1. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Pathways to student flourishing
Embedding positive psychology
initiatives in educational practice
OVERVIEW
• Larger context
• An educational program of giving
• Conclusions

2. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Larger context

3. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Self Relationships Communities Environment Whole
Self-compassion Altruism

4. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Crisis
Incidental
Explicit
Model
Four modes of
pedagogy

5. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Key Question
What is the current state of eudemonic
wellbeing of 16 to 18 year old college students,
and can this program improve it?

6. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Mixed methods approach
Quantitative
•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

7. Thomas W. Nielsen & Jennifer Ma
University of Canberra
SELF CARE AIMS
• Sleep
• Exercise
• Love & Laughter
• Food
• Creativity
• Autonomy
• Residence
• Environment
• Achievement
• Income
• Mindfulness & Meditation
• Study (self & world)

8. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Meditation
Gratitude

9. Thomas W. Nielsen & Jennifer Ma
University of Canberra
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).

10. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Qualitative
The 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.”

11. Thomas W. Nielsen & Jennifer Ma
University of Canberra
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

12. Thomas W. Nielsen & Jennifer Ma
University of Canberra
Leunig cartoon
Michael Leunig