1995) More explanation for these differences is provided in Noble and McGrath ( 2015). The construct self respect is included as a character strength in PROSPER instead of self esteem given the reported concerns with the self esteem construct (Baumeister et al. The additional elements in the Huppert and So model: self-esteem, vitality and emotional stability have been subsumed in the PROSPER elements emotional stability under Resilience and vitality under Positivity. The Huppert and So model of flourishing includes the following components that are also included in the PROSPER framework: positive emotions, optimism (Positivity), positive relationships (Relationships), competence (Outcomes), meaning (Purpose), engagement (Engagement) and resilience (Resilience). Resilience is considered an important indicator of wellbeing as illustrated in Huppert and So’s ( 2013) model of flourishing used to measure wellbeing of citizens in twenty-three European countries with 43,000 participants. The PROSPER framework has several similarities to Seligman’s ( 2011) earlier PERMA model of wellbeing (Positive emotions, Engagement, Relationships, Meaning and Accomplishment), but specifically includes two additional significant components: Strengths and Resilience. The PROSPER acronym stands for Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience.
Use of the term PROSPER reflects the intended purpose of this framework which is as an organiser for the multi-dimensional components that contribute to flourishing. It is a combination of feeling good and functioning effectively (Huppert and So 2013). Flourishing refers to the experience of life going well and equates with a high level of wellbeing and it epitomises mental health (Huppert and So 2013 Keyes 2002 Ryff and Singer 1998). The term ‘to prosper’ is defined as to thrive and succeed in a healthy way to flourish (Oxford dictionary Merriam- Webster Dictionary). This paper outlines the PROSPER framework as an organiser for positive psychological interventions that can help people, groups, organisations or communities to achieve this goal. The goal of positive psychology is to provide the conditions and processes that contribute to flourishing or optimal functioning of people, groups and institutions (Gable and Haidt 2005).
Interest in positive psychology, and its application in education, health, communities and organisations, has grown exponentially over the last 15 years. A rationale for the inclusion of the seven components is provided and the PROSPER framework is then further supported by reference to the evidence-informed school and classroom practices that contribute to student wellbeing and achievement and help to build schools as enabling institutions. Confirmatory data on the usefulness of the PROSPER framework, obtained through surveys conducted with researchers from the Institute of Positive Psychology and Education (ACU) and fifty-four educators from four different schools, is presented and discussed. The word ‘PROSPER’ communicates the purpose of the framework and is also an acronym that highlights the seven key elements that have been identified as contributing to wellbeing: Positivity, Relationships, Outcomes, Strengths, Purpose, Engagement, and Resilience. This paper outlines the PROSPER framework, an organising tool for the implementation of Positive Education, a relatively new direction which represents the application of Positive Psychology research to educational contexts. Positive psychology is the study of the conditions and processes that contribute to optimal flourishing in people, groups and organisations.
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