Author(s)

Kimberly E. Kleinman^1*, Craig Asselin², Gregg Henriques³

¹Department of Pediatric Psychiatry, New York-Presbyterian Hospital, Columbia University Medical Center, New York, USA.
²University Counseling Center, Florida State University, Tallahassee, USA.
³Department of Graduate Psychology, James Madison University, Harrisonburg, USA.

With the rise of positive psychology and burgeoning evidence base, graduate and undergraduate institutions are now teaching positive psychology as an academic course. Little is known however about its effects. Therefore, the current study sought to develop a positive psychology course conceptually grounded in theory, while also exploring the extent to which the course impacted student well-being. The 25 students enrolled in the class, and a second group of 26 students who were enrolled in alternative psychology course elective (controls), completed a battery of well-being measures prior to taking the course, upon completion of the course and at a four-month follow-up. Responses were compared both between- and within-groups and results were promising as significant improvements on a number of measures were found for the intervention group but not for the control group. The implications and limitations of the current research are discussed.

Well-Being, Positive Psychology, Undergraduate, Education, Intervention, Group Psychotherapy

Kleinman, K. , Asselin, C. & Henriques, G. (2014). Positive Consequences: The Impact of an Undergraduate Course on Positive Psychology. Psychology, 5, 2033-2045. doi: 10.4236/psych.2014.518206.