Bibliografías temáticas / Wellbeing

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Literatura académica sobre el tema "Wellbeing"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de abril de 2025

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Artículos de revistas sobre el tema "Wellbeing"

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Lindert, Lara, Sabrina Zeike, Kyung-Eun (Anna) Choi y Holger Pfaff. "Transformational Leadership and Employees’ Psychological Wellbeing: A Longitudinal Study". International Journal of Environmental Research and Public Health 20, n.º 1 (30 de diciembre de 2022): 676. http://dx.doi.org/10.3390/ijerph20010676.

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Managers play a key role in realizing a humane organization of work. Transformational leadership aims to identify and examine leadership behaviors that strengthen employees’ awareness of the importance and values of task outcomes by articulating a vision for the future, providing a realistic action plan, and giving individualized support. Previous studies have revealed associations between transformational leadership and the psychological wellbeing of employees in different settings, while others did not find such associations. As research based on longitudinal data remains rare, this study builds on longitudinal data from two employee surveys conducted in 2015 and 2018 in a medium-sized German company. In this study, transformational leadershipt0 and gender had a significant impact on transformational leadershipt1, while psychological wellbeing∆, social capital∆, and age did not. Psychological wellbeingt0 and social capital∆ had a significant impact on psychological wellbeingt1, but transformational leadership∆, age, and gender did not. Therefore, it is worthwhile for companies to invest in social capital and focus on gender aspects at work. As underlying mechanisms regarding employees’ psychological wellbeing may differ between companies, it is worthwhile for each organization to conduct mental risk assessments to identify “red flags” and implement suitable measures.
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Tedjasuksmana, Christianto. "HUBUNGAN ANTARA KONSEP DIRI DENGAN WELLBEING PADA REMAJA AKHIR DI SURABAYA". Experientia: Jurnal Psikologi Indonesia 10, n.º 2 (diciembre de 2022): 121–32. http://dx.doi.org/10.33508/exp.v10i2.2946.

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Ketika memasuki usia remaja, individu memerlukan kondisi wellbeing yang baik agar dapat mengembangkan potensi yang dimilikinya, serta berkarya secara produktif dan efektif. Wellbeing memiliki 2 pendekatan, yaitu pendekatan hedonic atau subjective wellbeing dan pendekatan eudaemonic atau psychological wellbeing. Dalam mencapai hal tersebut, maka dibutuhkannya konsep diri untuk membantu individu memahami dirinya melalui kondisi fisik, sosial, serta aspek-aspek personal seperti kepribadian, sikap, dan perilaku. Dengan mencapai identitas yang utuh, individu dapat memiliki fungsi psikologis dan sosial yang baik, serta mengurangi masalah pada perilakunya. Dengan kata lain, pencapaian identitas melalui konsep diri yang positif mengarah pada kondisi wellbeing yang baik. Penelitian ini melibatkan 72 orang remaja yang berusia 18-21 tahun di Surabaya. Pengambilan sampel dilakukan dengan menggunakan teknik accidental sampling. Peneliti menggunakan skala Pemberton Happiness Index untuk mengukur wellbeing dan skala Personal Self-concept Questionnaire untuk mengukur konsep diri. Data penelitian dianalisis dengan menggunakan teknik korelasi non-parametrik Kendall’s tau-b. Hasil penelitian menunjukkan korelasi positif yang signifikan antara variabel konsep diri dengan wellbeing, r = 0,456 dan p = 0,000 (p < 0,05). Hal ini menunjukkan bahwa semakin baik konsep diri remaja, maka semakin baik pula wellbeing­ remaja. Demikian pula sebaliknya, konsep diri yang kurang diikuti oleh menurunnya wellbeing.
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O'Sullivan, June. "Wellbeing". Nursery World 2023, n.º 1 (2 de enero de 2023): 31. http://dx.doi.org/10.12968/nuwa.2023.1.31.

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O'Sullivan, June. "Wellbeing". Nursery World 2023, n.º 5 (2 de mayo de 2023): 33. http://dx.doi.org/10.12968/nuwa.2023.5.33.

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Rajput, Swati. "Mapping and Assessing Socio-Economic Wellbeing and Food Wellbeing in India". International Journal of Science and Research (IJSR) 10, n.º 1 (27 de enero de 2021): 790–803. https://doi.org/10.21275/sr21114145404.

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Barletti, Juan Pablo Sarmiento. "The Angry Earth". Anthropology in Action 23, n.º 3 (1 de diciembre de 2016): 43–53. http://dx.doi.org/10.3167/aia.2016.230305.

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AbstractIn this article, I argue for a broadening of the conceptualisation of wellbeing in the scholarly and policy literature on the topic. I do so as, despite the calls for the inclusion of place in analyses of wellbeing, the literature on the topic still carries a dominant conception of wellbeing as a measurable index based on Euro-American practices and discourses, with their associated views of humanity and nature. I will advance the discussion on wellbeing’s intimate connection to place and place-based consciousness through an ethnographic engagement with kametsa asaiki (‘living well together’), an ethos of wellbeing pursued by indigenous Ashaninka people in the Peruvian Amazon. This is a revealing context as Peru exemplifies how extractive development initiatives tend to misrecognise or underestimate their socio-natural consequences on local pursuits of wellbeing. I argue that an understanding of the role of place and place-based consciousness in wellbeing is key to enhancing the concept’s utility in policy and practice, especially due to its centrality in the United Nations Sustainable Development Goals. In doing so, I call for further ethnographic explorations of the link between wellbeing models and understandings of humanity and nature.
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Soutter, Anne Kathryn. "What can we learn about wellbeing in school?" Journal of Student Wellbeing 5, n.º 1 (9 de agosto de 2011): 1. http://dx.doi.org/10.21913/jsw.v5i1.729.

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In recent years, the term wellbeing has become more common as an explicit educational aim. Despite its frequent use, it is often broadly applied, and rarely explicitly defined. Typically, wellbeing is described in education policy in ways that align conceptual pairings common in political discourse, including wealth, health, and happiness. Given the attention wellbeing is receiving by politicians around the world, this is an important time to consider if common uses of the term are relevant to and resonate with those in the school context, particularly amongst those on the cusp of entry into their adult lives. Here, I present data collected over a three day teaching and learning event in which students were invited to share their understandings of wellbeing as they worked to accomplish tasks related to their school examinations. Soutter, Gilmore, & O’Steen’s (2010) framework for wellbeing served as the conceptual lens through which data were analysed. The central finding to emerge was that wellbeing is conceptualised by students as a multi-dimensional, complex construct that holds both instrumental and intrinsic value for them as individuals, but that educational experiences did not play a prominent role in their visual or verbal communication about wellbeing. Through the discussion, this paper attempts to “create space” to consider wellbeing’s role in the senior secondary context.
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Cormier, Andrée-Anne y Mauro Rossi. "Is children’s wellbeing different from adults’ wellbeing?" Canadian Journal of Philosophy 49, n.º 8 (2019): 1146–68. http://dx.doi.org/10.1080/00455091.2019.1619354.

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AbstractCall generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a positive case for it.
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Bourne, Paul y Cynthia Francis. "Wellbeing and correlates of wellbeing: Using Maslow's 5 Needs Hierarchy to evaluate wellbeing". Journal of Behavioral Health 2, n.º 3 (2013): 269. http://dx.doi.org/10.5455/jbh.20130202125320.

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Jackson, Steven J., Michael P. Sam y Marcelle C. Dawson. "The Contested Terrain of Sport and Well-Being: Health and Wellness or Wellbeing Washing?" Social Sciences 13, n.º 7 (11 de julio de 2024): 366. http://dx.doi.org/10.3390/socsci13070366.

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Wellbeing has firmly established itself within contemporary practice, politics and policy. Indeed, the cultural, commercial, and terrestrial landscape of the concept is staggering and manifests within popular discourse and across global organisations and institutions, national governments, workplaces, and consumer lifestyle products and services. Notably, the field of sport, exercise, and physical activity has been identified by the World Health Organisation (WHO), the United Nations, and the OECD as a key sector with the potential to contribute to people’s wellbeing. This should not be surprising given that there is a large body of literature espousing the benefits of regular physical activity (in myriad forms) as part of a healthy lifestyle. However, there are increasing concerns that wellbeing’s global ubiquity may be leading to a range of unintended consequences and/or unscrupulous practices within both international organisations and nation-states. This largely conceptual essay focuses on the concept and process of wellbeing washing by (1) tracing the historical roots and evolution of wellbeing; (2) exploring its reconceptualization within the framework of neoliberalism; (3) offering a preliminary outline of the concept of wellbeing washing; and (4) briefly describing how wellbeing washing is manifesting within the context of sport in Aotearoa/New Zealand. Overall, this analysis explores wellbeing as a contested terrain of interests marked by a range of complexities and contradictions.
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Tesis sobre el tema "Wellbeing"

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Russell, Catherine Georgina. "Soy and wellbeing /". Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hsr961.pdf.

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Birkett, J. "Post-trafficking wellbeing". Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17756/.

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Previous research suggests that human trafficking (HT) can have multiple adverse effects, which can then interact with post-trafficking environmental factors to further impact wellbeing. A version of participatory action research (PAR) was employed to explore how a community arts project was experienced and ways it supported psychological wellbeing post-trafficking. A total of eleven participants took part including ten women who had experienced HT and one project organiser. Data collection involved six participants. Data was analysed using thematic analysis. Five themes were developed, exploring challenges and restorative influences to wellbeing including: disconnection and connection to others; disorientation and becoming orientated to the local community; feelings of worthlessness and developing self-worth; fear and the development of trust; and low mood and the helpfulness of engaging in activities. Findings suggested that the project helped individuals experience belonging, build trust and use the group as a "secure base", which supported post-trafficking wellbeing. The role of art as metaphor and a vehicle for agency is also discussed. Clinical and research implications and limitations are also considered.
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Clatworthy, J. "Gardening and wellbeing". Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11182/.

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Section A is a literature review, exploring the psychological theories behind gardening-based mental health interventions and providing an overview of the current evidence to support their use. It builds on the last comprehensive review conducted in 2003, finding that the evidence-base has developed considerably over the past decade but that there is still a need for higher quality research in this field. Section B considers the value of gardening in promoting wellbeing in a non-clinical sample. A qualitative study is presented in which six suburban allotment-holders completed in-depth interviews about their allotment gardening and its perceived impact on their wellbeing. Transcripts were subjected to Interpretative Phenomenological Analysis (IPA). Seven main themes emerged from the data: fundamental importance of food, protection and safety, feeling connected, esteem, pleasure of being in nature, development and values. Parallels were drawn between these themes and Maslow’s hierarchy of needs. While each participant talked to some extent about all of the themes, a different theme was dominant for each individual, suggesting that allotments are flexible environments that may enable people to meet their individual needs, in order to enhance wellbeing. Implications for clinical and community psychology are discussed.
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Crabbe, Rachel Victoria. "Relationships and wellbeing". Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10484.

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The thesis portfolio is divided into three parts: Part one is a systematic literature review, in which quantitative literature considering the role of relational connectedness in the recovery process for people with mental health difficulties is reviewed. A systematic search of five databases identified twelve studies in the area. A narrative synthesis of the findings is provided. Methodological quality of the area, as well as implications and directions for future research are discussed. Part two is an empirical paper which explores relational connections among care leavers. This study has an idiographic focus using semi structured interviews and employing Interpretative Phenomenological Analysis. Nine care leavers took part in the study. Five super-ordinate and eighteen subordinate themes emerged from the data. These themes are discussed in the context of relational aspects of wellbeing, self-identity, emotional coping and barriers to help-seeking. Part three comprises the appendices supporting the systematic literature review and empirical papers. It also contains a reflective statement.
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Vince, Adrienne. "Wellbeing in dementia". Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14401.

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The portfolio thesis is divided into three parts: Part one is a systematic literature review exploring the relationship between self and staff-proxy assessments of quality of life in dementia. The review aimed to provide an exploration into the relationship between ratings made between self and staff-proxy rating as well as the factors that may explain or predict any differences between ratings. A systematic search of four databases identified 12 relevant studies. The findings of the studies are analysed using narrative synthesis and forest plots. Results are discussed in relation to clinical practices and research. Part two is an empirical paper that explores the subjective understandings and lived experiences of Old Age Psychiatrists in relation to positive wellbeing in dementia. Qualitative data was collected using semi-structured interviews and analysed using Interpretive Phenomenological Analysis (IPA). Eleven psychiatrists from three NHS Trusts participated in the research. Three super-ordinate themes and nine sub-ordinate themes emerged from the data. These themes are discussed in relation to the wider literature base. Part three comprises the appendices supporting the systematic literature review and empirical paper. It also includes a reflective statement of the primary researcher’s experiences of the research process.
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Garforth, Lisa. "Supporting wellbeing in school". Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3095.

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Resilience research suggests that supportive school environments can positively impact on the ecological systems within which children and young people develop, with a particular focus on their wellbeing. Taking this idea to a broader, systemic perspective, literature also suggests for children and young people to enhance feelings of wellbeing, it is extremely important that staff working within our schools are supported in meeting their own basic needs. Self Determination Theory (SDT) emphasises the importance of satisfying three basic psychological needs for life long psychological growth and wellbeing: Autonomy, Relatedness and Competence. The ideas presented within these three papers are relevant in today’s society where the level of wellbeing experienced by individuals can impact on staff attrition rates within our schools, as well as academic success and positive life opportunities for children and young people. Chapter 1 – The Systematic Review focuses on the impact of non-parental mentors used within schools in building resilience and enhancing feelings of wellbeing for children and young people. A quantitative approach was taken to synthesise the findings from six papers. The papers suggest those who demonstrated greater gains in terms of their resilience related outcomes had positively connected relationships with their mentors. However, outcome measures used within these papers varied greatly. Chapter 2 – The Bridging Document describes the journey from the systematic review to the empirical research. My ontological and epistemological positions are considered in relation to how they shaped my methodology and chosen methods. The importance of ethical practice, including being a reflexive practitioner is also described within this chapter. Chapter 3 – The Empirical Research follows on from the systematic review which highlighted a gap in applying one theoretical perspective to an understanding of wellbeing within schools. It indicated the wellbeing of children and young people can be influenced by the wellbeing of those who care for them. Five participants from two schools, took part in reflective discussions with a partner, over a six week period, before in depth reflective interviews were conducted. A theory driven analysis was applied to identify how the psychological needs suggested within SDT might be met through reflective discussion with a relatively close and connected partner; their associated feelings of wellbeing were also explored. Findings suggest that reflective discussions with a focus on the exploration of psychological needs, detailed within SDT, can support positive feelings of wellbeing among school staff. Implications for how this might be used in school, in addition to the role for Educational Psychology are explored. As this was conducted on a small scale, it highlighted the importance of conducting similar research with a wider range of staff in schools to allow generalisations to be made.
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Birks, David. "Wellbeing, reasons, and paternalism". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/wellbeing-reasons-and-paternalism(921c622e-cf37-4d34-8dd1-3a08a390f463).html.

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This thesis addresses the question, when should we administer compulsory medical treatment? According to most contemporary liberal philosophers, if a person is making an autonomous choice not to have medical treatment, it would always be wrong to administer compulsory medical treatment. This thesis denies this view. It argues that there are a number of cases in which we should administer compulsory medical treatment, even if the person chooses, under ideal conditions, not to have medical treatment. The thesis tackles this issue by analyzing the nature of wellbeing, the value of autonomy, and the wrongness of paternalism. The thesis employs reasons as the basic normative unit, and argues that we should administer compulsory medical treatment if, and only if, (1) there is reason to administer compulsory medical treatment; and (2) there are no reasons not to administer compulsory medical treatment that defeat the reason to administer compulsory medical treatment. This provides the structure for the thesis, which is divided into two parts. The first part establishes that there is a reason to promote the value of wellbeing, and that from this it follows that, in many cases, there is a significant reason to administer compulsory medical treatment. The second part of the thesis examines and refutes a number of arguments that claim to provide reasons not to administer compulsory treatment, such as the argument that compulsory medical treatment is paternalistic. It concludes by briefly examining the practical implications of the arguments of the thesis.
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Duff, Alexa. "Wellbeing in working mothers". Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16454/.

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Background: Becoming a mother is a period of transition for women and during this period many of them return to work. Aims: The aim of the study was to explore psychological distress when returning to work after maternity leave. Variables such as work-family conflict, work-family balance, social support and income and their relationship to psychological distress during this period were explored. Method: 195 women completed an online questionnaire, with demographic questions as well as measures assessing psychological distress, work-family-conflict, work-family-balance and social support. Correlations, t-tests, mediation and moderation analyses were used to explore the results. Results: Psychological distress was not found to be elevated in mothers returning to work after maternity leave. However, they did have high levels of work-family-conflict and work-family-balance. Social support acted as a mediator of the relationship between work-family-conflict and work-family-balance and psychological distress.
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McWhirter, Joanne. "The self and wellbeing". Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695680.

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Includes a systematic review of the assessment of mental health in looked after children; identifying the psychometric tools used to assess this and the appropriateness of their use in this population based on their psychometric properties and clinical utilities. Seventeen tools were identified with the Child Behaviour Checklist (CBCl) the most widely used psychometric tool followed by the Strengths and Difficulties Questionnaire (SDQ). Despite this, of the tools identified, only the Assessment Checklist for Children (ACC) was developed for a looked after child population with comparable norms. Recent research on the use of the Behaviour Assessment Checklist for Children- 2 (BASC-2) on its use in this population is promising, highlighting, along with the SDQ, the need for adjustment in the interpretation of scores for this population. The limitations of the use of psychometric tools in the assessment and/or screening of mental health in this population are discussed as are the limitations of this systematic review and need for further research. The research paper included considers the relationship between self-concept clarity, perceived social support and models of self and others in the context of attachment and the ability of these variables to predict psychological well-being in adulthood. Results showed positive relationships between variables, however, only self-concept clarity and perceived social support were predictive of psychological wellbeing F (4,130) =53.98, p<.001. The impact of disruption in living environment in childhood on self-concept clarity was also considered but it did not show significant differences, however, limitations are discussed. Opportunities for further research and clinical implications are also discussed.
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Summers, Elisabeth. "Psychological practitioner workplace wellbeing". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114995/.

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There is extensive research detailing the strong link between healthcare professional wellbeing and the delivery of dignified, safe patient care. While a career as a psychological practitioner is often perceived as fulfilling, it is thought to also generate professional and personal strains which may impact on wellbeing. Paper 1 presents a systematic review examining the prevalence of burnout among practitioner psychologists and the relationship between burnout and specific personal demographic and work-related variables: age, years in service, working hours, gender and work setting. This yielded eight studies meeting the inclusion criteria. Study quality was assessed and data was extracted. Due to inconsistencies with defining and assessing burnout, the overall prevalence of burnout in this population could not be validly determined. However, findings suggest that younger, less experienced individuals and those working longer hours appear to be at increased risk of burnout and/or associated dimensions. Paper 2 presents the development and validation of a new measure to assess psychological practitioner workplace wellbeing. The measure was developed in five stages, followed by an examination of the psychometric properties of the measure utilising a sample of 400 psychological practitioners. The measure was shown to have high internal consistency, high test-retest reliability and high construct validity. Exploratory factor analysis produced a set of six factors explaining 62.1% of the variance in the measure. Results indicate the measure has favourable psychometric properties for the effective assessment of the workplace wellbeing of psychological practitioners. Paper 3 presents a critical appraisal of the research process. This paper includes a reflection on the methodologies used and conclusions drawn, implications of the findings and suggestions for future research. Aspects of personal and professional competency development are also considered.
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Libros sobre el tema "Wellbeing"

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Kim, Eugene y Brenessa Lindeman, eds. Wellbeing. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29470-0.

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Staten, Adam y Euan Lawson. GP Wellbeing. Boca Raton : CRC Press, [2018]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315159218.

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Costello, James. Workplace Wellbeing. Names: Costello, James F. (James Francis), author.Title: Workplace wellbeing : a relational approach/James Costello.Description: Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429468186.

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Bowkett, Steve. Jumpstart! Wellbeing. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315645452.

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Pouw, Nicky. Wellbeing Economics. NL Amsterdam: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463723855.

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Amidst rising global inequality, migration, climate change, health pandemics, and deepening poverty, it is time to redirect our economy towards more sustainable and socially just processes and outcomes. In Wellbeing Economics Nicky Pouw puts forward a new framework that places human wellbeing at the centre, instead of economic growth. She postulates ten reasons why economics should change to remain a relevant discipline and develops a Wellbeing Economic Matrix (WEM) to implement this approach. In doing so, it is one of the first economics books that 'rethinks the economy' from head to tail. The book includes a foreword by Allister McGregor. Have a look here for the online series of Pakhuis de Zwijger on wellbeing economics, with our author Nicky Pouw.
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Dalziel, Paul, Caroline Saunders y Joe Saunders. Wellbeing Economics. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93194-4.

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Ferguson, Debra. Personal wellbeing. Camberwell, Vic: ACER Press, 2008.

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Smiley, Sophie. Mental wellbeing. Editado por Donnellan Craig. Cambridge: Independence, 2004.

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Zwiegelaar, Jeremy y Shelley Beck. Entrepreneurial Wellbeing. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003412403.

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Vittersø, Joar. Humanistic Wellbeing. Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-69292-5.

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Capítulos de libros sobre el tema "Wellbeing"

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Fitzpatrick, Tony. "Wellbeing". En Welfare Theory, 1–22. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34597-3_1.

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Le Messurier, Mark y Madhavi Nawana Parker. "Wellbeing". En What's the Buzz? For Early Learners, 182–98. 2a ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003214304-12.

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Long, Ian y Pip Wilson. "Wellbeing". En Blob PSHE, 10–43. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003520207-3.

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Grimmer, Tamsin. "Wellbeing". En Loving Pedagogy Explained, 95–96. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003510529-47.

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Hargreaves, Eleanore, Denise Buchanan y Laura Quick. "Wellbeing". En Palgrave Critical Perspectives on Schooling, Teachers and Teaching, 39–48. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69445-5_4.

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AbstractIn this chapter, we explore some of the many interpretations of the word ‘wellbeing’. We draw on Ryan and Deci’s phrase ‘positive experience and wellness’ (Advances in motivation science (6). Elsevier, 2019, p.215) to represent some relevant aspects of school wellbeing. Our own interpretation of wellbeing, in relation to school-children, also chimes with White’s (Exploring well-being in schools: A guide to making children’s lives more fulfilling. Routledge, 2011) definition as follows: ‘Autonomous, whole-hearted and successful engagement in worthwhile activities and relationships … engaging now in worthwhile pursuits’ (p.131). This is the definition that underpins our analysis of the CLIPS children’s narratives. We also consider how the United Nations Children’s Rights Charter (UNCRC) of 1989 can help us navigate wellbeing, by directing schooling practices towards children being protected and cared for; being developed in mental and physical strengths and interests; being given appropriate and equal opportunities for cultural, artistic, recreational and leisure activities; and being allowed freedom of thought, conscience, religion and expressing themselves. We compare these aims with some policy documents in England recently that seem to promote wellbeing while at the same time encouraging practices, such as grouping by attainment, that erode wellbeing for those in lower-status groups. We conclude this chapter by examining in greater detail how Self-Determination Theory [Ryan & Deci (Advances in motivation science (6). Elsevier, 2019)] construes wellbeing. Its definition of wellbeing includes healthy self-functioning, integrity and a general positive self-concept. They claim it is aligned to: ‘The spontaneous propensity of people to take interest in their inner and outer worlds in an attempt to engage, interact, master, and understand’ (Ibid., p.215).
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Joseph, Jonathan y J. Allister McGregor. "Wellbeing". En Wellbeing, Resilience and Sustainability, 11–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32307-3_2.

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Houldey, Gemma. "Wellbeing". En The Vulnerable Humanitarian, 74–91. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032427-5.

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Bache, Ian. "Wellbeing". En Evidence, Policy and Wellbeing, 29–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21376-3_3.

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Howe, David. "Wellbeing". En A Brief Introduction to Social Work Theory, 175–81. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36523-0_22.

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McCabe, Scott. "Wellbeing". En Encyclopedia of Tourism, 1018–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-01384-8_220.

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Actas de conferencias sobre el tema "Wellbeing"

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Oganisjana, Karine, Kaveesha Madhumali Pelithanthrige y Kavya Thathsarani Wijesinghe. "Practicing Mindfulness for Enhancing Emotional Wellbeing". En 28th World Multi-Conference on Systemics, Cybernetics and Informatics, 300–306. Winter Garden, Florida, United States: International Institute of Informatics and Cybernetics, 2024. http://dx.doi.org/10.54808/wmsci2024.01.300.

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Sas, Corina, Kristina Höök, Gavin Doherty, Pedro Sanches, Tim Leufkens y Joyce Westerink. "Mental Wellbeing". En DIS '20: Designing Interactive Systems Conference 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3393914.3395920.

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Marshall, Kevin, Anja Thieme, Jayne Wallace, John Vines, Gavin Wood y Madeline Balaam. "Making wellbeing". En DIS '14: Designing Interactive Systems Conference 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2598510.2600888.

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Thieme, Anja, Madeline Balaam, Jayne Wallace, David Coyle y Siân Lindley. "Designing wellbeing". En the Designing Interactive Systems Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2317956.2318075.

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Rost, Mattias, John Rooksby, Alexandra Weilenmann, Thomas Hillman, Pål Dobrin y Juan Ye. "Mobile Wellbeing". En NordiCHI '16: 9th Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2971485.2987676.

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Norris, James, Ros Taylor, Chris West y Sara Ryan. "P-32 The wellbeing hub – reimagining wellbeing services". En Hospice Care for all, for now, forever. Hospice UK National Conference, 26 – 28 November 2024, A22.1—A22. British Medical Journal Publishing Group, 2024. http://dx.doi.org/10.1136/spcare-2024-hunc.53.

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Capanna, Maria Vittoria, Joseph Home, Jeeves Wijesuriya y Rowan Gossedge. "57 Standardising wellbeing for junior doctors- the wellbeing checklist". En Leaders in Healthcare 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/leader-2021-fmlm.57.

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Huang, Lanxi. "Strengthening Student Wellbeing: Wellbeing Language of Chinese International tudents". En AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2114573.

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Rony, Rahat Jahangir y Nova Ahmed. "Understanding drivers wellbeing". En UbiComp '19: The 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341162.3344830.

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Zemtsov, Anatoliy A. y Tatiana Yu Osipova. "Financial Wellbeing as a Type of Human Wellbeing: Theoretical Review". En II International Scientific Symposium on Lifelong Wellbeing in the World. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.02.49.

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Informes sobre el tema "Wellbeing"

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Blanchflower, David y Alex Bryson. Wellbeing Rankings. Cambridge, MA: National Bureau of Economic Research, diciembre de 2022. http://dx.doi.org/10.3386/w30759.

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Gupta, Ambalika y James Goldie. Comparing wellbeing measurements. Monash University, junio de 2023. http://dx.doi.org/10.54377/af25-8091.

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Lee, Jamie y Crystal Green. Experimenting with Wellbeing Innovations. HundrED, noviembre de 2023. http://dx.doi.org/10.58261/exmy8335.

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Whether you are an education leader, teacher, or innovator you can find interesting insights on how to support education innovation implementation. In this report we explain how education innovation experimentation was done in collaboration with Helsinki Education Division schools and innovations identified by HundrED. Inside you’ll find the documentation of our journey with the Helsinki Education Division piloting one of our first Tailor-Made projects. In this particular project Slam Out Loud and iMoves innovations were adapted and tried out in the Helsinki primary education context. Experimentation was conducted by classroom teachers from Helsinki who collaborated and co-created together with innovators to try out their practices with their learners. We compiled the stories and learnings from this implementation project into this report in the hopes that by sharing these experiences with you, you can take something away that will help you with your journey in trying and scaling new education innovations.
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Petrie, Christopher. Spotlight on Digital Wellbeing. HundrED, diciembre de 2019. http://dx.doi.org/10.58261/dhtc5356.

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The HundrED Spotlight on Digital Wellbeing report provides insight into digital wellbeing education globally, introduces teacher and students perspective on the topic, includes observations from HundrED and Supercell, and describes the 10 Spotlight Innovations in detail. The Spotlight got support from our main partner Supercell, research partner The Diana Award and media partner ISTE.
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Oza, Sandra, Lauren Christie, Megan Sinclair, Manos Apostolidis, Keiko Ferradj Ota, Simon-Lewis Menzies, Eleanor Heggdal Lønes et al. Wellbeing: Postgraduate Researcher Narratives. University of Dundee, junio de 2023. http://dx.doi.org/10.20933/100001279.

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Oza, Sandra, Lauren Christie, Megan Sinclair, Manos Apostolidis, Keiko Ferradj Ota, Simon-Lewis Menzies, Eleanor Heggdal Lønes et al. Wellbeing: Postgraduate Researcher Narratives. University of Dundee, febrero de 2023. http://dx.doi.org/10.20933/100001278.

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programme, CLARISSA. Mental Health and Wellbeing. Institute of Development Studies, julio de 2024. http://dx.doi.org/10.19088/clarissa.2024.029.

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As part of CLARISSA’s qualitative, thematic research agenda, Geographic Information System (GIS) journey mapping and ethnographic observation was conducted to gain insights into the daily lives, experiences, journeys, and feelings of children involved in the Adult Entertainment Sector (AES). Twenty children documented their daily activities using a mobile app, with support and accompaniment from CLARISSA researchers. Subsequently, a collaborative analysis was conducted with participants and the CLARISSA research team, culminating in the formation of a number of GIS-based Action Research Groups (ARGs) to work on predominant issues or themes. The formation of Nepal ARG 5 was prompted by recurring issues around children’s mental health and overall wellbeing that emerged through the research. The children involved are exposed to various forms of exploitation, abuse, trauma, and violence, all of which have a profound and adverse impact on their mental health. As such, this group was formed to work on the theme/issue ‘mental health and wellbeing’.
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Warren, Frederika, M. Mariah Voutilainen y Crystal Green. Spotlight: Wellbeing in Schools. HundrED, diciembre de 2024. https://doi.org/10.58261/hdzc1151.

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HundrED’s Spotlight: Wellbeing in Schools report is informed by a body of global research about student wellbeing, but focuses on a comprehensive study International Baccalaureate commissioned from The Wellbeing Research Centre at Oxford University. That report, Wellbeing in Education in Childhood and Adolescence, served as the basis for HundrED’s investigation and call for education innovations that addressed the subjective wellbeing of students via holistic and evidence-based approaches. HundrED’s main partner in this project, International Baccalaureate (IB), is committed to putting into practice evidence-based education programmes that support the healthy holistic development of students. As such, the Spotlight on Wellbeing in Schools was conducted with the goal of identifying education innovations that address challenges to and foster the wellbeing of young people while they are at school. Equally important was the objective of drawing attention to the existing challenges to student wellbeing and barriers to implementing wellbeing practices in schools, as well as giving education innovators, experts, and young people the opportunity to share their insights about effective solutions.
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Cary, Emma y Laura Webb. Children's wellbeing in schools. Parliamentary Office of Science and Technology, febrero de 2025. https://doi.org/10.58248/pn739.

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Aghion, Philippe, Ufuk Akcigit, Angus Deaton y Alexandra Roulet. Creative Destruction and Subjective Wellbeing. Cambridge, MA: National Bureau of Economic Research, abril de 2015. http://dx.doi.org/10.3386/w21069.

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