Accreditation: A structured, peer-reviewed process that evaluates whether an educational program meets recognized standards for quality, ethics, and effectiveness. In positive psychology, accreditation ensures that a program is delivering trustworthy, scientifically grounded, and ethically responsible training.

Accreditation Levels: The five progressive tiers used by IPPA to categorize programs based on depth, complexity, and intended learning outcomes: Foundational, Practitioner, Senior Practitioner, Master Practitioner, and Expert Practitioner.

Accreditation Seal: A visual mark that accredited programs may use on websites, marketing materials, or diplomas to signify their IPPA-endorsed status. 

Advanced Mastery (Level 3): Prepares professionals to lead systemic integration of Positive Psychology through strategic projects, fieldwork, or consultancy. Requires 180–240 total hours and focuses on leadership, evidence-to-impact translation, and systems thinking. Entry typically requires a bachelor’s degree or Level 2. 

Advanced Expertise (Level 4): The highest level of training, requiring 240–400+ total hours. Intended for experienced professionals advancing the field through research, mentorship, and global influence. Learners lead innovation, design policy, and contribute scholarly or institutional change. Entry requires a master’s degree or Level 3.

Annual Check-In: A brief yearly update required of all accredited programs to maintain active status and report any major changes.

Applied Practice: The hands-on use of theory and knowledge in real-life settings. In positive psychology, this could involve delivering interventions, conducting assessments, or working with clients or communities to promote well-being in practical ways.

Assessment Tools: Instruments like surveys or questionnaires used to measure psychological traits, such as well-being, life satisfaction, or character strengths. Reliable tools help practitioners evaluate needs, track progress, and adjust interventions accordingly. 

Asynchronous: Instruction delivered outside of real-time, typically through pre-recorded videos, online modules, or digital exercises. Only content with instructional value (e.g., lectures, demonstrations) is counted toward learning hours—readings and discussion boards are excluded.

Blended/Hybrid Learning: A combination of synchronous (live) and asynchronous (on-demand) learning activities. For example, watching a pre-recorded lecture followed by a live discussion.

Capstone Project: A final, often independent assignment that integrates and applies what students have learned in a real-world context. Examples include a research study, intervention design, or field-based project that demonstrates professional competence.

Capstone: A culminating activity or project required at higher levels (from Level 3 upward), demonstrating integration of theory and practice in real-world contexts.

Critical Thinking: The skill of questioning assumptions, analyzing evidence, and considering different perspectives before forming a conclusion. In positive psychology, critical thinking helps ensure that practices are not only effective but also ethically and culturally appropriate.

Cultural Responsiveness: An awareness of and respect for cultural differences in values, behaviors, and communication styles. It involves adapting teaching or practice to fit the cultural context of individuals or communities and ensuring inclusivity and equity in learning.

Deferred Accreditation: The outcome issued when a program does not meet core requirements and is advised to reapply after further development.

Ethical Practice: The consistent application of professional values such as honesty, respect, responsibility, and fairness. In positive psychology, it includes respecting client autonomy, avoiding harm, maintaining confidentiality, and using interventions responsibly.

Ethical Reasoning: The ability to thoughtfully evaluate moral issues and make sound, responsible decisions—especially in complex or ambiguous situations. This involves balancing values such as fairness, responsibility, and respect for others.

Evidence-Based: A term used to describe practices and interventions that are supported by rigorous scientific research. In education and psychology, it ensures that decisions and methods are informed by credible, up-to-date findings rather than personal opinion or anecdote.

Expert Practitioner (Level 5): The highest level of training. This stage prepares advanced professionals to lead, mentor, innovate, and contribute to the field through research, publishing, or systemic change. Learners create new models, guide others, and take on roles of influence. Entry usually requires a master’s degree or prior completion of Level 3.

Face-to-Face: Instruction delivered in-person in a shared physical space (e.g., classroom, seminar room). Distinguished from synchronous online learning; emphasizes direct human interaction and real-world group dynamics.  

Foundational Level (FL): The introductory tier of Positive Psychology education, requiring 24–100 total hours. Designed for personal enrichment or early-stage professional exploration, it introduces key theories, values, and basic interventions. Programs emphasize self-awareness, reflection, and psychological safety. No prerequisites required.

Grandfathering Policy: A time-limited provision allowing programs that existed prior to the formal launch of IPPA accreditation to apply for recognition under modified documentation guidelines. 

Hybrid Learning Activities: A teaching model combining multiple delivery modes—such as online asynchronous learning, real-time virtual discussions, and in-person components. Hybrid programs must document which elements occur in each format and how they interact to meet learning outcomes.

Informed Consent:  The process of clearly explaining to participants the purpose, risks, benefits, and boundaries of an activity or intervention—and getting their voluntary agreement before proceeding. It’s a core ethical requirement in research and practice.

Instructional Time: Any structured, faculty- or program-led time spent delivering educational content. Includes both synchronous and qualifying asynchronous hours. Excludes self-study, peer-led groups, or preparatory work unless guided and assessed by instructors.

Learning Hours (Total): The full number of instructional hours a program includes—spanning synchronous, asynchronous, self-study, and applied learning components.

Master Practitioner (Level 4): The fourth level of training, focused on real-world application, research integration, and collaboration across disciplines. Learners complete independent fieldwork, capstone projects, and advanced evaluations. Programs emphasize ethical planning, evidence-based practice, and cross-disciplinary competence. Entry typically requires a first degree or completion of Level 2 or higher.

Multi-Level Accreditation: When a single institution applies for or receives accreditation at more than one level. Each level must independently meet IPPA standards.

Orientation Phase: The optional $100, 30-day pre-application period in which a program can access sample materials, review expectations, and determine its appropriate accreditation level.

Peer Review Panel: A trained group of educators and practitioners who assess submitted program materials for accreditation against IPPA’s 12 standards.

Program Modality: The format in which a program is delivered: in-person, online, or hybrid. Accreditation requires transparency in modality and demonstration of quality across all formats.

Provisional Accreditation: Temporary accreditation granted when a program substantially meets standards but must address specific, identified gaps before full approval.

Positive Psychology: A branch of psychology focused on studying what makes life worth living. It explores positive emotions, strengths, meaning and purpose to enhance individual and collective well-being, moving beyond a focus on mental illness.

Positive Psychology Interventions (PPIs): Structured activities or practices, such as gratitude journaling or strength-spotting, that are designed to enhance well-being, resilience, and other positive outcomes. Effective PPIs are research-based and can be tailored to different populations and settings.

Practitioner (Level 1) Focused on the practical application of Positive Psychology tools in structured environments such as classrooms, coaching, or support roles. Programs require 100–120 total hours and emphasize guided supervision, feedback, and ethical use of evidence-based interventions. No prior training required.

Program Evaluation: A systematic method for reviewing the success and effectiveness of a program. It involves collecting data on learning outcomes, instructional quality, and ethical practices to guide improvements and ensure accountability.

Psychological Safety: An environment where individuals feel safe to speak up, make mistakes, and share their perspectives without fear of embarrassment or retaliation. It’s essential for learning, collaboration, and mental well-being in educational or workplace settings.

Quality Assurance: A continuous process used by institutions to monitor, evaluate, and improve the quality of their programs. It ensures that teaching, content, and student support consistently meet high standards of effectiveness and relevance.

Scientific Literacy: The ability to understand and evaluate scientific research, distinguish strong evidence from weak claims, and apply findings responsibly in practice. Scientific literacy helps practitioners stay current and deliver interventions based on solid evidence.

Self-Study: Independent work undertaken by students outside direct instruction. May include journaling, personal reading, or preparing assignments. Not counted as contact hours but relevant to total learning engagement. 

Senior Practitioner (Level 2): Builds capacity to evaluate, adapt, and implement interventions across diverse settings. With 120–180 total hours, learners engage with contextual complexity, ethical reasoning, and curriculum development. Entry requires completion of Level 1 or equivalent experience.

Strengths-Based Approach:An orientation that focuses on identifying and leveraging individual or group strengths—such as creativity, perseverance, or kindness—rather than fixating on problems or deficits. This approach is empowering and helps build confidence and resilience.

Synchronous Hours: Real-time instructional sessions where students and instructors engage simultaneously—whether in-person or online. These sessions allow for direct interaction, immediate feedback, and collaborative learning.

Wellbeing: A multi-dimensional concept that includes emotional, physical, social, and psychological health. It reflects how people feel about their lives, their sense of purpose, their ability to manage stress, and their capacity to thrive.