General Information
This subject introduces positive psychology principles and concepts and how they are related to wellbeing. It examines happiness in life (with emphasis on pleasure, engagement, and meaning), the strengths and 'virtues' related to positive life outcomes, and how we can develop and strengthen these qualities. The positive psychology principles include mindfulness, hope, resilience, optimism and efficacy in different life contexts. The subject also provides students with skills and knowledge in self-assessments, the use of relevant scales, and self-development practice to build the strengths and qualities related to positive life outcomes.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC12-202 Subject title: Positive Well-Being Subject level: Undergraduate Semester/Year: May 2021 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - No Description
- Tutorial: x12 (Total hours: 12) - No Description
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: Over each week lecture material is introduced supplemented by group discussion, case studies, and scales that assess aspects that are related to positive health and wellbeing. Learning and application to one's own life 'at home and at work' are more likely to occur through attendance and subsequent thoughtful application of some of the principles highlighted in these personal-interpersonal in-class 'projects'.. -
Resources
Prescribed resources: Books
- Ilona Boniwell,Aneta D. Tunariu (2019). Positive Psychology: Theory, Research and Applications. 2nd, London Open University Press 313
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC12-202 |
| Subject title: | Positive Well-Being |
| Subject level: | Undergraduate |
| Semester/Year: | May 2021 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Over each week lecture material is introduced supplemented by group discussion, case studies, and scales that assess aspects that are related to positive health and wellbeing. Learning and application to one's own life 'at home and at work' are more likely to occur through attendance and subsequent thoughtful application of some of the principles highlighted in these personal-interpersonal in-class 'projects'.. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Comprehend and apply a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats.
- Demonstrate an understanding of appropriate values and ethics in psychology.
- Demonstrate interpersonal skills and teamwork.
- Demonstrate self-directed pursuit of scholarly inquiry in psychology.
- Demonstrate an understanding of the principles of inter-professional learning and practice.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Literature Review A 1200 word assignment exploring a chosen topic from among several choices (of strengths and virtues, psychological capital qualities, and mindfulness) including the impacts of the quality on wellbeing/ wellness and including reference to the development of the quality chosen. 20.00% Week 9 1,2,3,4,6,7 Take-home Examination To answer questions on the content and application of the concepts and skills addressed in the subject, based on the readings and exercises for the full 12 weeks. 40.00% Week 12 2,3,4,6,7 Discussion Completion of personal-interpersonal in-class projects related to self assessment and personal reflection across at least 8 of the in-class skill awareness appraisals. This could include identifying and then setting up personal goals and procedures to help strengthen a chosen area, and reporting on the processes and outcomes). 20.00% Progressive 1,2,3,4,5,6,7 Presentation Group Assignment: total 20% (one x 15% for developing a presentation on a chosen aspect of positive psychology, and presenting this to the class). A second part (one x 5%) to be a personal reflections report (5%) . 20.00% In Consultation 1,2,3,4,5,6,7 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Literature Review | A 1200 word assignment exploring a chosen topic from among several choices (of strengths and virtues, psychological capital qualities, and mindfulness) including the impacts of the quality on wellbeing/ wellness and including reference to the development of the quality chosen. | 20.00% | Week 9 | 1,2,3,4,6,7 |
| Take-home Examination | To answer questions on the content and application of the concepts and skills addressed in the subject, based on the readings and exercises for the full 12 weeks. | 40.00% | Week 12 | 2,3,4,6,7 |
| Discussion | Completion of personal-interpersonal in-class projects related to self assessment and personal reflection across at least 8 of the in-class skill awareness appraisals. This could include identifying and then setting up personal goals and procedures to help strengthen a chosen area, and reporting on the processes and outcomes). | 20.00% | Progressive | 1,2,3,4,5,6,7 |
| Presentation | Group Assignment: total 20% (one x 15% for developing a presentation on a chosen aspect of positive psychology, and presenting this to the class). A second part (one x 5%) to be a personal reflections report (5%) . | 20.00% | In Consultation | 1,2,3,4,5,6,7 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Positive psychology- historical context in relation to life and wellbeing
Introduces the newer emphasis on positive wellbeing attributes that affect happiness, wellbeing and use of strengths in living well and working well.
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Strengths and virtues: positive psychology bases.
Seligman's work on the positive psychology 'manual' of strengths and virtues, what they are and how they can be achieved, is compared with the standard psychology Diagnostic and Statistical Manual on Mental Health.
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Happiness: what it is and how we achieve it
Many people live in what look like devastating circumstances but are 'happy and outward looking, positive'; others may live in what appear to be comfortable circumstances but are not happy. What is happiness? What are some of its correlates and why do we see some of the differences in people's responses?
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Happiness and wellbeing: Pleasure in life, engagement and meaning
Three major elements in happiness are explored with special attention to the what gives pleasure, what leads to engagement and what leads to meaningful and rewarding living and contributions to personal and community wellbeing. Relevant research studies are discussed and principles drawn for 'living well'.
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Skills in Positive Wellbeing: Psychological Capital Attributes
The psychological capital attributes of hope, optimism, resilience, and efficacy are introduced and their relationships with wellbeing explored. What these attributes are, are discussed; and the qualities that cause them to seen as 'psychological capital' contributing to wellbeing are outlined from the growing research base in home (relationship), leisure and work contexts. 2-3 weeks.
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Love and Work: Building relationships
Attention is given in these areas to how positive psychology principles can be applied. Skill building is developed via teaching how to develop and use 'goal-directed' hope, how to be realistically optimistic (what to think and do), how to bounce back from pressures and the circumstances we face (resilience), and how to be effective and feel effective when we interact with others (self-efficacy).