IMPACT Scientific Underpinnings

IMPACT is a scientifically grounded program that is founded upon a growth-focused model of intentional practice drawn from the following:

  • Positive psychology science.
  • Trauma-informed science.
  • Implementation science.

The course content has been mapped against the Australian Childhood Foundation’s Strategies for Managing Abuse Related Trauma (SMART) Training Package – see trauma-informed practice competencies and positioning statement.

Specific domains of science includes the following:


  1. Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Simon & Schuster.
  2. Hughes, D. (2004). An attachment-based treatment of maltreated children and young people. Attachment & Human Development, 6, 263-278.
  3. Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: : University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication # 231).
  4. Dweck, C. (2006). Mindset: The new psychology of success: Random House.
  5. Prochaska, J. O., Di Clemente, C. C., & Norcross, J. C. (1992). In search of how people change: Applications to addictive behaviors. American Psychologist, 47(9), 1102-1114.
  6. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  7. Kabat-Zinn, J. (2005). Full castrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Random House.
  8. Bronfenbrenner, U. (1992). Ecological systems theory: Jessica Kingsley Publishers.
  9. Perry, B. D. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children: The neurosequential model of therapeutics. In N. B. Webb (Ed.), Working with traumatized youth in child welfare. New York: The Guildford Press.
  10. Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.