Overview
This unit will introduce you to the paradigm of positive psychology, and explore the development of this specialist area over the past 20 years. In this unit, you will explore the discipline's emphasis on flourishing and strengths-based approaches, and examine how these differ from traditional psychological frameworks. The unit examines conceptualisation and measurement of wellbeing and the application of positive psychology at the individual, group, community, and organisational level.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Unit and Teacher Evaluation responses and student emails.
Students appreciated the support provided by the Unit Coordinator, including prompt guidance and response to queries.
The Unit Coordinator will continue to use a supportive communication approach.
Feedback from Reflections of Unit Coordinator and teaching team; student performance.
Students benefitted from experiential learning tasks related to how to measure wellbeing.
The Unit Coordinator will continue to embed engagement with experiential learning tasks related to wellbeing measurement into assessment tasks and tutorial activities.
Feedback from Student Unit and Teacher Evaluation responses.
Some students suggested they would like weekly learning goals stated in Moodle.
The Unit Coordinator will highlight the intended learning goals for each week in the Moodle workbooks.
Feedback from Student Unit and Teacher Evaluation responses.
A few students indicated feeling overwhelmed by the volume of unit readings.
The Unit Coordinator will revisit the unit readings in consultation with the teaching team, and explicitly label readings as 'recommended' versus 'optional'.
- Analyse the key theoretical and empirical developments in positive psychology
- Apply the major principles and theories of Positive Psychology in an applied context
- Identify and evaluate ways to conceptualise and measure wellbeing in an applied context.
N/A - no external accreditation requirement.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 20% | |||
| 2 - Essay - 40% | |||
| 3 - Presentation - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Positive Psychology: Theory, Research and Applications
Second Edition (2019)
Authors: Boniwell, Illona., & Tunariu, Aneta.
McGraw-Hill Education
London London , England
ISBN: PRINT ISBN: 9780335262182; EBOOK ISBN: 9780335262199
Binding: Other
The Oxford Handbook of Positive Psychology
Third Edition (2021)
Authors: Snyder, C.R., Lopez, Shane J., Edwards, Lisa M., & Marques, Susana C.
Oxford University Press USA
New York New York , USA
ISBN: ISBN: 9780199396511; EISBN: 9780199396528
Binding: Other
Additional Textbook Information
There are no prescribed textbooks for this introductory unit. However, the Graduate Certificate in Positive Psychology, the Graduate Diploma of Positive Psychology, and the Master of Applied Positive Psychology, will all draw heavily upon these recommended supplementary texts as we move through each of the units.
The "Positive Psychology: Theory, Research and Applications" textbook is an introductory text designed specifically for tertiary education. Versions of this book are available through the CQU Library as a paperback or e-book. This textbook is a good starting point for those who have not previously studied or worked within the positive psychology area. The "Oxford Handbook of Positive Psychology" textbook is a more advanced text, focused on research and applications within the positive psychology space. Versions of this book are also available through CQU Library.
View textbooks at the CQUniversity Bookshop.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.miller-lewis@cqu.edu.au
Module/Topic
Foundations of Positive Psychology
Chapter
Please see readings and activities in Week 1 Moodle Workbook.
Events and Submissions/Topic
Zoom Tutorial 1: Week 1 Wednesday (12 March 2025) 5:30-7:30pm AEST (QLD time)
Module/Topic
Positive Mental Health and Flourishing
Chapter
Please see readings and activities in Week 2 Moodle Workbook.
Events and Submissions/Topic
Facilitated Assessment-Planning Workshop: Week 2 Wednesday (19 March 2025) 5:30-6:30pm AEST (QLD time)
Module/Topic
Emotions, Motivation, and Self-Determination
Chapter
Please see readings and activities in Week 3 Moodle Workbook.
Events and Submissions/Topic
Zoom Tutorial 2: Week 3 Wednesday (26 March 2025) 5:30-7:30pm AEST (QLD time)
Zoom Informal Drop-in Session: Week 3 Thursday (27 March 2025) 12 Noon AEST (QLD time)
Module/Topic
Happiness, Subjective Wellbeing, and Eudaimonic Wellbeing
Chapter
Please see readings and activities in Week 4 Moodle Workbook.
Events and Submissions/Topic
Assessment 1:
Written Reflection on Positive Psychology Perspectives Due: Week 4 Monday (31 Mar 2025) 5:00 pm AEST
Module/Topic
Positive Health Psychology
Chapter
Please see readings and activities in Week 5 Moodle Workbook.
Events and Submissions/Topic
Module/Topic
Break Week: No module/topic this week
Chapter
Break Week: No readings this week.
Events and Submissions/Topic
Module/Topic
Optimism and Positive Coping
Chapter
Please see readings and activities in Week 6 Moodle Workbook.
Events and Submissions/Topic
Zoom Informal Drop-in Session: Week 6 Wednesday (23 April 2025) 12 Noon AEST (QLD time)
Module/Topic
Resilience and Psychological Growth
Chapter
Please see readings and activities in Week 7 Moodle Workbook.
Events and Submissions/Topic
Zoom Tutorial 3: Week 7 Wednesday (30 April 2025) 6:30-8:30pm AEST (QLD time)
Assessment 2:
Wellbeing Essay Due: Week 7 Monday (28 Apr 2025) 5:00 pm AEST
Module/Topic
Character Strengths
Chapter
Please see readings and activities in Week 8 Moodle Workbook.
Events and Submissions/Topic
Module/Topic
Positive Education
Chapter
Please see readings and activities in Week 9 Moodle Workbook.
Events and Submissions/Topic
Module/Topic
Positive Organisations
Chapter
Please see readings and activities in Week 10 Moodle Workbook.
Events and Submissions/Topic
Zoom Tutorial 4: Week 10 Wednesday (21 May 2025) 6:30-8:30pm AEST (QLD time)
Module/Topic
Applying Positive Psychology
Chapter
Please see readings and activities in Week 11 Moodle Workbook.
Events and Submissions/Topic
Zoom Informal Drop-in Session: Week 11 Friday (30 May 2025) 12 Noon AEST (QLD time)
Module/Topic
The Future of Positive Psychology
Chapter
Please see readings and activities in Week 12 Moodle Workbook.
Events and Submissions/Topic
Assessment 3:
Presentation on Wellbeing Measurement Due: Week 12 Monday (2 June 2025) 5:00 pm AEST
Module/Topic
There are no examinations for this unit
Chapter
No readings this week.
Events and Submissions/Topic
Module/Topic
There are no examinations for this unit
Chapter
No readings this week.
Events and Submissions/Topic
1 Written Assessment
The purpose of this written reflection is to demonstrate your growing understanding of a positive psychology theoretical model and how it may be applied in your own life.
Your task is to reflect on how the PERMA model of wellbeing compares and contrasts with your own personal understanding of wellbeing prior to commencing this unit. You will then apply the PERMA model to your own life to understand your personal wellbeing, including the completion of a PERMA measurement instrument. Based on this analysis, you will then create one goal for yourself that you can implement in your own life to further enhance your personal wellbeing.
This written reflection must be supported by at least 5 reputable academic references. These references must be cited accurately and appropriately using APA referencing style in-text and in the reference list.
The maximum word count for this assessment task is 600 words. This word limit includes in-text citations but excludes the reference list. Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.
*NOTE: Further information about this assessment task is provided in the Unit and Assessment Guide on the unit Moodle site.
Use of Generative-AI (GenAI) Tools:
For this assessment, if you wish to, you may elect to use Generative-AI to help you:
- Check the grammar, punctuation, and syntax of your written work
- Seek guidance on enhancing vocabulary
- Check the formatting of in-text citations and reference list
Include a statement in your assessment regarding how you have used generative-AI and which system you have used.
However, do not use Generative-AI to write your assessment. This task requires you to demonstrate your ability to personally self-reflect on your developing knowledge of wellbeing theory and apply it to your own life. Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.
Week 4 Monday (31 Mar 2025) 5:00 pm AEST
Submit into Moodle portal by 5pm AEST (QLD time).
Vacation Week Monday (14 Apr 2025)
Marks and feedback will be provided within 2 weeks of submission.
Your work will be assessed on:
- Quality of the comparative analysis between the theory and pre-existing personal perspectives
- Reflection on your own wellbeing in relation to theory and wellbeing measurements
- Application of theory to development of a future goal
- The quality, clarity, and conciseness of written communication, including adherence to the word-limit
- Accurate use of appropriate references and adherence to APA referencing requirements for in-text citations and the reference list.
Detailed information regarding assessment task requirements, assessment criteria, and the marking rubric can be found in the Unit and Assessment Guide on Moodle.
- Analyse the key theoretical and empirical developments in positive psychology
2 Essay
The overall aim of this assessment task is to explore the alignment between wellbeing theory, research, and practices, and the implications for fostering wellbeing in a specific context.
For Assessment 2, you will write a 2100-word essay using a theory of wellbeing to explore wellbeing issues faced in an applied context, and then evaluate strategies that can be used to increase wellbeing in that context.
You will:
- Choose one applied context as the focus of the essay (e.g., school, hospital, new parents, etc.)
- Research and then summarise the wellbeing issues faced in the chosen context
- Apply one positive psychology theoretical framework for understanding wellbeing that can help explain the wellbeing issues identified in the chosen context
- Examine how empirical research studies have previously attempted to influence wellbeing in the chosen context, (including what the interventions entailed, how wellbeing changes were assessed, and what was found), and then evaluate the quality of these attempts.
The essay should focus on integrating wellbeing theory and research from the published academic literature and how this could be usefully applied in a practical context.
The maximum word count for this essay is 2100 words. This word limit includes in-text citations but excludes the reference list. Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.
*NOTE: Further information about this assessment task is provided in the Unit and Assessment Guide on the unit Moodle site.
Use of Generative-AI (GenAI) Tools:
For this assessment, if you wish to, you may elect to use Generative-AI to help you:
- Derive relevant research database search terms
- Search for resources to supplement the Moodle resources, e.g., examples of common wellbeing challenges faced in your chosen setting. (However, you must ensure that any information gathered from and used by you generated through AI is evidence-based and reputable. You must also ensure that any materials you use are appropriately and accurately referenced using APA style.)
- Check the grammar, punctuation, and syntax of your written work
- Seek guidance on enhancing vocabulary
- Check the formatting of in-text citations and reference list
Include a statement in your assessment regarding how you have used generative-AI and which system you have used.
However, do not use Generative-AI to write your assessment. This task requires you to demonstrate your ability to critically apply wellbeing theory to a specific context/setting using evidence-based knowledge. Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.
Week 7 Monday (28 Apr 2025) 5:00 pm AEST
Submit into Moodle portal by 5pm AEST (QLD time).
Week 9 Monday (12 May 2025)
Marks and feedback will be provided within 2 weeks of submission.
Your work will be assessed on:
- Introduction to the essay
- Discussion of wellbeing issues faced within the chosen applied context
- Rationale for the chosen theoretical framework of wellbeing and demonstration of relevant application to the applied context
- Evaluation of ways to increase/build wellbeing in the applied context
- Conclusion and future recommendations
- Quality, clarity, and conciseness of written communication, including adherence to the word-limit
- Accurate use of appropriate academic references and adherence to APA referencing requirements for in-text citations and the reference list.
Detailed information regarding assessment task requirements, assessment criteria, and the marking rubric can be found in the Unit and Assessment Guide on Moodle.
- Analyse the key theoretical and empirical developments in positive psychology
- Apply the major principles and theories of Positive Psychology in an applied context
- Identify and evaluate ways to conceptualise and measure wellbeing in an applied context.
3 Presentation
The goal of this assessment is to produce a recorded audio-visual presentation that examines different strategies to measure wellbeing in an applied context.
You will:
- Choose one specific applied context as the focus of the presentation
- Choose two relevant wellbeing measurement/assessment tools that have been used in the published academic literature as strategies for measuring wellbeing in your chosen context
- Plan, prepare, and produce a 10-minute recorded presentation that describes the chosen context and why it is important to understand wellbeing in that context, followed by an analysis and evaluation of the two different strategies for measuring/understanding wellbeing in the chosen context. Your presentation will use presentation aids, and it will begin with an 'Acknowledgement of Country' and end with a presentation slide containing a reference list.
The maximum length for this presentation assessment task is 10:00 minutes. Meeting the time limit is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of restriction.
*NOTE: Further information about this assessment task is provided in the Unit and Assessment Guide on the unit Moodle site.
Use of Generative-AI (GenAI) Tools:
For this assessment, if you wish to, you may elect to use Generative-AI to help you:
- Derive relevant research database search terms
- Search for resources to supplement the Moodle resources, e.g., examples of wellbeing measurement tools utilised in your chosen setting. (However, you must ensure that any information gathered from and used by you generated through AI is evidence-based and reputable. You must also ensure that any materials you use are appropriately and accurately referenced using APA style.)
- Check the grammar, punctuation, and syntax of your written work
- Seek guidance on enhancing vocabulary
- Seek guidance on the design and layout of presentation aids (e.g., imagery)
- Check the formatting of in-text citations and reference list
Include a statement in your assessment regarding how you have used Generative-AI and which system you have used.
However, do not use Generative-AI to produce your assessment (slides or script). This task requires you to demonstrate your ability to critically apply wellbeing measurement principles to a specific context/setting using evidence-based knowledge. Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.
Week 12 Monday (2 June 2025) 5:00 pm AEST
Students will submit their recorded presentation and presentation slides into the Moodle portal by 5pm AEST (QLD time).
Exam Week Monday (16 June 2025)
Marks and feedback will be provided within 2 weeks of submission.
Your work will be assessed on:
- Presentation opening
- Justification for setting/context choice
- Presentation depth and accuracy in analysis of relevant academic research literature on two wellbeing measurement/assessment tools
- Concluding recommendations on the use of the wellbeing measurement tools in the chosen setting/context
- Presentation organisation and coherence
- Originality utilised in the presentation
- Presenting style
- Use of communication aids
- Accurate use of appropriate academic references and adherence to APA referencing requirements and copyright in presentation aids
- Length of presentation.
Detailed information regarding assessment task requirements, assessment criteria, and the marking rubric can be found in the Unit and Assessment Guide on Moodle.
- Apply the major principles and theories of Positive Psychology in an applied context
- Identify and evaluate ways to conceptualise and measure wellbeing in an applied context.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
