​Readings & Resources on Positive Psychology in Higher Education

​Whole Of Institution

• Escamilla, H. (2015). Positive education in Mexico. Paper presented at the Fourth World Congress on Positive Psychology, Lake Buena Vista, Florida.
• Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2011). Towards a positive university. The Journal of Positive Psychology, 6(6), 432-439. doi:10.1080/17439760.2011.634828
• Parks, A. C. (2011). The state of positive psychology in higher education: Introduction to the special issue. The Journal of Positive Psychology, 6(6), 429-431. doi:10.1080/17439760.2011.637729

Dedicated And Hybrid Positive Psychology Programs

Course design and content:

• Jayawickreme, E., & Forgeard, M. J. C. (2011). Insight or data: Using non-scientific sources to teach positive psychology. The Journal of Positive Psychology, 6(6), 499-505. doi:10.1080/17439760.2011.634819
• Kurtz, J. L. (2011). Happiness and self-knowledge: A positive psychology and judgment and decision-making hybrid course. The Journal of Positive Psychology, 6(6), 463-467. doi:10.1080/17439760.2011.634820
• Rich, G. J. (2011). Teaching tools for positive psychology: A comparison of available textbooks. The Journal of Positive Psychology, 6(6), 492-498. doi:10.1080/17439760.2011.634824
• Russo-Netzer, P., & Ben-Shahar, T. (2011). ‘Learning from success’: A close look at a popular positive psychology course. The Journal of Positive Psychology, 6​(6), 468-476. doi:10.1080/17439760.2011.634823
• University of Pennsylvania. (2016). Course Syllabi for Teachers. Retrieved from http://www.positivepsychology.org/resources/course-syllabi-teachers
• Kashdan, T. B. DiMauro, J., Disabato, D. J., Folk, J. B., Carter, S., Goodman F. R. (2015). Creating clinical psychology graduate courses that lead to peer reviewed publications: A case study. The Behavior Therapist, 38, 47-49. 

​Teaching methods and embedding positive psychology interventions in learning:

• Lambert, L., Passmore, HA. & Joshanloo, M. J (2019). A Positive Psychology Intervention Program in a Culturally-Diverse University: Boosting Happiness and Reducing Fear. Happiness Stud (2019) 20: 1141. https://doi.org/10.1007/s10902-018-9993-z
• ​Baylis, N. (2004). Teaching positive psychology. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 210-217). Hoboken, New Jersey: Wiley Online Library.
• Biswas-Diener, R., & Patterson, L. (2011). An experiential approach to teaching positive psychology to undergraduates. The Journal of Positive Psychology, 6(6), 477-481. doi:10.1080/17439760.2011.634818
• Kim-Prieto, C., & D’Oriano, C. (2011). Integrating research training and the teaching of positive psychology. The Journal of Positive Psychology, 6(6), 457-462. doi:10.1080/17439760.2011.634827
• Kranzler, A., Parks, A. C., & Gillham, J. (2011). Illustrating positive psychology concepts through service learning: Penn teaches resilience. The Journal of Positive Psychology, 6(6), 482-486. doi:10.1080/17439760.2011.634829
• Thomas, M. D., & McPherson, B. J. (2011). Teaching positive psychology using team-based learning. The Journal of Positive Psychology, 6(6), 487-491. doi:10.1080/17439760.2011.634826
• Stebleton, M. J., Soria, K. M., & Albecker, A. (2012). Integrating strength-based education into a first-year experience curriculum. Journal of College and Character, 13(2), 1–8.
• Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793.

​Diversity and ethics:​

• ​Pedrotti, J. T. (2011). Broadening perspectives: Strategies to infuse multiculturalism into a positive psychology course. The Journal of Positive Psychology, 6(6), 506-513. doi:10.1080/17439760.2011.634817
• Vella-Brodrick, D. A. (2011). The moral of the story: The importance of applying an ethics lens to the teaching of positive psychology. The Journal of Positive Psychology, 6(4), 320-325. doi:10.1080/17439760.2011.580773
• Programs—examples worldwidePositive Psychology Program. (2015). Positive Psychology Courses.   Retrieved from https://positivepsychologyprogram.com/positive-psychology-courses-programs-workshops-trainings/ 
• IPPA. (2014). Educational Programs. Retrieved from http://www.ippanetwork.org/educational-programs/

In Other Curricula

• Magyar-Moe, J. L. (2011). Incorporating positive psychology content and applications into various psychology courses. The Journal of Positive Psychology, 6(6), 451-456. doi:10.1080/17439760.2011.634821

​Positive psychology principles and interventions to enhance the student learning experience 

Mindfulness & meditation

• Hassed, C., De Lisle, S., Sullivan, G., & Pier, C. (2009). Enhancing the health of medical students: outcomes of an integrated mindfulness and lifestyle program. Advances in health sciences education, 14(3), 387-398.
• Mapel, T. (2012). Mindfulness and education: Students' experience of learning mindfulness in a tertiary classroom. New Zealand Journal of Educational Studies, 47(1), 19-32.
• Moyle, G. M., & Jackson, S. (2013). Mindfulness-meditation on the move: implementation of an ACT-based mindfulness practice intervention and training within a University Dance program. Paper presented at the Australian Society for Performing Arts Healthcare Conference, QLD Conservatorium, Brisbane, QLD, Australia.
• Ramsburg, J. T., & Youmans, R. J. (2014). Meditation in the higher-education classroom: meditation training improves student knowledge retention during lectures. Mindfulness, 5(4), 431-441.
• Shapiro, S. L., Brown, K. W., & Astin, J. A. (2008). Toward the Integration of Meditation into Higher Education: A Review of Research. Retrieved from http://www.contemplativemind.org/files/MedandHigherEd.pdf

 
Hope, engagement

• Duffy, J., Field, R., & Shirley, M. (2011). Engaging law students to promote psychological health. Alternative LJ, 36, 250.
• Field, R. M., & Duffy, J. (2012). Law student psychological distress, ADR and sweet-minded, sweet-eyed hope. Australasian Dispute Resolution Journal, 23(3), 8.

Resilience

• Stallman, H. M. (2011). Embedding resilience within the tertiary curriculum: a feasibility study. Higher Education Research & Development, 30(2), 121-133. doi:10.1080/07294360.2010.509763

Coaching

• Larcus, J., Gibbs, T., & Hackmann, T. (2016). Building capacities for change: Wellness coaching as a positive approach to student development. Philosophy of Coaching: An International Journal, 1(1), 43-62.
• Gibbs, T., & Larcus, J. (2105). Wellness coaching: Helping students thrive. Journal of Student Affairs, XXIV, 23-35.
  

Self-efficacy

• Ford, A., Todd, P., Gleeson, D., Rossiter, I., Strous, M., Borutta, S., Pretorius, L. (2015). Building perceived self-efficacy in new tertiary healthcare students by teaching transferable skills: The Transition 2 University (T2U) program. Paper presented at the Students Transitions Achievement Retention & Success (STARS), Melbourne.

Positive Emotion

• Walker, C. J. (2011). Classroom assessment techniques for promoting more positive experiences in teaching and learning. The Journal of Positive Psychology, 6(6), 440-445. doi:10.1080/17439760.2011.634825
• FlowSweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games (Vol. 3, pp. 3-3). New York: ACM.
• CoachingKearns, H., Gardiner, M., & Marshall, K. (2007). Innovation in PhD completion: the hardy shall succeed (and be happy!). Higher Education Research & Development, 27(1), 12. doi:10.1080/07294360701658781
• Ladyshewski, R. (2006). Peer coaching: a constructivist methodology for enhancing critical thinking in postgraduate business education. Higher Education Research & Development, 25(1), 17. doi:10.1080/13600800500453196
• Seat, E., Parsons, J. R., & Poppen, W. A. (2001). Enabling engineering performance skills: A program to teach communication, leadership, and teamwork. Journal of Engineering Education, 90(1).
• Van Nieuwerburgh, C. (2012). Coaching in education: Getting better results for students, educators, and parents. London: Karnac Books.
• Wilson, K., Oostergo, N., Idewa-Gede, R., & Lizzio, A.(2013). Student success coaching program: A targeted retention strategy for at-risk first year students.
• Witt, H. J., Alabart, J. R., Giralt, F., Herrero, J., Medir, M., & Fabregat, A. (2002).Development of coaching competencies in students through a project-based cooperative learning approach. Paper presented at the 32nd ASEE/IEEE Frontiers in Education Conference, Boston, MA.

 
Appreciative Inquiry

• Bloom, J. L., Hutson, B. L., He, Y., & Konkle, E. (2013). Appreciative Education. In P. C. Mather & E. Hulme (Eds.), Positive Psychology and Appreciative Inquiry in Higher Education: New Directions for Student Services (Vol. 143). San Francisco, CA: Jossey-Bass.
• Bowen-Jones, W., Chapman, V., & Breeze, N. (2014). In support of Appreciative Inquiry. Higher Education Institutional Research Network, 6.
• Kadi-Hanifi, K., Dagman, O., Peters, J., Snell, E., Tutton, C., & Wright, T. (2014). Engaging students and staff with educational development through appreciative inquiry. Innovations in Education and Teaching International, 51(6), 10. doi:10.1080/14703297.2013.796719
• Kung, S., Giles, D., & Hagan, B. (2013). Applying an Appreciative Inquiry process to a course evaluation in higher education. International Journal of Teaching and Learning in Higher Education, 25(1), 9.
• Lilja, J., & Richardsson, D. (2012). Putting appreciative design into practice: A case study of a course evalution and design process. International Journal of Quality and Service Sciences, 45(1), 11. doi:10.1108/17566691211219698
• WellbeingLarcombe, W., Baik, C., & Brooker, A. (2015). Teaching with student wellbeing in mind: A new initiative to support the mental health of university students. Paper presented at the Students Transitions Achievement Retention & Success (STARS), Melboure.

​Extra- and Co-curricular

• Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 12.
• Brault-Labbe, A., & Dube, L. (2010). School commitment, well-being and self-determination among students in university. Can. J. Behav. Sci.-Rev. Can. Sci. Comport., 42(2), 80-92.
• Bullock, B. (2015). Ups and downs in mood and energy: Associations with academic outcomes in higher education. Student Success, 6(2), 11. doi:10.5204/ssj.v6i2.290
• Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: prospective, experimental, and implicit approaches to self-determination theory. Journal of personality and social psychology, 91(4), 750.
• Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students. Adult Education Quarterly, 57(2), 141-158. doi:10.1177/0741713606294235
• Farmer, J. L., Allsopp, D. H., & Ferron, J. M. (2015). Impact of The Personal Strengths Program on Self-Determination Levels of College Students With LD and/or ADHD. Learning Disability Quarterly, 38(3), 145-159. doi:10.1177/0731948714526998
• Fung Institute for Engineering Leadership. (2016). Innovation & Leadership Through Positive Psychology.   Retrieved from http://funginstitute.berkeley.edu/programs-centers/executive-education/innovation-and-leadership-through-positive-psychology/
• Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and higher education, 10(4), 245-260.
• Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185-204. doi:http://dx.doi.org/10.1016/j.compedu.2004.12.004
• Mather, P. C., & Hulme, E. (2013) Positive Psychology and Appreciative Inquiry in Higher Education: New Directions for Student Services. Vol. 143. Somerset, NJ: John Wiley & Sons.
• Martin, A. J. (2006). A motivational psychology for the education of indigenous Australian students. The Australian Journal of Indigenous Education, 35, 30-43. doi:doi:10.1017/S1326011100004142
• Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 10. doi:10.1177/0956797615571017
• QUT LDI Program. (2015). The Leadership, Development & Innovation Program.   Retrieved from http://www.ldip.com.au/
• Santovec, M. L. (2009). Appreciative advising focuses a positive energy. Women in Higher Education, 18(2), 19.
• Soria, K. M., & Stubblefield, R. (2014). First-Year College Students' Strengths Awareness: Building a Foundation for Student Engagement and Academic Excellence. Journal of The First-Year Experience & Students in Transition, 26(2), 69-88.
• Stanford University. Stanford: The resilience project.   Retrieved from https://undergrad.stanford.edu/resilience

​Faculty & Staff

• Field, L. K., & Buitendach, J. H. (2011). Happiness, work engagement and organisational commitment of support staff at a tertiary education institution in South Africa. SAJIP: South African Journal of Industrial Psychology, 37(1), 68-77. doi:10.4102/sajip.v37i1.946
• Kadi-Hanifi, K., Dagman, O., Peters, J., Snell, E., Tutton, C., & Wright, T. (2014). Engaging students and staff with educational development through appreciative inquiry. Innovations in Education and Teaching International, 51(6), 10. doi:10.1080/14703297.2013.796719
• McGovern, T. V. (2011). Virtues and character strengths for sustainable faculty development. The Journal of Positive Psychology, 6(6), 446-450. doi:10.1080/17439760.2011.634822
• Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36(3), 232-245. doi:http://dx.doi.org/10.1016/j.cedpsych.2010.10.005

​Research

• ​Clegg, S., & Rowland, S. (2010). Kindness in pedagogical practice and academic life. British Journal of Sociology of Education, 31(6), 719-735.
• Hodges, T. D., & Harter, J. K. (2005). A review of the theory and research underlying the StrengthsQuest program for students. educational HORIZONS, 190-201.
• Palmer, A., & Rodger, S. (2009). Mindfulness, stress, and coping among university students. Canadian Journal of Counselling, 43(3), 198.
• Shuayb, M., Sharp, C., Judkins, M., & Hetherington, M. (2009). Using Appreciative Inquiry in Educational Research: Possibilities and Limitations. Berkshire, UK: National Foundation for Educational Research.
• Van Zyl, L. E., & Rothmann, S. (2012b). Flourishing of Students in a Tertiary Education Institution in South Africa. Journal of Psychology in Africa, 22(4), 593-599. doi:10.1080/14330237.2012.10820573
• Van Zyl, L. E., & Rothmann, S. (2012a). Beyond Smiling: The Evaluation of a Positive Psychological Intervention Aimed at Student Happiness. Journal of Psychology in Africa, 22(3), 369-384. doi:10.1080/14330237.2012.10820541
• van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95-108. doi:http://dx.doi.org/10.1016/j.edurev.2010.10.003

Assessment and Evaluation Tools ​Used in Higher Education

• Assessing Wellbeing in Education
• Wellbeing Profiler
• Work on Wellbeing

Intervention Tools For Use in Higher Education

• Plus Wellbeing
• Happify 
• Positive Mindfulness Program

Wellbeing Courses

Distance

• Diploma of Positive Psychology and Wellbeing, Langley Group Institute 

Country

• TBA

​If you know of further tools that have been used in Higher Education context, please email us.