G R A S Gr aduate D C U H School of Education A O T O E L Shaping minds, shaping the world S

Positive students Positive schools Positive systems

Centre for Positive Psychology 2015 ANNUAL REPORT Contents

Centre for Positive Psychology Vision 1

Message from the Chairman of the Board 2

Director’s Report 3

Honouring Gerry Higgins 4

Our People 5 - Centre for Positive Psychology Staff 5 - Centre for Positive Psychology Fellows 8 - Centre for Positive Psychology Research Associates and Affiliates 8 - Centre for Positive Psychology Board 8 - PHD Students 9 - Partners 11

2015 Highlights 12

Teaching 15 - Student testimonials 16

Centre for Positive Psychology 2015 Grants and Publications 17 - Grants 17 - Publications 17

Centre for Positive Psychology Telephone: 03 8344 0082 Email: [email protected] Facebook: facebook.com/uompospsych Twitter: @UOMpospsych www.education.unimelb.edu.au/cpp Centre for Positive Psychology Vision

Our vision and purpose at the Centre for Positive Psychology is to advance the science and practice of wellbeing for students, teachers and education systems (primary, secondary and tertiary) through the application of Positive Psychology.

We realise this purpose through exceptional To achieve our mission we will succeed in research, teaching and engagement activities that: the following:

1. Contribute to flourishing students • Initiating, managing and evaluating school 2. Assist schools to create positive cultures and to interventions build teacher wellbeing, and • Publishing true cutting-edge research that 3. Strongly influence education practice, education distinguish us on the world stage and building systems and education policy. strategic national and international collaborations • Developing products and intellectual capital: 3 We have adopted a +S strategic model: positive methodologies, frameworks and tools students, positive schools and positive systems. • Measuring the outcomes of our work and feeding back the results (learning organisation) to the scientific committee through top tier peer reviewed journal articles, chapter contributions, books and conference publications • Recruiting, developing and retaining excellent staff and creating a vibrant, professional and healthy organisation (culture) • Developing future generations of wellbeing practitioners through our teaching, research and engagement • Establishing a bio-data laboratory • Marketing our services and products • Creating a sustainable funding base – identifying and establishing a viable model for successful financial operation

1 Message from the Chairman of the Board

As the Centre for Positive Psychology’s newly appointed Chairman, I would like to acknowledge the commitment and enthusiasm of the Centre’s leadership team headed by Professor Lea Waters, Associate Professor Dianne Vella-Brodrick and Associate Professor Lindsay Oades. Their commitment, combined with the total team, is allowing the Centre for Positive Psychology to achieve many great things.

The Melbourne Graduate School of Education’s Dean, Professor Field Rickards, is the person who needs to be credited with the vision to establish this important Centre that will influence the lives of all people within the education system and, in particular, students. Field’s idea started to develop in 2010, with the Centre of Positive Psychology being established in 2013. The aim was to advance the science and practice of wellbeing of students, teachers and education systems through the application of the principles of positive psychology.

The Board of the Centre was established in November 2015 with the aim of providing strategic and governance oversight of the operations of the Centre and to support the Centre in its external engagement with the wider community, including the business and philanthropic communities. The Board’s goal is clear: to help set the strategic direction of the Centre and to work closely with the leadership team, helping to manage the performance of the Centre relative to our strategic objectives. Through the establishment of the Gerry Higgins Chair of Positive Psychology, we strive to fulfil a vision that every student will be exposed to the principles of Positive Psychology through their time at school, which will give them the skill set to not only influence their own lives, but also the lives of people around them.

One day, it will be as fundamental to education as the three Rs of education are today. The growth of the Centre in 2016, and in the coming years, will certainly enable a wider reach to local, national and international communities, and the Board and I are delighted to be part of this strong future for the Centre.

I would like to thank my fellow Board members, Field Rickards, Bruce Parncutt, Chris Tipler, Michael Hewitt- Gleeson and Michael Georgeff. Their involvement and commitment, has allowed us to fine tune our focus and push to achieve our strategic objectives. Chris Tipler in particular, needs to be acknowledged for the amount of time and effort he has put into helping the Centre Management develop a strategic plan. It is a credit to them all that the strategic plan is now a very clear document that allows us to judge our performance. I thank each member of staff of the Centre for their commitment, energy and passion and I thank the many people and organisations who collaborate with the Centre for their enthusiastic support.

The most satisfying aspect is when we receive feedback from students at the , completing different degrees, who tell us the studies they had taken through the Centre of Positive Psychology have not only changed their lives, but that they plan to use the skills they have gained to influence the lives of others in the future.

John C Higgins Chairman

2 2015 ANNUAL REPORT | Centre for Positive Psychology Director’s Report

2015 has been a productive year for the Centre for Positive Psychology.

I would like to acknowledge that the contributions and outcomes detailed in this annual report wouldn’t be possible without the wonderful and supportive team, colleagues, partners, and support from the various funding organisations and individuals. In 2015 we enjoyed the addition of three new team members, Associate Professor Lindsay Oades, Dr Christine Siokou and Ms Grace Fiore and we farewelled Ms Therese Joyce. We are proud of our students Dr Kelly Allen, Dr Reuben Rusk and Athena Vass who were awarded their PhD’s in 2015. Dr Allen was also awarded the Australian Psychological Association’s National Executive award for Best Thesis Award in the APS Psychology of Relationships Interest Group.

Our research continues to grow and have impact both nationally and internationally and, during the year the academic team has presented in the United States, Europe, the Middle East, New Zealand and, of course, . Staff have had a significant number of papers published in the leading positive psychology journals and other international peer-reviewed outlets. We continued to work on our ARC Linkage grant which is focused on evaluating positive education in both private and government schools using innovative methods. We’ve spent the year developing our ‘Wellbeing Profiler’ survey and reporting tool that will enable schools to easily and reliably measure the wellbeing of their students. We look forward to partnering with schools on this project.

We are excited about the success of our teaching programs and we celebrated the third Graduating class of our Masters in Applied Positive Psychology. The Professional Certificate in Positive Education continues to thrive and in 2016 we take this program beyond our own campus to Japan, China, , New South Wales and Western Australia. The undergraduate subjects are rapidly increasing in enrolments – a fact that we take great delight in. It is a joy to work with young bright students who will take their positive psychology knowledge out into many different sectors when they graduate. Our first year subject ‘Wellbeing, Motivation and Performance’ was voted by University of Melbourne students as one of the ‘Top 10 Most Notable Subjects’ across the entire university. When students vote with their feet in such ways we know we are doing something of impact.

We are grateful to the many people who have contributed to our success this year including our Dean, Professor Field Rickards, our Board, our research partners, honorary staff and our students.

Professor Lea Waters (PhD) Gerry Higgins Chair in Positive Psychology Director, Centre for Positive Psychology Melbourne Graduate School of Education, University of Melbourne

3 Honouring Gerry Higgins

The Centre is the grateful recipient of the philanthropic major gift of $2.3 million that supports the position of Director and Gerry Higgins Chair in Positive Psychology. This major gift from philanthropist John Higgins has strengthened the University of Melbourne’s research and teaching in the field of positive psychology - which aims to build psychological health and resilience in individuals and organisations.

The Chair is named to honour Gerry Higgins, John Higgins is co-Chair of the CPP Board and a an Irishman who emigrated from Kiltimagh in board member of the Campaign for the University County Mayo, Ireland in 1949 and established of Melbourne. He is passionate about education and Higgins Coatings, a successful commercial has a vision that every student be exposed to the painting business, in Melbourne. The Chairs in principles of positive psychology through their time Positive Psychology and Irish studies have been at school, so they have the skills to influence their established in collaboration with Newman College, own lives, and those of the people around them. a Catholic residential college of the University, and incumbents play a role in College life. Read more about John Higgins’ passion for positive psychology. http://www.campaign.unimelb.edu. au/stories/john-higgins “Psychology has traditionally supported people to move from minus ten to zero. What I love about positive psychology is it helps people move from zero to plus ten.”

John Higgins, creator of the Gerry Higgins Chair in Positive Psychology

4 2015 ANNUAL REPORT | Centre for Positive Psychology Our People CENTRE FOR POSITIVE PSYCHOLOGY STAFF

PROFESSOR LEA WATERS ASSOCIATE PROFESSOR LINDSAY G. OADES Lea Waters (PhD) is professor of psychology. Lindsay Oades (PhD) is She holds the Gerry an Associate Professor Higgins Chair in Positive and Deputy Director Psychology and is the (Learning & Teaching), Director of the Centre including current Director for Positive Psychology, of the Masters of Applied University of Melbourne. Positive Psychology Lea has an Affiliate Program, at the Centre for position with the Centre Positive Psychology at the for Positive Organizations University of Melbourne. at the University of Michigan (U.S.A) as well as In 2013 he was awarded an Australian Government Cambridge University’s Wellbeing Institute (U.K). Lea citation for outstanding contribution to student was named the Australian and New Zealand Academy learning. In 2015 he received a Vice Chancellor’s of Management Educator of the Year in 2004, received Award () for outstanding an Australian University Teaching Excellence Award achievement in research commercialisation. Lindsay from the Australian Prime Minister in 2007 as well as team Citation for Outstanding Contributions to has published or in press over 100 refereed journal Student Learning from the Australian Government articles and book chapters related to wellbeing, in 2013. Lea was the Scientific Chair for the World recovery and coaching, cited over 2500 times. Lindsay Congress in Positive Psychology (Orlando) and is has worked with teams that have attracted around the first Australian to be inducted as a Fellow in the $2.8million in research funding. Lindsay has numerous International Positive Psychology Association. In 2015, community engagements including; co-editor of the Lea was listed in the Australian Top 100 Women of International Journal of Wellbeing; member of the Influence, Top Women Business Leaders, by the scientific advisory board at the Institute of Coaching Financial Review and Westpac Bank. She’s been listed at Harvard University; non-Executive Director of in the Marques Who’s Who in the World since 2009. Reach Foundation; leadership group of Wellbeing Collaborative, NSW Mental Health Commission. He has been listed in Cambridge Who’s Who since 2012. ASSOCIATE PROFESSOR DIANNE VELLA-BRODRICK (Acting Director, July-Dec, 2015) DR MARGARET (PEGGY) KERN

Dianne Vella-Brodrick Dr Peggy Kern is a Senior (PhD) is an Associate Lecturer at the Centre Professor and Deputy for Positive Psychology Director (Research) at at the University of the Centre for Positive Melbourne’s Graduate Psychology at the School of Education. Melbourne Graduate Dr. Kern received her School of Education, undergraduate degree University of Melbourne. in psychology from She is the inaugural Arizona State University, Director of the Master of Applied Positive Psychology a Masters and PhD in social/personality psychology program (2013 – 2015), an Editor in Chief of the from the University of California, Riverside, and Psychology of Well-Being journal and Secretary of completed postdoctoral training at the University the International Positive Psychology Association. of Pennsylvania. She has published over 45 peer- Dianne is a psychologist, founder of the Australian reviewed articles and chapters, and was recently Positive Psychology Network and has co-directed selected as an early career rising star by the three Australian Positive Psychology and Well-being Association for Psychological Science. Her research conferences. Her work is well published in scientific examines the question of who flourishes in life, why, journals and she has received around $2.5 million of and what enhances or hinders healthy life trajectories. funding for her world-class research on evaluating well-being programs, particularly positive education programs, using the latest innovations and methods. 5 DR GAVIN SLEMP DR CHRISTINE SIOKOU

Dr Gavin Slemp (Psy.D) Dr Christine Siokou is a is a Lecturer in the Research Fellow (Positive Centre for Positive Systems) at The Centre Psychology, University for Positive Psychology, of Melbourne, where The University of he program coordinates Melbourne. Christine has the undergraduate an undergraduate degree breadth sequence. in Sociology and Politics These subjects have from the University been voted as among of Melbourne and a the most popular in the university by the student PhD from Curtin University in Public Health. Her union – a vote for students by students. As a research involves the development of the ‘Positive registered organisational psychologist (AHPRA), Systems’ research program, understanding and Gavin’s research interests are primarily in the areas supporting positive students, positive schools and of employee wellbeing, autonomous motivation positive systems. Her research interests include: how people shape their experience of work, and the application of system science, community positive education in universities. Before becoming interventions, alcohol and drug use amongst young an academic, Gavin worked in management people, mixed methods research, implementing consulting within the area of HR Advisory for clients system level change, and the evaluation of complex in Australia and across the Asia-Pacific. systems.

DR TAN-CHYUAN CHIN MS THERESE JOYCE

Dr Tan-Chyuan Chin is Therese Joyce is the a Research Fellow and Associate Director of Director of The Wellbeing The Centre for Positive Profiler at the Centre Psychology and a for Positive Psychology consultant to schools at The University and organisations. With of Melbourne. She two decades experience specializes in innovative in international digital research management and tools to investigate leading change, Therese concepts and processes of emotion regulation is committed to practical real-world application of and wellbeing. Tan-Chyuan presents regularly at positive psychology. Her areas of expertise include national and international conferences, and has Appreciative Inquiry, Strategic Planning, Resilience, also contributed to the first volumes of The Oxford Positive Leadership, and Communication. She has Handbook of Musical Identities and the Lifelong a keen interest in diversity and wellbeing in the Engagement with Music: Benefits for Mental Health workplace. Therese has also studied at the London and Wellbeing. Her research interests include the International School of Performing Arts, and has development and validation of wellbeing measures, appeared on CBC News Canada, Bupa Blueroom, and the pathways connecting contextual and and ABC Radio National as an expert on playfulness. psychosocial factors with the various dimensions of wellbeing.

6 2015 ANNUAL REPORT | Centre for Positive Psychology MS GRACE FIORE

Ms Grace Fiore is a Centre Co-ordinator at the Centre for Positive Psychology at the University of Melbourne’s Graduate School of Education. Grace is a highly experienced Administrator / Office Manager with a track record in delivering executive support within a fast paced and demanding work environment. Grace has worked in both public and private sectors across Education, Human Resources, Research, Medical Technology and Renewable Energy.

7 CENTRE FOR POSITIVE CENTRE FOR POSITIVE PSYCHOLOGY FELLOWS PSYCHOLOGY BOARD

Ms Michelle McQuaid Senior Honorary Fellow The Centre is grateful for the ongoing advice and expertise from our Board, and its recommendations Dr Mathew White Senior Honorary on future direction and growth of the Centre. Fellow Ms Natalie Brain Honorary Fellow The Centre is led by Professor Lea Waters, Gerry Higgins Chair in Positive Psychology and Director, Dr Suzy Green Honorary Fellow Centre for Positive Psychology. The Centre’s Associate Professor teaching, research, operations and long term Nikki Rickard Honorary Fellow strategic planning are supported by the Deputy Director (Learning and Teaching), Associate Mr Justin Robinson Honorary Fellow Professor Lindsay Oades, and Associate Professor Dr Sonia Sharp Honorary Fellow Dianne Vella-Brodrick (Acting Director, July to Dec, 2015) and Deputy Director (Research), and the Centre staff. The Centre is also supported by the leadership and operational teams within the Melbourne Graduate School of Education. CENTRE FOR POSITIVE PSYCHOLOGY RESEARCH CPP BOARD MEMBERSHIP ASSOCIATES AND AFFILIATES Mr John Higgins (Chairman) Professor Nicholas Haslam Chairman of Higgins Coatings Adjunct Professor, Professor Field Rickards Melbourne School of Psychological Sciences Dean, Melbourne Graduate School of Education, Associate Professor Adam Barsky The University of Melbourne Adjunct Associate Professor, Professor Lea Waters Management and Marketing Director, Centre for Positive Psychology, Associate Professor Lisa Phillips Gerry Higgins Chair in Positive Psychology Adjunct Associate Professor, Associate Professor Dianne Vella-Brodrick Melbourne School of Psychological Sciences Acting Director, Centre for Positive Psychology Associate Professor Michael Zyphur (July-Dec) Adjunct Associate Professor, Mr Tim Brabazon The Sir Peter MacCallum Department of Oncology; Executive Director, Melbourne Graduate School Medicine – St Vincent’s Hospital of Education Associate Professor Helen Cahill Mr Bruce Parncutt Youth Research Centre and MEd (Student Wellbeing) Chairman of Lion Capital Dr Helen Stokes Mr Chris Tipler Youth Research Centre CEO RIOS Advisory Dr Liz Freeman Mr Michael Hewitt-Gleeson Lecturer - MEd. (Student Wellbeing) Founder/Owner, School of Thinking Ms Desma Strong Mr Michael Georgeff Lecturer - MEd. (Student Wellbeing) CEO Precedence Healthcare Ms Vivienne Archdall Lecturer - MEd. (Student Wellbeing)

8 2015 ANNUAL REPORT | Centre for Positive Psychology PHD STUDENTS

The Centre has had a tremendous growth in PhD students in 2015. Each student is an important member of our team, contributing to the research culture at the Centre and to invaluable work that will benefit the positive psychology community and education sector.

2015 RESEARCH AND HIGHER DEGREES STUDENT - COMPLETIONS

Student Principal Supervisor (P) Thesis title Co Supervisor (C) In pursuit of belonging: a socio-ecological Lea Waters (P) 1 Kelly-Ann Allen perspective of school belonging in Dianne Vella-Brodrick (C) secondary school settings Sustaining the benefits of positive Lea Waters (P) psychology interventions: A psycho-social 2 Reuben Daniel Rusk Dianne Vella-Brodrick (C) system approach using five domains of positive functioning. Lea Waters (P) Teaching resilience to students: What are 3 Athena Vass Gavin Slemp (C) the psychological outcomes for teachers?

9 2015 RESEARCH AND HIGHER DEGREES STUDENT - ENROLMENTS

Student Principal Supervisor (P) Thesis title Co Supervisor (C) Well-being and functioning in emerging Nick Allen (P) 1 Jessica Armitage adulthood: A longitudinal study of Dianne Vella-Brodrick (C) determinants and mechanisms. Lea Waters (P) Meaningful work for educators within a 2 Thomas Brunzell Helen Stokes (C) trauma-informed positive education model. Stakeholder wellbeing as a social Lea Waters (P) 3 Austin Chia responsibility for corporations: Peggy Kern (C) Responsibility for who, what and how. The effects of mindfulness on a range of 4 Sally Horne Dianne Vella-Brodrick (P) psychological and physiological outcomes. Mindfulness as method: The potential Rebekah Kennan 5 Lea Waters (P) of mindfulness practices (including Mount meditation) in teacher education. Quiet flourishing: Exploring belief's Dianne Vella-Brodrick (P) about introversion-extraversion, and 6 Rodney Lawn Gavin Slemp (C) identifying pathways to optimal well-being in trait introverts. Understanding and nurturing practical 7 Henry Meghaizel Dianne Vella-Brodrick (P) wisdom. Using emotional responses to predict Lindsay Oades (P) 8 Jesus Camacho Morles collaborative problem solving performance Gavin Slemp (C) in adolescents. Enhancing wellbeing through positive Dianne Vella-Brodrick (P) education: Effects of a best-practice 9 Lucy Morrish Tan-Chyuan Chin (C) positive education program on emotion Nikki Rickard (C) regulation and academic achievement in Australian adolescent. The effectiveness of positive psychology interventions in the wellbeing and 10 Peta Sigley-Taylor Dianne Vella-Brodrick (P) resilience of adolescents from differing family unit structures. Lea Waters (P) Developing and testing a dual 11 Karen Williams Peggy Kern (C) approach process model to promote Adam Barsky (C) work happiness. Actualising meaning-in-life starts young: 12 Kenneth Kwok Wai Yu Dianne Vella-Brodrick (P) Game-changer to wellbeing and mental health.

10 2015 ANNUAL REPORT | Centre for Positive Psychology PARTNERS International • University of Michigan Our goal is to engage and form important connections and partnerships with government, • Boston University business, industry and schools and their respective • Northern Illinios University communities. We are proud to partner with: • University of Pennsylvania Within Australia • University of East London • Cambridge University • Brighton Grammar School • Villanova University, USA • Geelong Grammar School • Geelong High School WE SUPPORT • Kambrya Secondary College • Maroondah City Council The Melbourne Graduate School of Education • Newman College is proud to sponsor the Positive Psychology Interest Group - a network for those interested • Northern Bay College in the science of wellbeing, with meetings at the • PESA Positive Education Schools Association University of Melbourne and Monash University. • Queen’s College • Ringwood Secondary College • Sacred Heart College (Kyneton) • Seymour College • St Peter’s College, • The Hamilton and Alexandra College

11 2015 Highlights

AUSTRALIAN RESEARCH COUNCIL DEVELOPMENT OF THE LINKAGE PROJECT WELLBEING PROFILER Enhancing adolescent mental health through positive education In 2015 CPP further developed the scientifically– grounded, easy to administer survey – the Project Team: Associate Professor Dianne Wellbeing Profiler to assess student wellbeing in Vella-Brodrick, Professor John Hattie, schools. The Wellbeing Profiler meets the large Associate Professor Nikki Rickard, market need across the globe of schools seeking to Winthrop Professor Donna Cross, measure student wellbeing as part of the need to Dr Tan-Chyuan Chin (Research Fellow), meet their Curriculum Frameworks. Mr Justin Robinson, Ms Christine King The Wellbeing Profiler is an online measurement Positive education is a preventative, strengths-based tool that is a student-report questionnaire which is approach to addressing the mental health needs of affordable, easy to administer and interpret, and young people in schools. This study uses innovative written in adolescent-friendly language, for use in methods to examine the contribution of positive schools. The tool measures wellbeing in 6 domains education to adolescent mental health, social as identified in the research literature as important and learning outcomes and to guide effective and indicators of youth wellbeing. This measurement widespread dissemination of positive education. tool contains self-rated response questions as well as open-ended questions to examine the students’ In 2015 Chief Investigator Associate Professor Dianne perception of ‘how their life is going’ in 6 key areas. Vella-Brodrick led the evaluation of the Geelong Thus, a student self-report measure will allow us Grammar School (GGS) ARC Linkage project for to understand what matters to young people and the 3rd year. A focus has been on tailoring the GGS how they experience the world with the view to Positive Education program and delivering and developing more tailored wellbeing interventions. evaluating it in selected public schools. Longitudinal assessments which include on-line surveys, The Wellbeing Profiler is available to schools: psychophysiological and biological, experience http://www.wbprofiler.com.au/ sampling and focus group data will continue into 2016. The six domains of the wellbeing profiler are illustrated below.

The Wellbeing Profiler for Schools

Psychological

Cognitive

EmotionalStrengths &

Economic

Social

Physical

12 2015 ANNUAL REPORT | Centre for Positive Psychology NATIONAL AND INTERNATIONAL CPP GROWTH AND EXCELLENCE ENGAGEMENT OF THE CPP IN TEACHING

The Centre received significant national and Wellbeing, Motivation and Performance, CPP’s international exposure on Positive Education and undergraduate subject, was voted in 2015 as one Positive Psychology in 2015 with staff presenting of the most notable subjects by students, with their research and teaching findings at a range of high recommendations. Dr Gavin Slemp, Associate public events and conferences. In 2015 Professor Lea Director of Undergraduate Programs, convened Waters Lea was invited to deliver a TEDx talk. CPP the University’s positive psychology based breadth staff had extensive media engagements nationally subjects, all of which had significant increased and internationally and included radio-ABC, RRR, enrolments and maintained high student experience Pulse, SYN community radio, prominent newspapers feedback. Postgraduate enrolments into the across the states, The Conversation, University of Masters and Professional Certificates continue to Melbourne media, and international media. grow and attract students nationally and internationally.

13 2015 AWARDS AND RECOGNITION FOR STAFF

Professor Lea Waters was included in the Australian Dr Margaret (Peggy) Kern was selected as an Top 100 Women of Influence list for 2015, by the Early Career Rising Star by the Association Financial Review and Westpac Bank. In 2015 Lea for Psychological Sciences. This achievement was the first Australian to be inducted as Fellow in recognises outstanding psychological scientists in the International Positive Psychology Association. the earliest stages of their research career post-PhD whose innovative work has already advanced the Associate Professor Lindsay Oades received Vice field and signals great potential for their continued Chancellor’s Award (University of Wollongong) contributions. for excellence in research commercialisation. This relates to Lindsay’s work in mental health recovery In 2015, Dr Tan-Chyuan Chin received The University which is now applied in mental health services of Melbourne Early Career Researcher Award in all mainland states of Australia including the to develop an instrument for measuring student model used for training of over 4000 mental health Wellbeing in schools. With both Faculty and Centre practitioners. Lindsay helped launch the Wellbeing support, Tan-Chyuan has led the development of The Collaborative in June 2015, a group of government Wellbeing Profiler for Schools (described above). and community-managed organisations that are working towards wellbeing.

14 2015 ANNUAL REPORT | Centre for Positive Psychology Teaching

Centre staff make a significant contribution to a range of undergraduate and postgraduate studies and teaching within the Melbourne Graduate School of Education.

The Centre conducts teaching in postgraduate During 2015 teaching in our Professional Certificate programs and undergraduate Breadth subjects, all in Education (Positive Education) took place in of which have had enrolment growth over the years. Melbourne and South Australia and plans are Industry specialists provide guest lectures which underway to conduct teaching across additional strengthen the student experience and applied states and overseas in 2016. A new program - learning. We also work closely with our colleagues Professional Certificate in Positive Psychology is in the related areas of Student Wellbeing and also planned for 2016. Educational Psychology.

2015 STUDENT ENROLMENTS

Programs Student Enrolments

Master of Applied Positive Psychology Program Director: Associate Professor Dianne Vella-Brodrick Subjects: Principles of Positive Psychology EDUC90787 37 Applications of Positive Psychology EDUC90788 32 Positive Psychology & Organisations EDUC90789 37 Research Project- Positive Psychology EDUC90790 60

Professional Certificate in Education (Positive Education) Program Director: Dr Margaret (Peggy) Kern Subjects: Intro to Positive Education EDUC90806 42 Building Pos. Ed. Communities EDUC90807 42

Undergraduate Breadth subjects Program Director: Associate Professor Lindsay Oades Associate Program Director: Dr Gavin Slemp

Wellbeing Motivation & Performance EDUC10057 302 Positive Communities & Organisations EDUC20074 104 Positive Leadership & Careers EDUC30072 74

15 STUDENT TESTIMONIALS

MASTER OF APPLIED POSITIVE PROFESSIONAL CERTIFICATE IN PSYCHOLOGY: EDUCATION (POSITIVE EDUCATION)

“This course is both personally and professionally “I highly recommend this course to educators. The rewarding. I have introduced the positive content is rigorous, insightful and challenging. It is psychology principles into my business through based on current research, using scientifically based strengths-focused leadership and teamwork and evidence. As a school executive, the course has incorporated Positive Organisational Psychology into certainly provided me with academically rigorous advisory work with clients. I would recommend this knowledge, skills and confidence to initiate and lead course unreservedly –it is relevant to all facets of positive education at my school.” people within organisations, teams and individual Renata Grudic, College Head Teacher development.” (Teaching and Learning), Northern Beaches Jo Fisher, Managing Director of Jo Fisher Executive Secondary College, NSW

“I honestly cannot speak more highly about this “The course was invaluable in that it helped us course, both from a professional and personal shape a clear vision and strategic plan for the perspective. Of the degrees and postgrads I have creation of a ‘flourishing school community’ and completed and of all the universities I have attended facilitated links with experts at the forefront of I by far have grown and developed the most so far Positive Education in Australia”. during this MAPP. The quality of presenters and Rhiannon McGee, Director of Pastoral Care, P-12, lecturers, our amazing course co-ordinators, the Loreto Mandeville Hall, Toorak genuine passion and knowledge shown by each of these people and the high quality of fellow students is what is making it exceptional. We are really encouraged to challenge our thinking and critically “Positive emotions don’t evaluate and this has made it a phenomenal experience with really rich learning. This course has just synchronise, they also far exceeded the really high expectations I came spread. University of California into it with.” Student Feedback researchers tracked the emotional content of posts UNDERGRADUATE BREADTH generated by a large sample SUBJECT: WELLBEING, MOTIVATION of online platform users over AND PERFORMANCE (WMP) three years and found each “WMP truly changed my perspective in so many post expressing a positive ways. Generally, I have a wider perspective, I am better able to handle tough situations, and I have a or negative emotion caused better appreciation of my everyday life. The quality friends to generate one to two of my relationships has improved and it has become easier to have a positive outlook on life.” additional posts expressing Subject Experience Survey the same emotion.”

Professor Lea Waters “Ever since our conversation about competence and connection my whole perception of who I want to be as a doctor has changed. I really would like to incorporate my artistic abilities into medicine. I can see myself as a paediatrician, spending time with children, drawing with them, healing them. It will be something special.” Subject Experience Survey

16 2015 ANNUAL REPORT | Centre for Positive Psychology Centre for Positive Psychology 2015 Grants and Publications

GRANTS

Category 1: Kern, M. L., & Friedman, H. S. (2015). Health Vella-Brodrick, D., Rickard, N., Cross, D., Hattie, Psychology. In T. Widiger (Ed.), Oxford J., Robinson, J., & King, C. (2013-2016). Enhancing Handbook of the Five Factor Model (1st ed.). adolescent mental health through positive Oxford: Oxford University Press. doi:10.1093/ education. ARC Linkage Project 2013. $396,311 ARC oxfordhb/9780199352487.013.2 funding, $313.00 Industry Partner funding. McCall, T. D., Waters, L. E., & White, M. A. (2015). A Category 2-4: comparison between theological christian approaches to wisdom and Peterson and Seligman’s classification University Internal Grants: of character strengths and virtues. In Evidence-Based Chin, TC (2015). Developing an instrument for Approaches in Positive Education: Implementing measuring student well-being in schools. University a Strategic Framework for Well-Being in Schools of Melbourne Early Career Research Grant 2015. (pp. 27-41). doi:10.1007/978-94-017-9667-5_2 $ 21,621.50 Oades, L.G. & Patterson, F. (in press, accepted NAB (2015). Vella-Brodrick, D. A. & Norrish, March 2015). Experience Cycle Methodology: A J. $32,500 Qualitative Analysis of the Positive qualitative method to understand the process of Leadership Program. revising personal constructs. Wiley Handbook of Personal Construct Psychology. Chichester: Wiley.

Waters, L. E., White, M. A., Wang, L., & Simon Murray, A. (2015). Leading whole-school change. PUBLICATIONS In Evidence-Based Approaches in Positive Books Education: Implementing a Strategic Framework for Well-Being in Schools (pp. 43-63). White, M. & Murray, S. (2015). Evidence-based doi:10.1007/978-94-017-9667-5_3 Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well- Waters, L., Hall, D., Wang, L., & Briscoe, J. (2015). being in Schools. Springer Press. Springer Press, Protean career orientation: a review of existing Netherlands. Series Editor Ilona Boniwell. DOI and emerging research. In R. Burke, K. Page, & C. 10.1007/978-94-017-9667-5 Cooper (Eds.), Flourishing in Life, Work and Careers: Individual Wellbeing and Career Experiences (1 ed., Book Chapters pp. 235-260). UK: Edward Elgar Publishing. Alford, Z., & White, M. (2015). Positive Schools White, M. A., & Waters, L. E. (2015). Strengths- Psychology. In White, M. & Murray, S. (2015). based approaches in the classroom and staffroom. Evidence-based Approaches to Positive Education In Evidence-Based Approaches in Positive in Schools: Implementing a Strategic Framework Education: Implementing a Strategic Framework for for Well-being in Schools. Springer Press. Springer, Well-Being in Schools (pp. 111-133). doi:10.1007/978- Netherlands. Series Editor Ilona Boniwell., pp. 93- 94-017-9667-5_6 109. Doi: 10.1007/978-94-017-9667-5_5 White, M. & Murray, S. (2015). Building a Positive Kern, M. L., Adler, A., Waters, L. E., & White, M. Institution. In White, M. & Murray, S. (2015). A. (2015). Measuring whole-school well-being in Evidence-based Approaches to Positive Education students and staff. In Evidence-Based Approaches in Schools: Implementing a Strategic Framework in Positive Education: Implementing a Strategic for Well-being in Schools. Springer, Netherlands. Framework for Well-Being in Schools (pp. 65-91). Series Editor Ilona Boniwell, pp. 1-26. Doi: doi:10.1007/978-94-017-9667-5_4 10.1007/978-94-017

White, M., Vrodos, J., & McNeil, T. (2015). Student

17 Leadership, Well-Being and Service: Integrating Twitter Predicts County-Level Heart Disease Appreciative Inquiry, Strengths and Leadership. Mortality. Psychological Science, 26(2), 159-169. In White, M. & Murray, S. (2015). Evidence-based doi:10.1177/0956797614557867 Approaches to Positive Education in Schools: Implementing a Strategic Framework for Well-being Farber, R. S., Kern, M. L., & Brusilovsky, E. (2015). in Schools. Springer, Netherlands. Series Editor Integrating the ICF With Positive Psychology: Ilona Boniwell., pp. 151-165. DOI 10.1007/978-94- Factors Predicting Role Participation for Mothers 017-9667-5_8 With Multiple Sclerosis. Rehabilitation Psychology, 60(2), 169-178. doi:10.1037/rep0000023 White, M., & Murray, S. (2015). Future Directions in Well-being. In White, M. & Murray, S. (2015). Kern, M. L., Waters, L. E., Adler, A., & White, M. A. Evidence-based Approaches to Positive Education (2015). A multidimensional approach to measuring in Schools: Implementing a Strategic Framework well-being in students: Application of the PERMA for Well-being in Schools. Springer. Springer Press, framework. Journal of Positive Psychology, 10(3), Netherlands. Series Editor Ilona Boniwell., pp. 167- 262-271. doi:10.1080/17439760.2014.936962 175. DOI 10.1007/978-94-017-9667-5_9 Kern, M. L., & Bowling, D. S. (2015). Character Rusk, R., & Waters, L. (August, 2015). Tracing the strengths and academic performance in law size, reach, impact and breadth of positive psychology. students. Journal of Research in Personality, 55, In Tim Lomas and Kate Hefferon (Eds). Positive 25-29. doi:10.1016/j.jrp.2014.12.003 Psychology. SAGE Publications. 978-1-4739-0771-3 Khaw, D & Kern, M. (2015). A Cross-Cultural Waters, L. (forthcoming). Positive Psychology Comparison of the PERMA Model of Well-Being. and Parenting. In Rosina McAlpine (Ed.) Inspired Undergraduate Journal of Psychology at Berkeley. Children II: How the leading minds of today raise Park, G., Schwartz, H. A., Sap, M., Kern, M. L., their children. Darlington Press. Weingarten, E., Eichstaedt, J. C., Berger, J., Stilwell, Waters, L., Sun, J., Aarch, A., & Cotton, A. D., Kosinski, M., Ungar, L & Seligman, M. E. (2016). (forthcoming, 2015). Positive Education: Visible Living in the Past, Present, and Future: Measuring wellbeing and the five domains of positive Temporal Orientation with Language. Journal of functioning. In M Slade., L Oades., & A Jarden (Eds). Personality. doi:10.1111/jopy.12239 Wellbeing, recovery and mental health. (Chapter 13; Le Boutillier, C., Slade, M., Lawrence, V., Bird, V. J., pp 235-260). Cambridge University Press. Chandler, R., Farkas, M., Harding, C., Larsen, J., Oades, L., Roberts, G., Shepherd, G., Thornicroft, Refereed Journal Articles G., Williams, J., & Leamy, M. (2015). Competing Brunzell, T., Stokes, H., & Waters, L. (2015). Priorities: Staff Perspectives on Supporting Trauma-Informed Positive Education: Using Positive Recovery. Administration and Policy in Mental Psychology to Strengthen Vulnerable Students. Health and Mental Health Services Research, 42(4), Contemporary School Psychology, 19(3), 1-21. 429-438. doi:10.1007/s10488-014-0585-x doi:10.1007/s40688-015-0070-x Magee, C, Gordon, R., Robinson, L., Reis, S., Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching Caputi, P, Oades, L. (2015) Distinct workplace with Strengths in Trauma-Affected Students: A New bullying experiences and sleep quality: A Approach to Healing and Growth in the Classroom. person-centred approach, Personality and American Journal of Orthopsychiatry, 85(1), 3-9. Individual Differences, 87, 200-205. doi:10.1016/j. doi:10.1037/ort0000048 paid.2015.08.004

Delbosc, A., & Vella-Brodrick, D. (2015). The role Martin, L.S., Oades, L.G., Caputi, P. (2015).Clients of transport in supporting the autonomy of young experience of intentional personality change adults. Transportation Research Part F - Traffic coaching. International Coaching Psychology Psychology and Behaviour, 33, 97-105. doi:10.1016/j. Review, 10, 1. trf.2015.03.011 Park, G., Schwartz, H. A., Eichstaedt, J. C., Kern, Eichstaedt, J. C., Schwartz, H. A., Kern, M. M. L., Kosinski, M., Stillwell, D. J., Ungar, L., & L., Park, G., Labarthe, D. R., Merchant, R. M., Seligman, M. E. (2015). Automatic personality Jha, S., Agrawal, M., Dziurzynski, L., Sap, M., assessment through social media language. Journal Weeg, C., Larson, E., Ungar, L & Seligman, of Personality and Social Psychology, 108(6), 934- M. E. P. (2015). Psychological Language on 952. doi:10.1037/pspp0000020

18 2015 ANNUAL REPORT | Centre for Positive Psychology Patston, T., & Waters, L. (2015). Positive Instruction Waters, L., & White, M. (2015). Case study of in Music Studios: Introducing a New Model for a school wellbeing initiative: Using appreciative Teaching Studio Music in Schools Based upon inquiry to support positive change. International Positive Psychology. Psychology of Well-Being, Journal of Wellbeing, 5(1), 19-32. doi:10.5502/ijw. 5(10). doi:10.1186/s13612-015-0036-9 v5i1.2

Quinlan, D. M., Swain, N., Cameron, C., & Vella- Waters, L., Barsky, A., Ridd, A., & Allen, K. Brodrick, D. A. (2015). How ‘other people matter’ in (2015). Contemplative Education: A Systematic, a classroom-based strengths intervention: Exploring Evidence-Based Review of the effect of Meditation interpersonal strategies and classroom outcomes. Interventions in Schools. Educational Psychology Journal of Positive Psychology, 10(1), 77-89. doi:10.1 Review, 27(1), 103-134. doi:10.1007/s10648-014- 080/17439760.2014.920407 9258-2

Rickard, N. S., Chin, T. C., & Vella-Brodrick, D. A. Waters, L., & Stokes, H. (2015). Positive Education (2015). Cortisol Awakening Response as an Index for School Leaders: Exploring the Effects of of Mental Health and Well-Being in Adolescents. Emotion-Gratitude and Action-Gratitude. Australian Journal of Happiness Studies, 1-14. doi:10.1007/ Educational and Developmental Psychologist, 32(1), s10902-015-9706-9 1-22. doi:10.1017/edp.2015.1

Rusk, R. D., Vella-Brodrick, D. A., & Waters, L. Waters, L. (2015). The Relationship between (2015). Gratitude or Gratefulness? A Conceptual Strength-Based Parenting with Children’s Stress Review and Proposal of the System of Appreciative Levels and Strength-Based Coping Approaches. Functioning. Journal of Happiness Studies. Psychology, 6(6), 689-699. doi:10.1007/s10902-015-9675-z White, M. A., & Waters, L. E. (2015). A case study Rusk, R. D., & Waters, L. (2015). A psycho-social of ‘The Good School:’ Examples of the use of system approach to well-being: Empirically deriving Peterson’s strengths-based approach with students. the Five Domains of Positive Functioning. Journal of Journal of Positive Psychology, 10(1), 69-76. doi:10.1 Positive Psychology, 10(2), 141-152. doi:10.1080/174 080/17439760.2014.920408 39760.2014.920409 Williams, K., Kern, M., & Waters, L. (2015). A Rusk, R. D., Vella-Brodrick, D. A., & Waters, L. Longitudinal Examination of the Association (2015). Components of Appreciative Functioning: Between Psychological Capital, Perception of A Thematic Analysis of Relevant Literature and Organizational Virtues and Work Happiness in Content Analysis of Existing Measurement Scales. School Staff. Psychology of Well-Being, 5(5), 1-18. Psychology of Well-being, 5, 20 pages. doi:10.1186/ doi:10.1186/s13612-015-0032-0 s13612-015-0028-9 Williams, V., Oades, L.G., Deane, F.P, Crowe, T.P, Rusk, R., Vella-Brodrick, D., & Waters, L. Ciarrochi, J, & Andresen, R. Enhancing recovery (2015). Theoretical components of Appreciative orientation within mental health services: Functioning and how they relate to existing Expanding the utility of values (in press, accepted measurement scales. Psychology of Wellbeing: Sept 2015). Journal of Mental Health Training, Theory, Research and Practise, 5(1). Education and Practice.

Slade, M., Bird, V., Le Boutillier, C., Farkas, M., Grey, Williams, V., Deane, F. P., Oades, L. G., Crowe, T. B., Larsen, J., Leamy, M., Oades, L & Williams, P., Ciarrochi, J., & Andresen, R. (2015). A cluster- J. (in press, accepted Oct 2015). Development randomised controlled trial of values-based training of the REFOCUS intervention to increase mental to promote autonomously held recovery values in health team support for personal recovery The mental health workers. Implementation Science, British Journal of Psychiatry, doi: 10.1192/bjp. 11(1). doi:10.1186/s13012-015-0363-5 bp.114.155978

Slemp, G. R., Kern, M. L., & Vella-Brodrick, D. A. (2015). Workplace Well-Being: The Role of Job Crafting and Autonomy Support. Psychology of Well- Being, 5(7), 1-17. doi:10.1186/s13612-015-0034-y

19 Refereed conference proceedings Schwartz, H. A., Park, G., Sap, M., Weingarten, E., Eichstaedt, J., Kern, M., Stilwell, D., Kosinski, M., Berger, J., Seligman, M & Ungar, L. H. (2015). Extracting human temporal orientation language from Facebook language. In 2015 Conference of the North American Chapter of the Association for Computational Linguistics – Human Language Technologies (NAACL HLT 2015) (pp. 409- 419). Stroudsburg, PA, USA: Association for Computational L. Retrieved from https://www. aclweb.org/

Waters, L. (2015). Parent strengths knowledge and use: Relationship to family satisfaction in parents and children. Fourth World Congress of Positive Psychology, Orlando, June 25-28

Reports Vella-Brodrick D. A., Rickard, N. S., Hattie, J., Cross, D., & Chin, T-C. (November 2015). An Evaluation of Year 10 Positive Education at Geelong Grammar School: Findings from 2014. The University of Melbourne, VIC, Australia.

20 2015 ANNUAL REPORT | Centre for Positive Psychology Supporting the Centre for Positive Psychology

There are many ways to support the work of the Centre for Positive Psychology, including donations that support students and academics. We are grateful to our donors for their help creating scholarships, supporting ground-breaking research, building important partnerships, assisting community engagement and for the establishment of the Gerry Higgins Chair in Positive Psychology – the academic lead of our Centre.

If you have any queries regarding giving to the Centre for Positive Psychology, and about how your gift can help make a difference, please contact Chris Harvey, Deputy Director of Divisional Advancement) via [email protected] or by telephone on +61 3 9035 5781.

21 Centre for Positive Psychology

Telephone: 03 8344 0082 G Email: [email protected] R A S Melbourne Gr aduate Facebook: facebook.com/uompospsych D C Twitter: @UOMpospsych U H School of Education A O T O E L Shaping minds, shaping the world www.education.unimelb.edu.au/cpp S