Positive Psychology and Wellbeing Education PG (10325.2)

Please note these are the 2024 details for this unit
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Positive Psychology and Wellbeing Education PG
Available teaching periods Delivery mode Location
View teaching periods On-Campus
Intensive
 UC - Canberra, Bruce
EFTSL Credit points Faculty
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)
This unit explores positive psychology and wellbeing education for the enhancement of both student and staff wellbeing. We look at the larger context of teacher burnout and the high rates of mental health issues and suicide ideation in students. Wellbeing school initiatives, such as positive education, values education, and various mental health programs, are investigated with a view of developing a personal philosophy and pedagogy based upon evidence-based best practice.

Learning outcomes

On 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 attributes

1. 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
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


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2024 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2023 UC - Canberra, Bruce Semester 1 06 February 2023 On-Campus Dr Thomas Nielsen
2023 UC - Canberra, Bruce Semester 2 31 July 2023 Intensive Dr Thomas Nielsen
2024 UC - Canberra, Bruce Semester 1 05 February 2024 On-Campus Dr Thomas Nielsen
2024 UC - Canberra, Bruce Semester 2 29 July 2024 Intensive Dr Thomas Nielsen
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

There is no required textbook for this unit. All readings will be made available online. Some examples of additional, relevant readings are listed below:

Connell, S., Flen, J., Sykes, H., & Yencken, D. (2014). Young people and the environ- ment in Australia: Beliefs, knowledge, commitment and educational implications. Australian Journal of Environmental Education, 30, 78–87. doi:10.1017/aee.2014.28

Mindfulness in Schools Project. (2017). About us. Retrieved October 25, 2017, from https://mindfulnessinschools.org/about/about-us/

Nielsen, T.W., & Ma, J. (2016). Investigating meaningful happiness and wellbeing in college students through a ‘curriculum of giving' outdoor education program. Inter- national Education Research, 4, 1–13. doi: 10.12735/ier.v4n2p01

Slemp, G.R., Chin, T., Kern, M.L., Siokou, C., Loton, D., Oades, L.G., ... Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. In E. Frydenberg, A.J. Martin, & R.J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 101–122). Singapore: Springer.

VIA Institute on Character. (2017). VIA character strengths in positive educa- tion (and children/youth). Retrieved 25 October, 2017, from https://http://www. viacharacter.org/www/Research/VIA-Character-Strengths-in-Positive-Education- and-Children-Youth

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.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. 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.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit.

Academic integrity

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.

Note that the University supported text matching software is URKUND, which is now available for this unit via Canvas. For further information, please see the description of how to use the URKUND tool in the UCLearn (Canvas) Staff Support site.

The use of URKUND is the default position of the University. Should a reason be put forward for deviation from this position, please discuss with ADE.

Students should be aware that submission of fraudulent documentation will have potential serious consequences including suspension and/or exclusion from the University and all allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.

 

Learner engagement

The workload requirements for this unit consist of a lecture (1 hour) and a workshop (2 hours) per week (equating to approximately 30 hours). The planning of the remaining 120 hours, making up the 150 hours for the semester, is the responsibility of each student, and should be divided between the reading of assigned papers and unit materials (e.g., approximately 30 hours), and working on assignment tasks (e.g., approximately 90 hours).

Participation requirements

Activity in the face-to-face classes is required in order to demonstrate the achievement of understanding related to the learning outcomes in this unit (see section 2a).

Required IT skills

University of Canberra Entry level IT skills is sufficient.

In-unit costs

None.

Work placement, internships or practicums

None.

Additional information

Based on multi-disciplinary empirical evidence and research traditions, the theoretical foundations of this unit is based on Dr. Thomas Nielsen's research on identifying evidence-based principles and strategies from a wide variaty of values and wellbeing education initiatives across cultures and belief systems (see e.g. http://www.todayscience.org/ierarticle?paper_id=527300048 ).

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