The epidemiology of flourishing is an important research topic prompting international interest in its psychometric assessment. But the need to measure human feelings and functioning at the population level has resulted in the creation of a multitude of different conceptual frameworks of flourishing: a term now commonly used to describe high levels of subjective wellbeing. Not only do different researchers theorise and conceptualise flourishing in different ways, but also the categorical diagnosis of flourishing is dependent upon the various combinations of components, and researcher-determined thresholds, used in each operationalization. The multiplicity of approaches is potentially limiting the usefulness of the resultant epidemiology. This paper comprises two parts: Part 1 identifies four operationalizations of flourishing in the psychology literature and reviews their psychometric properties and utility; Part 2 investigates the impact of operational definition on the prevalence of flourishing using the Sovereign Wellbeing Index survey, a sample of 10,009 adult New Zealanders, and reports substantial variation in prevalence rates according to the four different operationalizations: Huppert and So (24%), Keyes (39%), Diener et al. (41%) and Seligman et al. (47%). Huppert and So’s model was the only one of the four to require endorsement of one particular variable, making it the most stringent criterion for flourishing, while the other three were more flexible in their categorisation. Cross-tabulation analysis indicated strong agreement between our replications of Keyes and Seligman et al.’s models (81%), and between Diener et al. and Seligman et al.’s models (80%). Agreement between Seligman, and Huppert and So’s, operationalizations was moderate (74%). Taken together, and in line with recent OECD recommendations, our findings reinforce the need for greater international collaboration and conceptualisation consensus when measuring flourishing. In the absence of any published empirical research investigating perceptions of flourishing among laypersons, a prototype analysis investigating alignment between lay and academic conceptualisations of flourishing is recommended.

The human interest in ‘wellbeing’ dates back thousands of years, with complex indigenous understandings

Universities must prepare students for a complex world, but current mental health levels impair student outcomes. Increased concern over student wellbeing has fostered the demand for positive education interventions – a relatively new topic requiring more research. We tested a positive psychology wellbeing intervention imbedded in undergraduate psychology classes with three studies and 469 participants. Intervention outcomes across three years indicate improvements in wellbeing, positive affect, negative affect and clinical wellbeing categories. Comparisons with an active control indicated the intervention buffered against semester stress. Practice frequency had little effect on wellbeing, however wellbeing gains were higher for students with low baseline wellbeing and those who valued happiness more – suggesting positive education interventions have greater value for some students. This research has important implications for student wellbeing, indicating that imbedded wellbeing programs can improve student wellbeing with minimal resources and low stigma.

Wellbeing science is the scientific investigation of wellbeing, its’ antecedents and consequences. Alongside growth of wellbeing science is significant interest in wellbeing interventions at individual, organizational and population levels, including measurement of national accounts of wellbeing. In this concept paper, we propose the capability model of wellbeing literacy as a new model for wellbeing science and practice. Wellbeing literacy is defined as a capability to comprehend and compose wellbeing language, across contexts, with the intention of using such language to maintain or improve the wellbeing of oneself, others or the world. Wellbeing literacy is underpinned by a capability model (i.e., what someone is able to be and do), and is based on constructivist (i.e., language shapes reality) and contextualist (i.e., words have different meanings in different contexts) epistemologies. The proposed capability model of wellbeing literacy adds to wellbeing science by providing a tangible way to assess mechanisms learned from wellbeing interventions. Moreover, it provides a framework for practitioners to understand and plan wellbeing communications. Workplaces and families as examples are discussed as relevant contexts for application of wellbeing literacy, and future directions for wellbeing literacy research are outlined.