The following course in Strategic Application of Human Development Applying Positive Psychology is provided in its entirety by Atlantic International University's "Open Access Initiative" which strives to make knowledge and education readily available to those seeking advancement regardless of their socio-economic situation, location or other previously limiting factors. The University's Open Courses are free and do not require any purchase or registration, they are open to the public.

The course in Strategic Application of Human Development Applying Positive Psychology contains the following:

• Lessons in video format with explaination of theoratical content.
• Complementary activities that will make research more about the topic , as well as put into practice what you studied in the lesson. These activities are not part of their final evaluation.
• Texts supporting explained in the video.

The Administrative Staff may be part of a degree program paying up to three college credits. The lessons of the course can be taken on line Through distance learning. The content and access are open to the public according to the "Open Access" and " Open Access " Atlantic International University initiative. Participants who wish to receive credit and / or term certificate , must register as students.

Lesson 1: Introduction

In this lesson, we summarize advances in the field of positive psychology and propose a complementary relationship between positive psychology and clinical psychology “as usual.” We begin with a brief history of positive psychology and its influences. We then propose a conceptual framework and review recently developed measures of well-being, strengths, engagement, and meaning. We consider explicit positive interventions aimed at preventing and treating psychopathology, and we explore the possibility that positive psychology is covertly one central component of good psychotherapy even as it is done now.

Lesson 2: Subjective Measuring

Subjective well-being, defined as ―a person’s cognitive and affective evaluations of his or her life‖ is, strangely, seldom measured in studies of psychopathology. Considering the components of well-being—the presence of positive emotion, the absence of negative emotion, and a cognitive judgment of satisfaction and fulfillment—and its subjective importance to even the most troubled individuals, this omission is regrettable.

Lesson 3: The Principles of Strengths-Based Education

Doing what we do best leads to high levels of engagement and productivity. Educators who capitalize on their strengths daily help students do what they do best by developing a strengths based approach to education. The principles of strengths-based education include measurement, individualization, networking, deliberate application, and intentional development. Through a parallel process, educators practice the principles of strengths-based education when advising and
teaching while students learn to put their strengths to work in learning and social situations.

Lesson 4: The Making of Theory

Before beginning any discussion on theory, this study must differentiate between the common notion of ‗theory‘ and formal definition of theory. In this lesson, the term theory is interpreted as following the formal definition and operationalization of theory. This operationalization of the definition of theory should directly be tied to the necessary components of theory.

Lesson 5: Psychology School of Personality

Personality psychology looks for answers to numerous questions. In what ways do human beings differ? In what situations and along what dimensions do they differ? Why do they differ? How much do they differ? How consistent are human differences? Can they be measured? These are the issues that this text will explore. An important aspect of this exploration will be a critical examination of the numerous theories that have been proposed to explain personality. Some of these are competing and contradictory while others are supportive and complementary.

Lesson 6: The Principles of Developmental Psychology

Life-span developmental psychology is the field of psychology which involves the examination of both constancy and change in human behaviour across the entire life span, that is, from conception to death (Baltes, 1987). Developmental psychologists are concerned with diverse issues ranging from the growth of motor skills in the infant, to the gains and losses observed in the intellectual functioning of the elderly. The goal of study in developmental psychology is to further our knowledge about how development evolves over the entire life span, developing a knowledge of the general principles of development and the differences and similarities in development across individuals.

Lesson 7: Evolution of the Human Psyche

The purpose of this lesson is to develop and test hypotheses about the process and pattern by which the human psyche evolved, and to seek to understand why humans, and humans alone, differ strikingly in mentality from their closest relatives - and evidently from all other organisms.

Lesson 8: The History of Social Psychology

During the 1940s and 1950s, the social psychologists Kurt Lewin and Leon Festinger refined the experimental approach to studying behavior, creating social psychology as a rigorous scientific discipline. Lewin is sometimes known as “the father of social psychology” because he initially developed many of the important ideas of the discipline, including a focus on the dynamic interactions among people. In 1954, Festinger edited an influential book called Research Methods in the Behavioral Sciences, in which he and other social psychologists stressed the need to measure variables and to use laboratory experiments to systematically test research hypotheses about social behavior. He also noted that it might be necessary in these experiments to deceive the participants about the true nature of the research.

Lesson 9: Cognitive Psychology

Consider just the last of these questions: Why does Apple, for example, spend so much money on advertisements for its iPhone? After all, how many people remember the functional details of the iPhone, or how those functions are distinguished from the functions of other phones? One reason Apple spends so much is because of the availability heuristic. Using this heuristic, we make judgments on the basis of how easily we can call to mind what we perceive as relevant instances of a phenomenon (Tversky & Kahneman, 1973).

Lesson 10: Educational Psychology

The field of educational psychology was founded by several pioneers in psychology just before the start of the twentieth century. One of those pioneers was William James (1842–1910). Soon after launching the first psychology textbook, Principles of Psychology (1890), he gave a series of lectures called Talks to Teachers (James, 1899/1993) in which he discussed the applications of psychology to educating children. James argued that laboratory psychology experiments often can’t tell us how to effectively teach children. He argued for the importance of observing teaching and learning in classrooms for improving education.

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