The RPL process requires you to be actively involved, participating in the required steps and undertaking assessment activities.

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1 Diploma Positive Psychology and Wellbeing 10300NAT Welcome to the RPL Self-Assessment Toolkit for the Diploma of Positive Psychology and Wellbeing. This Self-Assessment Toolkit is to be used if you believe that you may have skills and knowledge that could be recognised against units of competency from the qualification. The RPL process requires you to be actively involved, participating in the required steps and undertaking assessment activities. What is RPL? Recognition of Prior Learning (RPL) understands that you may have gained valuable skills or knowledge in paid or unpaid work, and in activities such as informal training. An assessor for the Langley Group Institute (LGI) will seek to match your skills and knowledge to the requirements of the learning outcomes of the units of competency in the Diploma of Positive Psychology and Wellbeing. If you are assessed as already having achieved relevant skills and knowledge you will not be required to complete all or part of the diploma training program. The Role of the Assessor Your RPL Assessor will support and guide you through the RPL process and requirements. Your assessor is required to assess whether or not you hold the required skills and knowledge, based on the requirements of the qualification and the evidence gathered in RPL processes. Definitions While you do not need to understand all of the requirements of assessing the units of competency in the Diploma program, you do need to participate actively including self-evaluating and discussing your skills and knowledge, and undertaking some workplace assessment tasks. To assist in your active participation the following are some of the relevant terms and concepts for RPL: Qualification the Diploma of Positive Psychology and Wellbeing is a nationally recognised accredited course. Units of Competency Units of Competency cover the workplace skills, knowledge and attitudes (competencies) individuals need to perform to the standard expected in the workplace. Each unit of competency has a code and a title for example, PPWPPP501A Apply principles of positive psychology in wellbeing theory to measure and build human flourishing. The title is a brief summary of the unit s coverage. The units of competency include elements, performance criteria, assessment requirements (including performance evidence what you must demonstrate you can do and knowledge evidence what you must demonstrate that you know) and the conditions for assessment.

2 Your assessor will ask you to self-evaluate and demonstrate your skills and knowledge based on workplace tasks relevant to the units of competency. Core and elective units the Diploma of Positive Psychology and Wellbeing contains a variety of units of competency that are required to be undertaken. These include core units (the one that must be completed) and elective units (units that can be chosen to suit your work requirements). Competence, competent to be awarded the qualification or a Statement of Attainment for some of the units of competency, you must demonstrate that you are competent in the units of competency. This means that must be able to demonstrate that you currently hold the skills and knowledge in the units, and that you can perform tasks to the standard expected in the workplace. RPL Assessment in RPL, a qualified assessor, on behalf of LGI, will consider evidence of your competence in applying skills and knowledge you have gained through work and life experiences. The assessor will ensure that the assessment meets the principles of assessment valid, reliable, flexible and fair. Evidence- the LGI assessor will consider evidence in assessing your competence evidence can be gathered from workplace documents, discussions with you and others, demonstrations of workplace tasks, testimonials, third party reports and structured assessment tasks. Your assessor will discuss this with you. Your assessor must be sure that the evidence meets the rules of evidence that is, it must be valid (related to the unit), sufficient (enough to make a decision), current (show that you hold the skills now) and authentic (your own work). This self-assessment toolkit set out the units of competency for the Diploma of Positive Psychology and Wellbeing including the elements and performance criteria. You are asked to read the information provided about the units and them provide details of how you consider your experiences would meet the requirements of the unit. You are also asked to provide details of the evidence that you have to support your application. This may include relevant documents that can show your experience or training such as: Resume or Curriculum Vitae (CV) (current) Your position description Photos or you at work, or your work examples Workplace training or professional development records Membership of associations, networks, or clubs References, letters or s from workplace or clients Workplace documents that you have written, or added to and used in the workplace Workplace, industry or other awards Records of hobbies, interests or skills outside the workplace Evidence of formal training such as qualifications, Statement of Attainment, or training attendance records You can also provide Referee Reports from people you currently work with, or previously have worked with, if they would be willing to confirm your skills and knowledge. Please ensure that you can provide correct contact details for your referees.

3 However, do not be put off if you don t have these, your assessor will help you identify possible evidence if required. Please Note: Workplace and client information is likely to be confidential, so will need to confirm that your workplace agrees that you can use any workplace documents and delete identifying information. PPWPPP501A APPLY PRINCIPLES OF POSITIVE PSYCHOLOGY IN WELLBEING THEORY TO MEASURE AND BUILD HUMAN FLOURISHING UNIT DESCRIPTOR UNIT APPLICATION This unit describes the outcomes required to measure and build human flourishing. It focuses on identifying awareness and implementation of individual, workplace and educational flourishing. An individual would apply skills and knowledge in this unit in developing awareness of positive psychology principles, behaviours and benefits, including measurement to build human flourishing. The skills and knowledge would be applied individually, in a workplace and for an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Apply positive psychology behaviours to create wellbeing for self and others Utilise elements of wellbeing theory to build flourishing. 1.2 Identify areas for psychological wealth to create wellbeing. 1.3 Identify areas for psychological health and create wellbeing. 1.4 Elicit positive emotions to initiate a cycle of more positive emotions. 1.5 Determine habits of optimistic and pessimistic thinking through an explanatory style. 1.6 Identify personal capacity for happiness and resilience to promote wellbeing. 1.7 Identify the benefits of positive psychology for an individual, organisation, community and educational institution. 2. Employ principles of positive psychology to affect personal or professional change. 2.1 Apply positive psychology principles to personal organisational and educational development. 2.2 Take responsibility for completing personal inventories for

4 wellbeing. 2.3 Identify elements of psychological wealth that are being measured by the inventories. 2.4 Establish a needs analysis to create authentic wellbeing. 3. Assess opportunities for positive psychology in the workplace or education. 3.1 Determine the situational context for positive psychology. 3.2 Analyse the supportive and unsupportive attitudes, values and beliefs to determine positive psychology priorities. 3.3 Liaise with individuals to identify opportunities for implementation of positive psychology principles. 4. Employ mindfulness as a proactive tool. 4.1 Apply mindfulness techniques personally to refine attention and build single pointed focus. 4.2 Identify the impact of mindfulness practice upon the thinking patterns, decisions making and emotional experience. 5. Evaluate tools for effectiveness. 5.1 Identify suitable tools available for evaluating wellbeing. 5.2 Implement and compare selected tools for evaluating effectiveness. 5.3 Identify appropriate tools for a range of workplace initiatives. Critical aspects for assessment and evidence required to demonstrate competency in this unit. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Identify and document the behaviours associated with positive psychology and wellbeing; Promote the benefits of increasing wellbeing for an individual, organisation, community and educational institution; Refer to the appropriate research findings to link the benefits; Complete the personal inventories; Demonstrate personal awareness e.g. analysing personal

5 inventories and developing action plans to increase wellbeing; Identify and document the different contexts where positive psychology can be applied; Analyse values and beliefs to determine positive psychology priorities and then plan to implement positive psychology tools; Select suitable tools for evaluating effectiveness. PPWDPE502A DEVELOP POSITIVE EMOTIONS FOR TRANSFORMATIONAL CHANGE UNIT DESCRIPTOR This unit provides the foundation knowledge and skills to increase the duration and intensity of positive emotions and decrease the intensity and duration of negative emotion. It describes the outcomes required to increase self-awareness and understand the impact behaviour has on others. The unit focuses on the different interventions that can be implemented to increase wellbeing. UNIT APPLICATION UNIT ELEMENTS An individual would apply skills and knowledge in this unit in developing awareness of positive emotions, behaviours and its benefits. The skills and knowledge can be applied individually, in a workplace, in a community setting and for an educations institution. PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Create awareness of positive emotion. 1.1 Categorise emotions as information and feedback to regulate behaviour and consequences. 1.2 Use positive emotions as a resource for wellbeing. 1.3 Apply positive emotions for health, social, work and personal benefits. 1.4 Demonstrate positive role modelling behaviours when interacting with others. 2. Apply positive interventions to create a positive culture. 2.1 Use humour to increase positive emotion. 2.2 Express gratitude to cultivate happiness and wellbeing. 2.3 Identify elements of positive reminiscence to increase optimism. 2.4 Apply savouring techniques to increase confidence and enjoyment.

6 2.5 Identify best possible self to increase inspiration and motivation. 2.6 Demonstrate mindset shifting to drive positivity. 2.7 Demonstrate hope attitudes to create positivity. 3. Apply emotional intelligence principles in decision-making. 3.1 Analyse emotional intelligence models for maintaining a positive culture. 3.2 Identify emotional from the body and brain. 3.3 Analyse the drivers of behaviour that create emotions. 3.4 Apply emotional management techniques to make emotionally intelligence decisions. 4. Employ mindfulness as a proactive tool. 4.1 Apply mindful techniques to enhance decision-making. 4.2 Use mindfulness to analyse personal experience of emotional episodes. 4.3 Use mindfulness techniques to improve the ratio of positive emotions. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify and document the behaviours associated with positive psychology and wellbeing. Demonstrate and understanding of the benefits of increasing wellbeing for an individual, organisation, community and educational institution. Refer to the appropriate research findings to link the benefits. Complete personal inventories. Demonstrate personal awareness e.g. analysing personal inventories and developing action plans to increase wellbeing. Identify and document the different contexts where positive psychology can be applied. Analyse values and beliefs to determine positive psychology priorities and then plan to implement positive psychology

7 tools. PPWDET503A DEVELOP ENGAGEMENT TECHNIQUES FOR PERSONAL AND PROFESSIONAL GROWTH UNIT DESCRIPTOR UNIT APPLICATION This unit provides the foundation knowledge and skills to increase engagement leading to a flourishing life and describes the processes required to experience life. It focuses on the different interventions that can be implemented to increase engagement and therefore wellbeing and emphasises a strength-based approach to wellbeing and engagement. An individual would apply skills and knowledge in this unit in developing awareness of flow conditions and interventions for increasing engagement. The skills and knowledge can be applied individually, in a workplace, and for an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Analyse the outcomes of engagement on wellbeing. 1.1 Determine the subjective measure of engagement. 1.2 Compare the link between engagement and performance. 1.3 Establish the expected outcomes of high levels of engagement. 1.4 Identify the key elements that increase individual engagement. 2. Employ conditions of flow. 2.1 Analyse flow model to understand absorption where challenged and ability meet. 2.2 Set clear goals to understand what needs to be achieved. 2.3 Demonstrate concentration for a sustained period of time. 2.4 Demonstrate an altered sense of self. 2.5 Demonstrate a distorted sense of time. 2.6 Validate direct and immediate feedback. 2.7 Facilitate balance between ability level and challenge.

8 2.8 Exercise personal control over the situation. 2.9 Establish intrinsic rewards for the situation Demonstrate absorption into the activity or situation. 3. Analyse strengths to increase engagement. 3.1 Identify key attributes of strengths. 3.2 Analyse personal strengths that drive engagement. 3.3 Determine strengths of others through strength spotting. 3.4 Support individuals in proactively applying strengths to increase engagement. 4. Employ mindfulness as a proactive tool. 4.1 Use mindfulness to techniques to enhance goal achievement. 4.2 Use mindfulness to increase levels of engagement with others. 4.3 Use mindfulness to increase awareness of others. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. 1. Identify how to evaluate engagement; 2. Document the outcomes of engagement; 3. Demonstrate an understanding of the conditions to create flow; 4. Elicit individual strengths; 5. Apply strengths spotting techniques 6. Support others in using their strengths to increase engagement. PPWEM504A ENHANCE MEANING AND PURPOSE IN A PERSONAL AND PROFESSIONAL SETTING UNIT DESCRIPTOR This unit provides the foundation knowledge and skills to identify meaning and purpose to an individual s life both personally and

9 professionally and describes the outcomes required to demonstrate meaning and purpose behaviours. It focuses on the different interventions that can be implemented to increase meaning and therefore wellbeing. UNIT APPLICATION An individual would apply skills and knowledge in developing awareness of meaning and purpose from a positive psychology and wellbeing perspective. The skills and knowledge can be applied, individually, in a workplace, and for an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Analyse individual meaning and purpose to life. 1.1 Develop awareness for the connection of meaning and purpose to wellbeing. 1.2 Practice effective communication, both orally and in writing in order to articulate individual meaning. 1.3 Apply individual strengths for living a productive and meaningful life. 2. Apply altruistic behaviours to enhance meaning purpose. 2.1 Develop awareness for the connection of altruism to wellbeing. 2.2 Engage in a variety of acts of kindness to demonstrate altruism. 2.3 Apply elements of altruism and compassion research. 3. Apply motivation techniques to deliver meaning and purpose. 3.1 Develop a sense of individual meaning and purpose that can be applied to life in general. 3.2 Applying individual meaning to every day decisions and actions. 3.3 Identifying a philosophy of individual values and applying to every day decisions and actions. 4. Employ mindfulness as a proactive tool. 4.1 Apply mindfulness to develop skills in cultivating altruism. 4.2 Apply mindfulness to increase meaning and purpose.

10 To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the connection between wellbeing and meaning; Apply tools to establish meaning in a wider context; Demonstrate understanding of tools to generate meaning for self an across a team; Analyse communications for appropriate connection to a sense of shared meaning. Practice activities to create meaning for self and across a community; Demonstrate practical application of compassion and kindness; Analyse own behaviour in line with individual values; Identify own values both core and aspirational; Identify team values; Demonstrate understanding of how to establish and use values across a group. PPWBPR505A BUILD POSITIVE RELATIONSHIPS TO CREATE HUMAN FLOURISHING UNIT DESCRIPTOR This unit provides the foundation knowledge and skills to develop positive relationships to enhance human flourishing and describes the outcomes required to communicate effectively with others from a positive psychology perspective. It focuses on the different

11 interventions that can be implemented to increase flourishing relationships and therefore wellbeing. UNIT APPLICATION An individual would apply skills and knowledge in developing awareness of relationship building from a positive psychology and wellbeing perspective. The skills and knowledge can be applied individually, in a workplace, and fro an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Apply positive communication to build relationships. 1.1 Develop awareness for the connection of positive relationships to wellbeing. 1.2 Apply positive communication to establish, develop and maintain healthy relationships. 1.3 Demonstrate active constructive responding when interacting with others. 2. Apply effective positive to negative ratios to enhance relationships. 2.1 Measure individual positive to negative ration to understand effectiveness of communication. 2.2 Evaluate workplace positive to negative ration for team effectiveness. 2.3 Apply the positive to negative ration to increase active constructive responding. 3. Create human connections within the community. 3.1 Assess the link between the human need to belong and the affect on emotions. 3.2 Identify human connections that support belongings, connectedness and bonding to enhance flourishing. 3.3 Assess the difference between exclusive and inclusive belonging and the impact on behaviour. 3.4 Explore social ecology initiatives that promote positive relationships. 3.5 Apply social reciprocity principles to facilitate effective

12 relationships. 3.6 Enable forgiveness and compassion to promote positive relationships. 4. Apply strategies to maximise effective human social behaviour. 4.1 Determine drivers of human social behaviour to improve relationships. 4.2 Apply techniques to maximise rewards and minimise threats in social situations. 4.3 Design social behaviour strategies to increase motivation for self-management, leadership and education and training. 5. Employ mindfulness as a proactive tool. 5.1 Apply mindfulness to develop skills in cultivating loving kindness. 5.2 Apply mindfulness to the analysis of relationship quality. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the connection of wellbeing and positive relationships Apply principles of active constructive responding when interacting with others Demonstrate an understanding the positive to negative ratios for individuals and team Facilitate active constructive responding for effective positive to negative ratios Demonstrate the link between human belonging and satisfaction (sense of purpose maybe better - satisfaction is very broad) Analyse community policy that fosters positive relationships Understand the basics of social capital theory Demonstrate and understanding of social reciprocity. Identify the five domains of human social behaviour Demonstrate an understanding of the triggers for the threat and reward responses PPWFAA506A FACILITATE ACHIEVEMENT AND ACCOMPLISHMENT FOR HIGHER LEVELS OF WELLBEING

13 UNIT DESCRIPTOR This unit provides the knowledge and skills to bring everyone together, fostering achievement and accomplishment both personally and professionally and describes the outcomes required to set effective goals and maintain motivation in achieving them. There is a focus on different interventions that can be implemented to increase accomplishment therefore wellbeing and includes a focus on the impact of self-confidence, self esteem and self efficacy on accomplishment and subsequent wellbeing. UNITS APPLICATION An individual would apply skills and knowledge in developing awareness of relationship building from a positive psychology and wellbeing perspective that can be applied individually, in a workplace, and for an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Create goals to enhance meaning and accomplishment. 1.1 Develop awareness of the link between goals and life satisfaction. 1.2 Develop approach goal orientation for life satisfaction. 1.3 Apply effective goal content to promote happiness. 1.4 Determine goal motivation and the effect on life satisfaction. 1.5 Assess potential conflict in relation to individual values. 1.6 Accept mild anxiety and goal setting as positively contributing to accomplishment the positive aspects of stress. 2. Apply post traumatic growth strategies to build resilience. 2.1 Develop awareness of post traumatic growth indicators. 2.2 Develop techniques to flourish under fire. 2.3 Build resilience to thrive in challenging situations. 2.4 Apply turning points as opportunities for psychological growth. 3. Apply positive motivation

14 principles for optimal performance. 3.1 Identify supportive conditions for motivation. 3.2 Identify individual benefits and how they may impact ability to achieve goals. 3.3 analyse self-efficacy and understand how to develop it. 3.4 Assess own self-image and how it may be impacting real performance. 3.5 Apply self determination theory to understand motivation principles. 4. Employ mindfulness as a proactive tool. 4.1 Apply mindfulness techniques to analyse traumatic events and appropriate actions. 4.2 Apply mindfulness techniques to daily engagement, goal pursuits and accomplishment. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify areas of life to create goals Demonstrate and understanding of goal setting Apply principles from positive psychology theory to goal accomplishment Demonstrate successful completion of goals Identify various strategies for helping self and others achieve goal accomplishment Demonstrate growth and resilience through challenging goals Practice a growth mindset in achieving goals PPWAPC507A APPLY POSITIVE COACHING TO FACILITATE INDIVIDUAL WELLBEING UNIT DESCRIPTOR This unit provides skills and knowledge to develop positive psychology principles in a coaching context and describes the outcomes required to coach effectively form a positive psychology perspective. There is a focus on different interventions that can be implemented to increase effective coaching.

15 UNIT APPLICATION An individual would apply skills and knowledge to use coaching as a method to increase wellbeing in others that can be applied individually, in a workplace, and for educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Apply positive goal setting techniques 1.1 Implement goal setting frameworks to elicit individual goals. 1.2 Measure effectiveness of goals by evaluating individual resources. 1.3 Assess individual resources to determine relevance to goal. 1.4 Identify an individual s goal orientation and reframe towards an approach orientation. 1.5 Employ strategies to identify goal conflict and effect on happiness. 1.6 Establish action strategies to move an individual from goal conflict to empowerment. 1.7 Apply anxiety from goal investment as a means for motivation. 2. Apply positive communication to enhance the quality of relationships 2.1 Discuss the importance of positive relationships in coaching. 2.2 Assess rewarding relationships available to an individual. 2.3 Assess positive communication in relationships. 2.4 Use positive communication to facilitate high quality interactions. 2.5 Identify the importance of high quality interactions to build workplace relationships. 3. Create positive thinking to achieve individual outcomes 3.1 Assess an individual s thinking style impacting on goal achievement. 3.2 Assist the individual to apply reframing techniques to shift from a pessimistic explanatory style to

16 an optimistic explanatory style. 3.3 Facilitate an individual to explore behaviours in line with an optimistic explanatory style. 4. Apply strengths coaching 4.1 Create a safe environment in which discussions on clients strengths can occur. 4.2 Apply strengths tools to identify an individual s personal resources. 4.3 Explore opportunities for the individual to engage more in using strengths to achieve their goals. 4.4 Use your personal strengths to facilitate effective coaching. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the connection of wellbeing and positive relationships Apply principles of active constructive responding when interacting with others Demonstrate an understanding the positive to negative ratios for individuals and team Facilitate active constructive responding for effective positive to negative ratios Social reciprocity through coaching Identify the five domains of human social behaviour Demonstrate an understanding of the triggers for the threat and reward responses PPWAPL508A APPLY POSITIVE LEADERSHIP STRATEGIES FOR EXTRAORDINARY PERFORMANCE UNIT DESCRIPTOR This unit provides the enhanced knowledge and skills to develop positive leadership strategies to enhance performance in an organisation and the outcomes required to lead effectively from a positive psychology perspective. The unit focuses on the differential interventions that can be implemented to increase positive leadership and leadership

17 strategies designed to build positive organisations. UNIT APPLICATION An individual who leads and manages individuals and teams for performance would apply skills and knowledge from this unit that can be applied individually, in a workplace, and for an educational institution. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Apply positive leadership in an organisation. 1.1 Understand the behaviours of positive deviant performance. 1.2 Demonstrate affirmative bias when leading and managing others. 1.3 Focus on virtuousness in all interactions. 1.4 Implement a personal management interview program. 2. Create a positive work climate. 2.1 Demonstrate compassion with individuals and teams in the workplace. 2.2 Facilitate forgiveness when interacting with others. 2.3 Apply frequent and public expressions of gratitude. 3. Enable positive relationships among individuals and teams. 4. Engage in positive communication with others. 3.1 Diagnose and manage positive energy networks. 3.2 Develop employees and organisational strengths for performance. 3.3 Use strategies to build and strengthen networks and collaboration 4.1 Apply affirmative and supportive language when interacting with others. 4.2 Use reflected best-self feedback processes for improvement. 4.3 Apply positive principles when communicating key messages. 5. Create purpose and meaning into the work lives of 5.1 Highlight connections between

18 organisational members. individual meaning and organisational benefits. 5.2 Highlight connections between individual meaning and organisational benefits. 5.3 Identify the long-term effects of the work being undertaken. 5.4 Set positive meaningful goals to build relationships and a sense of community. 6. Create positive organisations. 6.1 Use appreciative inquiry to build organisational strength. 6.2 Apply psychological capital tools to build teams. 6.3 Identify strategies to build positive organisational behaviour. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the connection of wellbeing and positive relationships Apply principles of active constructive responding when interacting with others Demonstrate an understanding the positive to negative ratios for individuals and team Facilitate active constructive responding for effective positive to negative ratios Social reciprocity through coaching Identify the five domains of human social behaviour Demonstrate an understanding of the triggers for the threat and reward responses PPWAPP509A APPLY POSITIVE PARENTING TO RAISE FLOURISHING CHILDREN UNIT DESCRIPTOR This unit provides skills and knowledge to develop positive parenting strategies to develop children into flourishing adults and describes the outcome required to parent, or develop children, effectively from a positive psychology perspective. The unit focuses on different interventions that can be implemented to increase positive parenting.

19 UNIT APPLICATION An individual would apply skills and knowledge when working with, or engaging with, children of any age and can apply these skills and knowledge individually, in a family or care environment, and for educational institutions. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Apply growth mindset strategies in developing children. 1.1 Understand elements of the growth and fixed mindset. 1.2 Identify own elements of the fixed and growth mindset that may be influencing outcomes. 1.3 Identify elements of fixed and growth mindsets in children. 1.4 Apply strategies to shift both your own and a child s mindset from fixed to growth for enhanced development. 2. Evaluate the different parenting styles. 2.1 Assess four individual parenting styles and their effects on the child s behaviour. 2.2 Identify own parenting or interaction style. 2.3 Demonstrate strategies of emotion coaching parenting style. 2.4 Assess the Magic Ratio in communication and interactions. 3. Apply positive psychology principles to support emotion coaching style. 3.1 Demonstrate emotional awareness for self and the child. 3.2 Apply gratitude exercises to build emotional wellbeing. 3.3 Apply labelling strategies to help the child build emotional resilience. 3.4 Demonstrate empathetic listening to ensure all aspects are heard. 3.5 Apply resilience-building strategies for both parties during emotional situations. 4. Apply strengths to facilitate positive parenting and childhood 4.1 Implement strengths spotting

20 flourishing. activities to increased awareness. 4.2 Develop ways to increase strengths use in daily activities for parents and children. 4.3 Implement activities to tell stories around strengths and emotions. 4.4 Employ positive psychology strategies throughout the developmental stages of a child. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the connection of wellbeing and positive relationships Apply principles of active constructive responding when interacting with others Demonstrate an understanding the positive to negative ratios for individuals and team Facilitate active constructive responding for effective positive to negative ratios Social reciprocity through coaching Identify the five domains of human social behaviour Demonstrate an understanding of the triggers for the threat and reward responses PPWCPC510A CREATE POSITIVE COMMUNITIES TO INCREASE INDIVIDUAL AND COMMUNITY WELLBEING UNIT DESCRIPTOR This unit provides skills and knowledge to build flourishing communities and describes the outcomes required to build social capital, engage communities and inform government policy. It focuses on different strategies that can be implemented to increase individual wellbeing of community members and build flourishing communities. UNIT APPLICATION An individual working or engaging with communities and

21 government would apply skills and knowledge from this unit that can be applied individually, in a family or care environment, and educational institutions. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Analyse elements of a flourishing community. 1.1 Explore best practice examples from around the world on building flourishing communities. 1.2 Classify key elements of flourishing communities. 2. Create social capital within a community. 2.1 Understand the meaning of social capital within community. 2.2 Identify the elements for building social capital. 2.3 Identify the barriers and challenges to building social capital. 2.4 Apply strategies for measuring social capital. 2.5 Engage individual within the communities to build social capital. 3. Create positive experiences, meaning and purpose. 4. Apply community governance strategies. 3.1 Demonstrate social reciprocity to contribute to community development. 3.2 Identify volunteering opportunities as a means to build social capital. 3.3 Apply strategies for building civic engagement. 4.1 Identify the role of governance building communities. 4.2 Assess strategies for building community capacity. 4.3 Apply strategies for good governance to contribute to social capital. 5. Analyse policy and advocacy that strengthen community wellbeing. 5.1 Understand how policy and advocacy can build flourishing. 5.2 Identify strategies from wellbeing research to inform public

22 policy. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify key elements that describe best practices for flourishing communities Understand and articulate the elements for building and measuring social capital Describe the barriers and challenges to building social capital Explain how to create positive experiences, meaning and purpose to enhance social reciprocity Describe how community governance strategies can be applied for building community capacity Identify and understand how policy and advocacy can strengthen community wellbeing PPWAPE511A APPLY POSITIVE EDUCATION PRACTICES TO DEVELOP A FLOURISHING EDUCATIONAL INSTITUTION UNIT DESCRIPTOR This unit provides skills and knowledge to implement positive practise to facilitate educational wellbeing and describes the outcomes required to develop a flourishing educational institution. There is a focus on the different interventions that can be implemented to increase whole educational institution wellbeing. UNIT APPLICATION An individual working or engaged in the education system would apply skills and knowledge from this unit individually, in a family or

23 care environment, or in education institutions. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Analyse the components of a flourishing educational system. 2. Create a positive social emotional learning culture. 1.1 Identify the key elements of a flourishing education system. 1.2 Demonstrate understanding of a whole school approach to positive education. 2.2 Analyse the positive impact of social emotional learning in the whole school system. 2.2 Understand the process of social, emotional, ethical and academic education. 2.3 Analyse potential obstacles for the introduction of positive social emotional and academic educational innovations. 2.4 apply eco-systemic theory to create emotional literacy. 2.5 Apply positive strategies to the components of sources of variance in student achievement. 3. Apply practical applications of positive psychology to the whole learning environment. 3.1 Apply positive psychological interventions into the whole school system. 3.2 Teach emotional literacy skills explicitly across al ages. 3.3 Apply strengths based framework across the whole school system. 3.4 Demonstrate strategies to create meaning and purpose across the whole school system. 3.5 Use varied teaching techniques to reach the diverse styles and preference of learners. 3.6 Identify strategies to assist individuals with learning and behavioural challenges. 3.7 Implement engagement strategies to increase parental participation. 3.8 Build positive psychology

24 development strategy for all staff, teachers, and volunteers across the whole school system. 3.9 Employ restorative practices to deal with individual challenges. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Identify the elements of a flourishing education system Analyse positive psychology research in relation to a flourishing whole school Analyse the research on positive social emotional learning and identify the goals, impact, processes and obstacles Understand the eco-systematic theory and how to build emotional literacy around this Analyse the research on strategies on the variances on achievement Present examples of practical applications of positive emotional learning into the learning environment Design a positive education framework that will foster wellbeing PPWAPH512A APPLY POSITIVE HUMAN RESOURCE MANAGEMENT TO DRIVE ORGANISATIONAL SCHOLARSHIP UNIT DESCRIPTOR UNIT APPLICATION The skills and knowledge in the unit create and drive positive organisational scholarship through positive human resources management practices and describes the outcomes required to build positive organisations through human resource practices. There is a focus on different interventions that would be implemented to attract, recruit, retain and develop positive employees. An individual who works in human resource management, recruitment, consultant or other individual in management roles would apply the skills and knowledge form this unit and would be

25 applied individually, in a team environment, and across all organisations. UNIT ELEMENTS PERFORMANCE CRITERIA HOW MET & EVIDENCE PROVIDED 1. Analyse the key elements of positive organisational scholarship from a human resource management perspective. 2. Apply positive psychology practices throughout attraction and recruitment processes. 3. Create engagement through positive psychology practices. 1.1 Identify the key elements involved in building positive organisational scholarship from an HR perspective. 1.2 Demonstrate understanding of positive HR interventions. 1.3 Apply appropriate positive HR interventions to an existing organisational framework. 1.4 Apply assessment tools to measure organisational wellbeing. 1.5 Develop positive strategic partnerships between human resources and other organisational business units. 1.6 Embed positive psychology principles into change management practices. 2.1 Use positive language to position descriptions and recruitment advertising. 2.2 Incorporate a strength-based approach to position descriptions and recruitment advertising. 2.3 Use strengths based approach during recruitment, candidate assessment, interviews and referencing. 3.1 Promote individual engagement through organisational meaning and purpose. 3.2 Implement strategies for individual and organisational values alignment. 3.3 Develop a positive induction process. 3.4 Employ a positive introduction to a new employee. 4. Enhance performance through positive human resource practices. 4.1 Assess competency frameworks for a positive development focus.

26 4.2 Apply a strengths based approach to formal and informal development frameworks. 4.3 Apply a strengths based approach to formal and informal training and development pathways. 4.4 Implement a positive performance management system. 5. Develop OHS/WHS and IR practices with positive psychology interventions. 5.1 Implement positive psychology interventions to promote higher levels of employee wellbeing. 5.2 Identify strategies to promote healing and restorative behaviours. 5.3 Demonstrate positive communication strategies to manage conflict and disputes. 5.4 Implement positive psychology principles to exit strategies. To be considered competent in this unit and conserved for recognition of prior learning the individual must demonstrate the achievement of all of the elements of competency. Specifically the individual applying for RPL must be able to: Critical aspects for assessment and evidence required to demonstrate competency in this unit. Analyse the research on positive organisational scholarship and engagement Understand how positive psychology principles can be used to enhance human resource management practices Present examples of practical applications of positive psychology enhanced HR practices Design a positive organisational scholarship framework that will foster employee and organisational wellbeing Declaration I declare that the information contained in this application is true and correct and that all documents are genuine. Applicant Signature:

27 Date: / /