live_to_be_100.html

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).

WEEK OF OCTOBER 29th

OCTOBER 30th: EXERCISE & VITALITY

Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 10.
● Mutrie, N., & Faulkner, G. (2004). Physical activity: Positive psychology in motion. In P. A.
Linley & S. Joseph (Eds.), Positive psychology in practice. Hoboken, NJ: Wiley. Pages 146-
164.
● Ratey, J. J., & Loehr, J. E. (2011). The positive impact of physical activity on cognition during
adulthood: A review underlying mechanisms, evidence, and recommendations. Reviews in
the Neurosciences 22(2), pages 171-185.
Recommended Viewing
● TED — Stuart Brown on Play:
www.ted.com/talks/stuart_brown_says_play_is_more_than_fun_it_s_vital

NOVEMBER 1st: SLEEP

Readings
● Henry, D., McClellan, D., Rosenthal, L., Dedrick, D., & Gosdin, M. (2008). Is sleep really for
sissies? Understanding the role of work in insomnia in the US. Social Science & Medicine,
66(3), pages 715-726.
● Kilgore, W. D., Kilgore, D. B., Day, L.M., Li, C., Kamimori, G.H., & Balkin, T. J., (2007). The
Effects of 53 Hours of Sleep Deprivation on Moral Judgment. Sleep, 30(3), pages 345-352.
● Klinkenborg, V. (1997, January 5). “Awakening to Sleep”. New York Times.
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapter 12.
Recommended Reading
● Ahmed, Q. (2010). “Sleep Deprivation: The Metabolic Costs of Chronic Partial Sleep Loss.”
PCCSU, 2010.

Assignment #9: Sleep Journal (due the week of November 5th)

EXERCISE: See Sleep Journal under Recitation Exercises on NYU Classes.
WRITING: Write about something you have observed (and hopefully learned) about your sleep. What
makes it better? What makes it worse? What could you change, and what would be some of the
barriers to changing your sleep habits? What do you notice about yourself when you are well rested
and how can you care for yourself when you are not?
QUESTIONS: Questions should relate to the readings from Sleep (Nov 1).

WEEK OF NOVEMBER 5th

NOVEMBER 6th: THE SCIENCE OF MEDITATION AND MINDFULNESS

Readings
● Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future.
Clinical Psychology, 10(2), pages 144-156.
● Kulze, L. (2013). How Meditation works. The Atlantic.
● Zenner, C., Herrnleben-Kurz S., & Walach, H. (2014). Mindfulness-based interventions in
schools—a systematic review and meta-analysis. Frontiers.

NOVEMBER 8th: MINDFULNESS MEDITATION

Special guest Cory Muscara will come in to discuss the practical aspects of meditation.

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).

WEEK OF NOVEMBER 12th

NOVEMBER 13th: TOOLS FOR COMMUNICATION

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.

Assignment #11: Gratitude (due the week of November 26th)

EXERCISE: For this exercise, we would like you to express your gratitude to someone. Think of
someone who has contributed to your well-being who you’ve never fully thanked. This can be a
parent, coach, sibling, romantic partner, friend, mentor…anyone! 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 it will
not cause harm or embarrassment or upset to the other 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. Be prepared to share a part or the whole letter
depending on your comfort level. In the past, some people have thanked those who are no longer
alive. The full description of the exercise is found on NYU Classes.
WRITING: Write about your experience with reading your letter.
QUESTIONS: Questions should relate to the readings of Gratitude and Positive Psychotherapy (Nov
27—look ahead two weeks!)

WEEK OF NOVEMBER 19th

There are no recitations this week in honor of Thanksgiving!

NOVEMBER 20th: PREP II

(Please bring your PREP manual to lecture)

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.

NOVEMBER 22nd: GIVE THANKS FOR THANKSGIVING! NO CLASS!

WEEK OF NOVEMBER 26th

NOVEMBER 27th: GRATITUDE & POSITIVE PSYCHOTHERAPY

Guest lecturer Dan Tomasulo will come in to present.
2nd RESPONSE PAPER DUE BEFORE LECTURE (12:29 AND 59 SEC)
Readings
● Rosmarin, D.H., Pirutinsky, S., Cohen. A., Galler, Y., & Krumrei, E.J. (2011). Grateful to God or
just plain grateful? A study of religious and non-religious gratitude. Journal of Positive
Psychology, 6(5), pages 389-396.
● Seligman, M.E.P., Rashid, T., & Parks, A.C. (2006). Positive psychotherapy. American
Psychologist, 61, pages 774–788.
● Tomasulo, D. The Virtual Gratitude Visit (2011).

NOVEMBER 29th: NO LECTURE TODAY!

No exercises due for next week. Prepare for final project presentations, and there will be a
review for the final exam.

WEEK OF DECEMBER 3rd

During this week’s recitation groups will present their final projects; ALL FINAL PROJECTS MUST BE
NO MORE THAN 6 MINUTES.

TURNING POTENTIAL INTO POSITIVE EXCELLENCE

DECEMBER 4th: TURNING POTENTIAL INTO POSITIVE EXCELLENCE I
Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, pgs 225-228, and Chapter 13.
● Torrance, E.P. (1995). Insights about creativity: Questioned, rejected, ridiculed, ignored.
Educational Psychology Review 7(3), pages 313-322.

DECEMBER 6th: TURNING POTENTIAL INTO POSITIVE EXCELLENCE

II – MEANING AND GOALS
Readings
● Doskoch, P. (2005) The winning edge. Psychology Today.
● Frankl, V. (1963). Man's search for meaning. London: Hodder & Stoughton. Pages 64 – 80.
 ● Kashdan, T.B., & McKnight, P.E. (2009). Origins of purpose in life: Refining our understanding
of a life well lived. Psychological Topics, 18, pages 303-316.
● Locke, E.A., & Latham, G.P. (2002). Building a practically useful theory of goal-setting and
task motivation: A 35-year odyssey. American Psychologist, 57(9), pages 705-717
● Steger, M. F. (2009). Experiencing meaning in life: Optimal functioning at the nexus of
wellbeing, psychopathology, and spirituality. In S. J. Lopez (Ed.), Oxford handbook of positive
psychology (2ndEd.) (679-687). Oxford, UK: Oxford University Press.

Assignment #12: Savoring (due the week of December 10th)

EXERCISE: Thoughts and behaviors that regulate good feelings in response to positive events are
known as savoring strategies. Unfortunately, we often fail to appreciate these experiences fully, and
we may not be consciously aware of the specific things that make these experiences enjoyable. This
activity is about becoming more aware of how to savor a positive experience. Ideally, you would
choose the final project but if you prefer to savor something else, go ahead. Try to remember the
sights, sounds, and smells of the final project. Think about the emotions and thoughts you
experienced. Carefully reflect on what you enjoyed about the activity, experience, location, or object
you chose to savor. Sometimes, the joy in savoring occurs even more intensely after your time with
that activity, experience, place, or object is over (as taken from Activities for Teaching Positive
Psychology, Froh and Parks).
WRITING: Describe the exercise, how it impacted you, and how you might find ways to savor more
fully in your everyday life.
QUESTIONS: No questions for this week!

WEEK OF DECEMBER 10th

More final project presentations this week, as necessary.

DECEMBER 11th: TURNING POTENTIAL INTO POSITIVE EXCELLENCE

III
Readings
● Lerner, D., & Schlechter, A. (2017). U Thrive, Chapters 14 and 15.
● Vallerand, R. J., Mageau, G. A., Ratelle, C., Leonard, M., Blanchard, C., Koester, R.,
Marsolais, J. (2003). Les passion de l’ame: On obsessive and harmonious passion. Journal of
Personality and Social Psychology, 85, pages 756-767.
Required Viewing
● Film: Whiplash

DECEMBER 13rd: FINAL

(Just the final, the whole final, and nothing but the final. Congratulations!)