Required texts

There is no required textbook for this unit. All readings will be made available online. Some examples of other relevant readings are listed below:

Dunn, T.J & Dimolareva, M. (2022) The effect of mindfulness-based interventions on immunity-related biomarkers: a comprehensive meta-analysis of randomised controlled trials.  Clin Psychol Rev. 2022 Mar;92:102124. doi: 10.1016/j.cpr.2022.102124. Epub 2022 Jan 13. PMID: 35078038.

Frankl, V. (1984). Man's search for meaning. New York: Pocket Books/Simon & Schuster.

Fredrickson, B.L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it's good to feel good. American Scientist 91, 330-335.

Lovat, T., Toomey, R., Clement, N., Crotty, R., & Nielsen, T. (2009). Values education, quality teaching and service learning. Terrigal, NSW: David Barlow Publishing.

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. London and New York: Penguin Press.

Neff, K. D., & Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23-50.

Post, S. (2011). The hidden gifts of helping: How the power of giving, compassion, and hope can get us through hard times. San Francisco: Jossey-Bass.

Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.

Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). Part of who we are as a school should include responsibility for well-being: Links between the school environment, mental health and behavior. Pastoral Care in Education, 24(3), 11-21.

Twenge, J. (2006). Generation me: Why today's young Americans are more confident, assertive, entitled – and more miserable than ever before. New York: Free Press.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 10% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Please be cautionary and diligent with your academic writing and referencing. ºÚÁϳԹÏÍø has a very accurate text-matching software that detects any form of plagiarism. There are potential serious consequences for fraudulent practices or documentation, including suspension and/or exclusion from the University. All allegations of student misconduct will be referred to the ADE for investigation as a prescribed authority.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

How you organise your study in this unit will depend on a number of factors, including your prior knowledge, learning skill level and learning style; however, the below is an approximate guide to what is expected in terms of workload in this unit:

1. Prescribed readings and private study: 65 hours 

2. Attendance during face to face INTENSIVE on campus: 20 hours

3. Research and assignment preparation: 65 hours

Participation requirements

Attendance of all three days in the 3-day INTENSIVE required to pass the unit.

Required IT skills

Basic IT skills sufficient.

Work placement, internships or practicums

None.

Additional information

Communication on Canvas

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Theoretical and research-led foundations of the unit

This unit involves research-led education and work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.

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