Introduction to Positive Education

This subject has the following teaching availabilities in 2015:

Pre-teaching period:

During the pre-teaching period students will be required to complete reading that will be provided via LMS.

170 hours

To enrol in this subject, you must be admitted in PR-EDPOSED Professional Certificate in Education (Positive Education). This subject is not available for students admitted in any other courses.

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For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit:
http://www.services.unimelb.edu.au/disability/

This subject introduces the science of positive psychology as it applies to education. The brain-science basis of positive psychology, including an introduction to neuroplasticity, will be explored and students are introduced to wellbeing theories as foundational concepts for their studies. The framework of positive emotions, engagements, relationships, meaning, and accomplishment will be used to structure the subject, with concepts such as resilience, hope theory, and gratitude being introduced to demonstrate asset-based approaches to helping young people learn.

Upon completion of this subject participants will be able to:

• Apply contemporary scientific evidence, theories, and research evidence on the development of positive psychology;
• Apply the essential features of positive education and how teachers can implement positive education interventions;
• Apply the application of these principles to educational settings;
• Reflect on current trends in positive psychology research.

• Verbal individual presentation report approx. 15 minutes (equivalent 2,000 words), due at the end of the teaching period (40%)
• 3,000 word written report (implementation of positive education), due 6 weeks after the intensive session (60%)

Boniwell, I., (2008) Positive Psychology in a Nutshell, PWBC Publishing.

This subject is not available as a breadth subject.

Graduates will develop the following generic skills:

• Problem solving skills, including engaging with, researching and identifying strategies to solve unfamiliar problems and bring about positive change;
• Analytical skills and the ability to construct and express logical arguments;
• To learn to critically investigate, modify and adapt new ideas and approaches;
• Plan effective work schedules and meet deadlines;
• Verbal and written communication skills;
• Use of evidence and data.