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.

Dr. Terry Orlick PhD, 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 the Positive Living Skills Early Childhood and primary School Wellbeing programs.


In 2017 the founders of Positive Living Skills Initiative in Australia, Catherine Shaw and Jo Devin, commissioned researchers from Charles Sturt University to undertake a series of independent studies into the efficacy of the PLS programs.
In 2018 the first study evaluated a group of Stage 2 teachers and children at a NSW Government Primary School in Sydney, and in just two terms the teachers were noticing changes in how children talked about their feelings, and children were not only comfortable at practising the PLS strategies at school, they were also incorporating certain aspects into other areas of their lives.
In 2019, the second study explored how a privately-owned Early Childhood Long Day Care Centre in a north west Sydney suburb was experiencing the PLS Early Childhood Wellbeing Program. After only 4 months educators were already noticing positive changes in some children's behaviours .
In May 2020 the third Qualitative study on The Positive Living Skills programs was released reporting on Stage 2 and 3 teachers and students over a full year at a regional Public School in Wellington NSW, and results suggest that 'the Positive Living Skills Primary School Wellbeing Program has had a positive impact on the social and emotional development of students'.
"It sometimes helps us think that if you're bullying someone - stop" (student comment)
Click the relevant button below to access a copy of each of the Research Results.

“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, Psychologist

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 for more information.

Dr. Orlick's research

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.

PLS Programs Research and Evidence

Positive Living Skills research partner, Charles Sturt University NSW have now conducted three (3) qualitative research studies of the Positive Living Skills programs; two relating to the Primary School Wellbeing Program and one supporting the Positive Living Skills Early Childhood Wellbeing Program. These reports are now available below. The most recent report was conducted at a large regional School in NSW who participates in the Positive Behav for Learning framework and the Be You Initiative. 








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 addition to this growing evidence base, the Positive Living Skills programs are listed on the Be You (formerly KidsMatter) website as available and effective programs.

The full suite of Positive Living Skills Wellbeing Programs has also 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 for more information. 

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.

Future Research

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 Long Term habits.


Applying this approach allows children to learn positive living skills by repeating and practicing the skills in short sessions over a long term period of time to buiold a long term set of habits, 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 the Positive Living Skills programs 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 or University potentially participating in a research trial please contact us.

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