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CL19 - Graduate Diploma of Positive Psychology

Overview

Course Overview

Positive psychology is the scientific study of wellbeing and resilience, with a focus on the conditions that enable individuals and communities to thrive. This rapidly growing field has emerged in response to the realisation that wellbeing is not simply the absence of disease, but is related to multiple factors that enable humans to flourish. In this course, you will learn how to design, deliver, and evaluate positive change interventions and programs suitable for individuals, groups, organisations, and communities. The course is relevant for working with adults, teenagers, and children across a range of local and international contexts, with a focus on enhancing wellbeing, capacities, resilience, and strengths.

The curriculum draws on evidence-based theories, models, and best practices from disciplines including positive psychology, coaching psychology, health promotion, positive education, counselling, eco-psychology, and social innovation. 

The course is offered on-line, and is available on a full-time or part-time enrolment basis. Please note: one unit has compulsory after-hours online workshops.

Career Information

The Graduate Diploma of Positive Psychology is aimed at training professionals to facilitate positive change interventions, working with individuals, groups and communities. Relevant careers and domains that would be enhanced by this course include psychologists, mental health staff, medical and allied health, teachers/educators, business managers, team leaders, and supervisors, life coaches, executive coaches, health coaches, trainers and facilitators, HR staff, health-care workers, counsellors, youth workers, social and community workers, rehabilitation therapists, and aged care and disability support workers.

Course Details
Duration 1 years full-time or 2 years part-time
Credit Points that Must be Earned 48
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) GradDipPosPsych
AQF Level Level 8: Graduate Diploma
Course Fees
Indicative Year - 2025
  • Domestic Full Fee Paying – Indicative First Year Fee - $28,992
  • International Indicative First Term Fee - $17,040
  • International Indicative First Year Fee - $34,080
Indicative Year - 2024
  • Domestic Full Fee Paying – Indicative First Year Fee - $27,756
  • International Indicative First Term Fee - $17,040
  • International Indicative First Year Fee - $34,080
Indicative Year - 2023
  • Domestic Full Fee Paying – Indicative First Year Fee - $26,184
  • International Indicative First Term Fee - $15,360
  • International Indicative First Year Fee - $30,720
Indicative Year - 2022
  • Domestic Full Fee Paying – Indicative First Year Fee - $25,416
  • International Indicative First Year Fee - $30,720
  • International Indicative First Term Fee - $15,360

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2026

Online

Term 1 - 2026

Online

Term 2 - 2025

Online

Term 1 - 2025

Online

Term 2 - 2024

Online

Term 1 - 2024

Online

Term 2 - 2023

Online

Term 1 - 2023

Online

Term 2 - 2022

Sorry, no domestic availabilities found.

Term 1 - 2022

Online

Term 2 - 2021

Online

Term 1 - 2021

Online

Term 2 - 2020

Online

Term 1 - 2020

Online
Show All

International Availability

Term 2 - 2026

Online

Term 1 - 2026

Online

Term 2 - 2025

Online

Term 1 - 2025

Online

Term 2 - 2024

Online

Term 1 - 2024

Online

Term 2 - 2023

Online

Term 1 - 2023

Online

Term 2 - 2022

Sorry, no international availabilities found.

Term 1 - 2022

Online

Term 2 - 2021

Online

Term 1 - 2021

Online

Term 2 - 2020

Online

Term 1 - 2020

Online
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Requirements

To be eligible for entry into this course, applicants must hold:

  • A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree, or higher equivalent qualification.

English Language Proficiency Requirements

If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America you are required to meet the English Language Proficiency requirements set by the University. Applicants are required to provide evidence of completion of:

  • A secondary qualification (Year 11 and 12, or equivalent), or
  • An Australian Qualifications Framework (AQF) diploma level qualification, or
  • Bachelor level qualification study for a period of at least 2 years fulltime with a minimum overall GPA 4.0

completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.

If you do not satisfy any of the above you will need to undertake an English language proficiency test and achieve the following scores:

  • An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 with a minimum 5.5 in each subset; or
  • Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall & minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or
  • Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or
  • An Occupational English Test with Grades A or B only in each of the four components.

English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.

International Students should visit http://www.cqu.edu.au/international for further information.

Each student will be assessed individually.


Assumed Knowledge

No recommended study.

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Fees and Charges
Course Features

Awards and Accreditation

Interim Awards CH84 - Graduate Certificate in Positive Psychology
Exit Awards CH84 - Graduate Certificate in Positive Psychology
Accreditation
  • Core

    Not applicable.

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

Not applicable

Previous and Current Enrolments

Year Number of Students
2024 5
2023 13
2022 21
2021 25
2020 31
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained as private and confidential.
  • Respecting an individual’s/group’s diversity by demonstrating sensitivity to religious, cultural and individual differences.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and use an ethical decision making model to take responsibility to ethically resolve dilemmas.
  • If undertaking research, preparing an application for the university ethics committee to conduct a research study.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or critique.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations.
  • Successfully processing your own emotions and behaviour when dealing with others in a range of learning environments.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from those of others (e.g., colleagues, clients, fellow students, research participants).
Legal Compliance

Examples are:

  • Complying with the policies and practices of organisations in which you may be placed or find employment.
  • Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
  • If undertaking research, complying with the legal stipulations contained within an approved ethics application when conducting research with humans or animals.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Verbally communicating your positive psychology psychology practice knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
  • Using language that is appropriate to the context of the individual, group or workplace.
  • Framing and leading discussion with clients and/or research participants to collect information and provide instruction.
  • Using appropriate facial expressions; eye contact, being mindful of personal space boundaries, and a range of body movements and gestures.
  • Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar, punctuation and correct referencing to the required academic standards.
  • Expressing complex and detailed information and knowledge into a logical and legible report, in a timely manner that clearly communicates the intended message.
  • Where part of your course, preparing a document based on a body of research conducted under the supervision of an academic staff member.
  • Competently using a desktop operating system (e.g., Microsoft Windows or Mac OS X).
  • Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
  • Regularly accessing the Internet for research, and email for communication with peers and lecturers.
  • Using a variety of computer programs to analyse, manipulate and display scientific information applicable to your course of study.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set timeframes.
  • Where part of your course, successfully conducting an independent research project that incorporates the cognitive knowledge and skills gained from the course and is appropriate for a psychology graduate.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the referencing format used by the School of Health, Medical and Applied Sciences (e.g., American Psychological Association [APA]).
  • Producing contextually appropriate text which meets professional and legal requirements.
  • Reading and accurately interpreting information related to clients and/or research participants, as well as convey a spoken message accurately and effectively in a professional setting.
  • Demonstrating competency in applying accurate mathematical knowledge and skills to score and interpret psychological test data.
  • Applying research methodologies in a variety of research contexts.
  • Conducting and interpreting statistical analysis using software such as SPSS, Nvivo, or R.
Relational Skills

Examples are:

  • Rapidly building rapport with fellow students and teaching staff, as well as with research participants.
  • Maintaining positive working relationships when under stressful circumstances.
  • Maintaining confidentiality in all contexts.
Reflective Skills

Examples are:

  • Reflecting critically on topics taught during the course.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions, outside one's scope or expertise, and be able to reflect and learn from this experience.
  • Reflecting on situations that may be difficult and sensitive.
  • Identifying, reflecting and learning from successful situations as well as opportunities for improvement.
Sustainable Performance

Examples are:

  • Maintaining the appropriate level of commitment to coursework tasks, and actively participating in activities related to the course, including group work.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Remaining focused and performing consistently during tasks.
  • Being aware of and managing your own workloads and personal commitments outside of university to ensure sustainable performance of course requirements.
  • Being aware of and managing your own stress and/or anxieties so that sustainable performance can be ensured within course requirements.
Core Learning Outcomes
  • 1. Explain the history and development of wellbeing and resilience theory and practice, from a positive psychology perspective
  • 2. Evaluate inter-disciplinary philosophies, theories and practices, in relation to wellbeing and resilience
  • 3. Analyse and apply empirical approaches to wellbeing interventions
  • 4. Plan, deliver and evaluate wellbeing and resilience interventions for individuals and groups
  • 5. Apply analyses of local and international social enterprises, to design social enterprises at scale
  • 6. Create research-informed interventions integrating mental, physical and environmental health approaches
  • 7. Design and conduct wellbeing and resilience interventions within a culturally sensitive, ethical, and inclusive framework
  • 8. Evaluate and reflect on your development as a professional practitioner in the positive psychology, wellbeing, and resilience domain.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7 8
1. KNOWLEDGE Have advanced knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
2. SKILLS Have cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
3. SKILLS Have cognitive skills to think critically and to generate and evaluate complex ideas
4. SKILLS Have specialised technical and creative skills in a field of highly skilled and/or professional practice
5. SKILLS Have communication skills to demonstrate an understanding of theoretical concept
6. SKILLS Have communication skills to transfer complex knowledge and ideas to a variety of audiences
7. APPLICATION OF KNOWLEDGE & SKILLS Be able to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
9. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for personal outputs and all aspects of the work or function of others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 8 Total credit points: 48

The Coaching Individuals for Positive Change (PSYC20043) unit will have compulsory online evening skill-based workshops during term. The other units in the course will feature regular online evening sessions that are recommended, but optional. For specific details, please refer to the Unit Profile.

Available units
Students must complete the following compulsory units:
PSYC20037 Introduction to Positive Psychology: Perspectives on Wellbeing
PSYC20038 Positive Psychology: Research Methods
PSYC20036 Applied Positive Psychology
PSYC20039 Inter-disciplinary and Cross-cultural Approaches to Wellbeing
PSYC20041 Group Facilitation Skills
PSYC20042 Building Wellbeing and Resilience: Interconnected Factors
PSYC20040 Wellbeing Initiatives: Local and Global Scales
PSYC20043 Coaching Individuals for Positive Change
More Details
There is no additional information for this course.