Dr Terry Orlick Phd.
The concepts that make up the learning experiences and resources contained within the Positive Living Skills programs have been widely researched and proven to support social and emotional wellbeing.
The amazing work of Dr. Terry Orlick PhD, who has dedicated many years to researching the effect of positive living skills on children, young people and adults from all walks of life and his vast range of evidence-based work, and his most recent book ‘Positive Living Skills’, has provided significant inspiration for the content in this program.
The formal results of Qualitative studies on both the PLS Primary School Wellbeing Program AND the PLS Early Childhood Program, both conducted by Charles Sturt University, are NOW AVAILABLE.
Click the relevant button below to access a copy of each of the Research Results prepared by Dr. Loraine Fordham, School of Teacher Education.
Terry and his colleagues and students have undertaken many studies over the years on the positive effects of many of the Positive Living Skills concepts, and results of interventions support this program. Results achieved include children being able to relax themselves at will and learning to notice and increase their frequency of experiencing highlights.
“Positive Living Skills gives teachers the tools they need to teach children the life skills they need to thrive. PLS strategies have the power to set children up for a life filled with joyful relationships, emotional well-being and success in achieving their goals. Congratulations to Cath and Jo on creating a program with so much potential to have a positive impact on the lives of children and our society. ”
Beth Macgregor is an accomplished and experienced psychologist who consults to Child Health, Education and Welfare organisations and her focus areas include attachment, child development, brain development, trauma and working with vulnerable families. See bethmacregor.com for more information.
Over more than 3 decades, Dr. Terry Orlick PhD has researched and applied the keys to building and maintaining focus skills and applying positive focus skills in life.
He is a world-renowned leader in the applied field of mental training, and a proud supporter and contributor to the Positive Living Skills Early Childhood Wellbeing Program and the Primary School Wellbeing program here in Australia.
Terry has authored a range of published books that relate to and support the Postiive Living Skills programs, and he has been the editor in Chief of the Journal of Excellence since 1998. He has also authored or co-authored more than 30 published research articles and journals, many of which support the evidence of the Positive Living Skills programs.
Dr. Terry Orlick receives Lifetime Achievement Award 3rd World Congress on Excellence in Sport & Life, Chandigarh, India 2015
Download this document to find out more about Dr. Orlick ‘s work.
The Positive Living Skills programs have been positively reviewed by the Psychological Society of Australia and are listed on the Be You (formerly KidsMatter) website as available and effective programs.
The full suite of Positive Living Skills Wellbeing Programs have been endorsed by Beth Macgregor. Beth is an accomplished and experienced psychologist who consults to Child Health, Education and Welfare organisations and her focus areas include attachment, child development, brain development, trauma and working with vulnerable families. See bethmacgregor.com for more information.
Positive Living Skills research partner, Charles Sturt University NSW have now conducted 2 qualitative research studies of both the Positive Living Skills Primary School Wellbeing Program and the Positive Living Skills Early Childhood Wellbeing Program. These reports are now available below.
Charles Sturt University have also contributed to the Positive Living Skills Primary School Wellbeing program with the mapping of the first 6 units of the program to the National F-10 Curriculum V8.3.
‘"As a writer of the Australian Curriculum Personal and Social Capabilities, I see great possibilities for teachers and their K-6 students as they participate in the Positive Living Skills learning experiences to develop their social and emotional competence’. Dr. Deb Clarke, Senior Lecturer Health & Physical Education Curriculum"
In 2017 Positive Living Skills conducted our own customer survey research project involving feedback data on Version 1 of the Positive Living Skills Early Childhood Wellbeing Program, surveying 10 Early Learning Centre Directors and 43 Educators and results suggest that the program produced a significant positive impact on children and educators within as little as 3-6 months. To see the full data results click below.
Ongoing Research trials of the PLS Early Childhood Wellbeing program and the PLS Primary School Wellbeing program have been and continue to be an essential part of the Positive Living Skills Wellbeing Initiative.
Our belief is that prevention MUST begin with children from as young as 3 years of age through teaching habitual skills for wellbeing BEFORE there are signs of mental challenges. We believe the keys to building skills for maintaining long term emotional wellbeing that must be applied to social and emotional learning are Priming and Distributed Practice to build Procedural memory.
Using these 3 principles together allows children to learn positive living skills habitually by repeating and practicing the skills in short sessions over a long term period of time with the resource pool of stand-alone learning experiences all building on and supporting each other for positive living.
It is our aim to see a longitudinal study completed so that these core theories can be linked with positive long term social and emotional outcomes for children.
We are always looking for research partners so if you have an interest in your School potentially participating in a research trial please contact us.