Positive Psychology and Wellbeing Education PG (10325.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
| Bruce, Canberra
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to identify and demonstrate understandings of:
1. Cultural and contextual issues impacting on student and staff wellbeing in educational settings;
2. Pedagogy and curriculum development for promoting student and staff resilience and wellbeing;
3. Remedial principles and practices for dealing with compromised student and staff resilience and wellbeing; and
4. Applying the above as whole-school programs and to educational settings in general.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 1||06 February 2023||On-Campus||Dr Thomas Nielsen|
|2023||Bruce, Canberra||Semester 2||31 July 2023||Intensive||Dr Thomas Nielsen|
|2024||Bruce, Canberra||Semester 1||05 February 2024||On-Campus||Dr Thomas Nielsen|
|2024||Bruce, Canberra||Semester 2||29 July 2024||Intensive||Dr Thomas Nielsen|
There is no required textbook for this unit. All readings will be made available online. Some examples of other relevant readings are listed below:
Frankl, V. (1984). Man's search for meaning. New York: Pocket Books/Simon & Schuster.
Fredrickson, B.L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist 91, 330-335.
Lovat, T., Toomey, R., Clement, N., Crotty, R., & Nielsen, T. (2009). Values education, quality teaching and service learning. Terrigal, NSW: David Barlow Publishing.
Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. London and New York: Penguin Press.
Neff, K. D., & Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23-50.
Post, S. (2011). The hidden gifts of helping: How the power of giving, compassion, and hope can get us through hard times. San Francisco: Jossey-Bass.
Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). Part of who we are as a school should include responsibility for well-being: Links between the school environment, mental health and behavior. Pastoral Care in Education, 24(3), 11-21.
Twenge, J. (2006). Generation me: Why today's young Americans are more confident, assertive, entitled – and more miserable than ever before. New York: Free Press.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Please be cautionary and diligent with your academic writing and referencing. UC has a very accurate text-matching software that detects any form of plagiarism. There are potential serious consequences for fraudulent practices or documentation, including suspension and/or exclusion from the University. All allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
How you organise your study in this unit will depend on a number of factors, including your prior knowledge, learning skill level and learning style; however, the below is an approximate guide to what is expected in terms of workload in this unit:
1. Prescribed readings and private study: 65 hours
2. Attendance during face to face INTENSIVE on campus: 20 hours
3. Research and assignment preparation: 65 hours
Attendance of all three days in the 3-day INTENSIVE required to pass the unit.
Required IT skills
Basic IT skills sufficient.
Work placement, internships or practicums
Communication on Canvas
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be emailed using a student university email account. Students should contact firstname.lastname@example.org if they have any issues accessing their university email account.
Theoretical and research-led foundations of the unit
This unit involves research-led education and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
- Semester 2, 2023, Intensive, UC - Canberra, Bruce (214512)
- Semester 1, 2023, On-Campus, UC - Canberra, Bruce (212966)
- Semester 2, 2022, Intensive, UC - Canberra, Bruce (207910)
- Semester 1, 2022, On-Campus, UC - Canberra, Bruce (205928)
- Semester 2, 2021, Intensive, UC - Canberra, Bruce (202019)
- Semester 1, 2021, On-Campus, UC - Canberra, Bruce (200886)
- Semester 2, 2020, Intensive, UC - Canberra, Bruce (196278)
- Semester 1, 2020, On-Campus, UC - Canberra, Bruce (193538)
- Semester 2, 2019, Intensive, UC - Canberra, Bruce (192374)
- Semester 2, 2019, On-Campus, UC - Canberra, Bruce (192319)
- Semester 1, 2019, On-Campus, UC - Canberra, Bruce (191739)
- Semester 1, 2018, Intensive, UC - Canberra, Bruce (183992)