Self-Improvement And Positive Psychology Project Paper

Self-Improvement And Positive Psychology Project Paper

Table of Contents

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Instructions

Self-Improvement And Positive Psychology Project Paper

(5 Pages)

This is a well-being project that will require students to first assess the current state of their well-being using a specific screening measure. Students will choose a well-being goal(s) to pursue over a period of time (up to two weeks). Students will choose an evidence-based intervention(s) that has been introduced during the course to help them achieve their goal(s). Finally, a validated post-intervention well-being questionnaire will be taken and a synthesis of the whole process, including results, will be submitted at the end of the course. These activities can also be found at https://ggia.berkeley.edu, see rubric. Students will write this up as an empirical paper addressing the following.

Introduction: Why did the student decide to change what they (hopefully) changed? What variables facilitated and impeded this change? What mechanisms may explain why? What is the student’s hypothesis? Use research to support answers. Methods: Students will describe the procedure(s) used to change themselves.

What techniques were used? What is the science behind these techniques? How did the student measure change? Results: What happened? Even though self-report data may suggest the intervention was effective, the student must also provide corroborating evidence from other sources.

Objective health indicators (e.g., fewer sick days used), and behavioral measures (noticing more good things on a daily basis; more positive social interactions) are all appropriate. Discussion: Was the student’s hypothesis confirmed or disconfirmed? Are the results consistent with prior research? What did the student learn about self-change, and positive psychology? The student might discuss strengths, weaknesses, and difficulties in TJG 01/2020 implementing their intervention, or the student might explain why some techniques seemed to be more effective than others. What would the student do differently if they had the opportunity to do it again? Why?

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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