PROSPER: A Fresh Framework for Positive Education


Good therapy may be the research associated with conditions and operations that play a role in flourishing that is optimal individuals, teams and organisations. This paper describes the PROSPER framework, an organising device for the utilization of Positive Education, a fairly brand new way which represents the application form of good Psychology research to academic contexts. The word ‘PROSPER’ communicates the purpose of the framework and is particularly an acronym that highlights the seven important elements that have already been recognized as contributing to wellbeing: Positivity, Relationships, results, Strengths, Purpose, Engagement, and Resilience. Confirmatory information from the effectiveness for the PROSPER framework, obtained through surveys carried out with scientists through the Institute of Positive Psychology and Education (ACU) and fifty-four educators from four schools that are different is presented and talked about. A rationale for the addition for the seven elements is supplied together with PROSPER framework will be further supported by mention of the school that is evidence-informed classroom techniques that donate to student well-being and success which help to create schools as allowing organizations.


Fascination with good therapy, as well as its application in training, wellness, communities and organisations, is continuing to grow exponentially during the last fifteen years. The purpose of good therapy would be to supply the conditions and operations that donate to flourishing or functioning that is optimal of, teams and organizations (Gable and Haidt). This paper describes the PROSPER framework being an organiser for good mental interventions that can really help individuals, teams, organisations or communities to make this happen objective. The word ‘to prosper’ is described as to flourish and flourish in a healthier means; to thrive (Oxford dictionary; Merriam-Webster Dictionary). Flourishing is the connection with life going well and equates with a higher degree of health also it epitomises psychological state (Huppert so; Keyes; Ryff and Singer). It really is a variety of experiencing good and functioning effortlessly (Huppert and thus). Utilization of the term PROSPER reflects the purpose that is intended of framework that will be being an organiser when it comes to multi-dimensional elements that subscribe to flourishing. The PROSPER acronym is short for Positivity, Relationships, results, Strengths, Purpose, Engagement, and Resilience.

The PROSPER framework has a few similarities to Seligman’s previous PERMA model of health (Positive thoughts, Engagement, Relationships, Meaning and Accomplishment), but particularly includes two extra significant elements: skills and Resilience. Resilience is regarded as an indicator that is important of as illustrated in Huppert and So’s type of flourishing utilized to determine well-being of residents in twenty-three europe with 43,000 individuals. The Huppert and So model of flourishing includes the following elements which are additionally within the PROSPER framework: good feelings, optimism (Positivity), good relationships (Relationships), competence (results), meaning (Purpose), engagement (Engagement) and resilience (Resilience). The extra elements when you look at the Huppert and So model: self-esteem, vigor and stability that is emotional been subsumed when you look at the PROSPER elements; psychological security under Resilience and vigor under Positivity. The construct self respect is roofed being a character power in PROSPER in the place of self confidence provided the reported issues with the self-confidence construct (Baumeister et al.; Seligman et al.) More description of these distinctions is supplied in Noble and McGrath. One element that is additional PROSPER that is perhaps maybe maybe perhaps not inside their model may be the construct of skills. The element of talents is roofed being a distinct category in PROSPER as the implementation of one’s talents is observed as main to well-being concept (Seligman).

Feedback in the effectiveness regarding the PROSPER that is acronym the legitimacy of this seven theoretical and evidence-informed elements which can be the core associated with the PROSPER framework had been tried from fourteen scientists and teachers during the Institute of Positive Psychology and Education (IPPE) at the Australian Catholic University. All IPPE users supported the inclusion of all of the seven elements along with supplying feedback that is constructive the omission of some of the details for every component (such as for instance suggesting the addition of mindfulness within the Positivity component). Each component of PROSPER matches Seligman’s three requirements for a component of wellbeing in other words. (1) each element contributes to wellbeing, (2) each element could be defined and calculated individually for the other elements and (3) many individuals pursue the element for this’s own sake (Seligman, p. 16). An evaluation device for calculating the PROSPER elements for pupil health is under development.

Feedback in the effectiveness regarding the PROSPER framework has also been looked for from the convenience test of educators. Every one of the instructors and principals whom went to a workshop that is one-day pupil well-being had been expected for his or her feedback in the effectiveness and relevance regarding the PROSPER framework by the end associated with the workshop. The compulsory workshop had been comprehensive of most teaching staff at four federal government main schools, not merely those instructors with designated obligation for pupil well-being or social-emotional learning. The instructors had been invited to react anonymously to a seven-item questionnaire making use of a 5-point Likert scale from highly disagree to highly concur. Fifty-four participants posted their study reactions face down in a package because they exited the workshop. Good training had been a discipline that is new these schools and then the instructors had been perhaps less likely to want to have a preconceived notion of the effectiveness or elsewhere of a confident Educational framework because of their school methods. All participants (100%) agreed or strongly consented that the PROSPER framework would help offer a typical language about wellbeing inside their college and across schools. Most respondents (90%) agreed or strongly consented it makes (a) the core components of well-being easy-to-remember and (b) is simple to communicate to everyone else within their college community due to the appropriate nature associated with the acronym. Many (96%) additionally consented or highly consented that the PROSPER framework would assist staff to think about their training for pupil health and 89% additionally consented or highly agreed that the framework has got the prospective as a review device for determining their school’s present successful techniques for pupil well-being in addition to determining the gaps.

In this paper the PROSPER framework is put on the academic context. This application of PROSPER in education appears prompt provided Seligman’s challenge to policy manufacturers to produce a measure that is new of, beginning at the beginning of life:

‘the time has arrived for the prosperity that is new the one that takes flourishing really as a the target for training and of parenting. Understanding how to value and also to attain flourishing must begin that is early the formative many years of education — and it’s also this new success, kindled by good training, that the whole world is now able to choose’ (Seligman, p. 97).