PSYC109 - Applied Positive Psychology

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

Psychology as a discipline has many areas of study. Positive psychology explores the scientific study of happiness, well-being and flourishing in the human experience. It examines a range of areas such as positive emotions, engagement, creativity, optimism, gratification, strengths, virtues, and meaning. This unit is experiential and project-based, where students will learn topics and theories that help people flourish and live their lives to their full potential. In this unit students will also evaluate research literature; participate in positive psychological interventions; and develop professionally relevant skills and experience in the positive psychology field. The aim of the unit is to provide students with an understanding of how the scope of psychology has recently been broadened beyond the traditional response to pathology, to a modern preventative and proactive approach to well-being.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Describe and differentiate key conceptual frameworks and interventions underpinning positive psychology (GA4, GA8)

LO2 - Distinguish between problem-focused and strengths-based approaches to mental health and well-being (GA4, GA8)

LO3 - Apply a strengths-based approach to specific mental health issues (GA1, GA3)

LO4 - Apply a variety of positive psychology interventions to enhance well-being (GA1, GA2, GA5, GA10)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Topics will include: 

• introduction to positive psychology; 
• psychology flow; 
• spirituality and well-being; 
• positive emotions; 
• emotional intelligence; 
• optimism and hope; 
• resilience; 
• positive psychology theories and interventions;  
• prevention and enhancement; 
• positive relationships; 
• creativity; and 
• future of positive psychology. 

Learning and teaching strategy and rationale

This unit will use an experiential approach to the teaching/learning process and students will be required to undertake a range of activities to explore the critical issues. The teaching and learning strategies are structured on the principles of experiential and adult learning that aim to facilitate the integration of theory and practice.  Learning and teaching strategies include active learning, case studies, enquiry based learning, and project based learning, which are designed to enhance discussion and promote analysis, synthesis and evaluation of class content.

Assessment strategy and rationale

Standards-based assessment tasks for this unit are designed for students to demonstrate their acquisition of knowledge, the application of that knowledge, and achievement of each learning outcome. In order to successfully complete this unit, students will need to complete and submit all Assessment Tasks.

In addition, students must obtain an aggregate mark of at least 50%. The practical report will provide an opportunity to examine a real-life situation and the application of positive psychological interventions. The essay will help develop and organise thinking about key concepts and issues in positive psychology, consolidate learning, and communicate it effectively. A final exam will provide students with the opportunity to demonstrate the learning and knowledge of key concepts and theories.

Overview of assessments

Representative texts and references

Compton, W. C., & Hoffman, E. (2019). Positive psychology: The science of happiness and flourishing. Sage Publications.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.

Gander, F., Proyer, R. T., Ruch, W. & Wyss, T. (2013). Strength-based positive interventions: Further evidence for their potential in enhancing wellbeing and alleviating depression. Journal of Happiness Studies, 12, 1241-1259. 

Park, N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character & wellbeing. Journal of Social and Clinical Psychology, 23(5), 603-619. 

Peterson, C. (2000). The future of optimism. American Psychologist, 55(1), 44-55. 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68-78. 

Ryff, D. C. (2022). Positive Psychology: Looking Back, Looking Forward. Frontiers in psychology, 12, 795067. https:// doi: 10.3389/fpsyg.2022.840062

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.

Wissing M. P. (2022). Beyond the "Third Wave of Positive Psychology": Challenges and Opportunities for Future Research. Frontiers in psychology, 12, 795067. https://doi.org/10.3389/fpsyg.2021.795067