Nielsen ps7

Thomas W. Nielsen & Jennifer MaUniversity of Canberra

Pathways to student flourishing Embedding positive psychology initiatives in educational practice

OVERVIEW• Larger context• An educational program of giving• Conclusions


Larger context


Self Relationships Communities Environment Whole

Self-compassion Altruism


Crisis

Incidental

Explicit

Model

Four modes of pedagogy


Key Question

What is the current state of eudemonic wellbeing of 16 to 18 year old college students, and can this program improve it?


Mixed methods approachQuantitative

•N = 18

•Measures: Diener et al.’s (2009) Flourishing Scale adminstered pre-trip (baseline), post-trip, at 2 weeks follow up, and at 1 month follow up.

•Analysis: Paired samples t-test

Qualitative

•N = 18

•Measures: Journal entries, semi-structured interviews, observations

•Analysis: Coded for main themes


SELF CARE AIMS• Sleep

• Exercise

• Love & Laughter

• Food

• Creativity

• Autonomy

• Residence

• Environment

• Achievement

• Income

• Mindfulness & Meditation

• Study (self & world)


Meditation

Gratitude


A paired-samples t-test showed a statistically significant increase in FS scores from pre-trip baseline (46.11) to post-trip (48.89; t (17) = - 3.329, p < 0.01), with a large effect size (η² = 0.39).


QualitativeThe incorporation of the positive psychology interventions and the underpinning giving curriculum facilitated personal growth and change in the students.

“…. This adventure has truly been life changing... I have felt a change in myself, which I think comes from the amazing underwater experiences but also the meditation sunrise warriors and the talks we have had on giving and self care aims… I feel as if I have grown as a person as well as being part of this team… Being here gives me a different kind of happiness which I have never really felt before, it’s such an amazing feeling.”

Students (n = 3) who had previously attended the reef trip, when it was taught without an overlay of the giving curriculum, also talked about how having the giving component made the experience more meaningful.

“This time’s been a lot more focused on what you get out of the trip, instead of last year it was more like just go and have heaps of fun and go home. You have the memories but there wasn’t as much emphasis on what you can take away from a trip like this… the whole giving, and what you get out of giving to other people, and how it can affect your life… I could probably just help people more than I used to. I used to like offer to help, but I wouldn’t really want to. I probably actually help people because I can and because I’m fortunate enough to be able to help people that might be struggling.”


Conclusions• Larger context – wellbeing is immaterial after a very basic

level is met

• The new science of wellbeing – and an ancient message reiterated!

• Practical tools – being explicit makes a difference

• Understanding how to promote wellbeing and engagement is a pedagogical imperative rather than a moral imperative, increasing wellbeing and decreasing stress and anxiety (Professor Terry Lovat)

• A giving curriculum is key to the meaningful life and thus wellbeing, engaging heart and hands, as well as head


Leunig cartoon

Michael Leunig

Presentations & Public Speaking

Nielsen ps7