Добірка наукової літератури з теми "Indivisible Self Model of Wellness"

In the present study, we examined the predictive relationships between individual and organizational factors and multidimensional wellness, as described by the Indivisible Self wellness model. Participants were 297 practicing school counselors from across the United States. Using hierarchical regression analyses, we found predictive relationships between years of experience, race and ethnicity, gender, and amount of time engaged in monthly consultation with several dimensions of wellness.

Evidence-based models are critical for understanding caregiver well-being and treatment interventions from a holistic perspective. This study introduces the Indivisible Self: An Evidence-Based Model of Wellness (IS-WEL) as a means for examining the holistic wellness of pediatric stroke caregivers. In this exploratory study, 161 participants completed a demographic survey and the Five-Factor Wellness Inventory (FF-WEL). Results indicate significant wellness score differences between the current sample of pediatric stroke caregivers and the FF-WEL norming sample on the higher order Total Wellness factor, the second-order wellness factors of Creative Self and Social Self, and the third-order wellness factors of thinking, emotions, control, positive humor, and love. These results support the veracity of the IS-WEL as an additional empirically sound holistic approach for understanding and addressing the well-being of stroke caregivers. The authors discuss practical clinical and research implications for utilizing the IS-WEL with pediatric stroke caregivers.

The prevalence of dementia diagnoses has rapidly increased over the past several decades. Family caregivers of persons with dementia face numerous daily challenges that can negatively impact their well-being. The wellness of caregivers is affected by a range of emotional, social, existential, and self-care factors; hence a mental health counseling approach that addresses these elements is needed. The Indivisible Self (IS-WEL) model is an evidence-based framework for conceptualizing the wellness construct and includes multiple factors that are associated with caregiver well-being. Wellness counseling utilizing the IS-WEL model offers a structure for providing counseling services that support the whole caregiver by mobilizing strengths, improving coping, and enhancing overall well-being. A case vignette demonstrating the application of the IS-WEL model for treatment planning and wellness counseling with a caregiver is presented.

AbstractCollege student-athletes (SAs) may experience difficulties while transitioning from college, which could reduce their overall wellness. However, it is essential to understand positive transition experiences and outcomes, as this can guide future research and intervention efforts. The purpose of this study was to explore the factors that led to higher levels of wellness in former SAs. Semi-structured interviews guided by the Indivisible Self Model were completed with former SAs (n = 12). Overall, participants displayed high levels of wellness - most prominently in terms of work and exercise. Many SAs perceived their current wellness was equal, if not better compared to when they were SAs. These results illustrate examples of successful transitions of former SAs, which can guide future research and interventions.

Abstrak Penelitian ini bertujuan untuk mengetahui profil social self of wellness mahasiswa Strata 1 Fakultas Ilmu Pendidikan Universitas Negeri Jakarta. Metode yang digunakan adalah deskriptif dengan jenis penelitian survei. Populasi dalam penelitian ini adalah seluruh mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Jakarta angkatan 2014, 2013, 2012, dan 2011 yang berjumlah 3.291 mahasiswa, dengan jumlah sampel sebanyak 317 responden, menggunakan teknik proportionate stratified random sampling. Pengumpulan data dilakukan dengan menggunakan instrumen social self yang dikembangkan dari dimensi model the indivisible self dalam teori wellness yang dikemukakan oleh Myers dan Sweeney. Analisis data hasil penelitian menggunakan teknik statistik deskriptif. Hasil penelitian menunjukkan bahwa 53,9% (171 mahasiswa) berada pada kategori tinggi, 46,1% (146 mahasiswa) berada pada kategori sedang dan tidak ada mahasiswa pada kategori rendah. Kesmipulan dari penelitian ini adalah sebagian besar mahasiswa berada pada ketegori tinggi yang artinya mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Jakarta memiliki kemampuan social self yang baik. Kata Kunci : Wellness, Social Self, Mahasiswa

An intertemporal bargaining model of commitment does not entail the interaction of parts within the person as Rachlin claims, and is needed to explain properties of “ordinary” self-control that his molar generalization model does not predict.

Research was conducted to determine if a holistic wellness model could promote teacher effectiveness with 54 teacher interns at a Mississippi campus. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the Student Teacher Assessment Instrument (STAI). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. Recommendations were to replicate this study using similar methodology in other geographical locations. Being that guidelines of state universities are of unison, it can be assumed that dissimilarities exist among the individual programs. Therefore, replicating this study at another university could provide dissimilar results or possibly indentify a specific characteristic from an intern population that would benefit from a holistic wellness model. Key words: teacher efficacy, teacher wellness, holistic wellness, student teacher.

Abstrak Penelitian ini bertujuan untuk mengetahui profil creative-self pada mahasiswa S1 Fakultas Imu Pendidikan Universitas Negeri Jakarta.Metode yang digunakan adalah metode deskriptif dengan jenis penelitian survei. Populasi dalam penelitian ini adalah mahasiswa S1 Fakultas Ilmu Pendidikan angkatan 2011 s.d. 2014 sebanyak 3.291 mahasiswa. Teknik sampling yang digunakan adalah proportional stratified random sampling dengan jumlah sampel sebanyak 317 mahasiswa. Pengumpulan data dilakukan dengan menggunakan instrumen creative-self yang dibuat berdasarkan teori the indivisible self dari Myers dan Sweeney, yang berisi 48 butir penyataan dengan lima pilihan jawaban yaitu selalu, sering, kadang-kadang, jarang, dan tidak pernah. Koefisien reliabilitas instrumen 0,923yang di intepretasikan sangat tinggi artinya instrumen reliable untuk digunakan. Analisis data dilakukan dengan menggunakan kategorisasi yang dibagi menjadi lima yaitu, sangat rendah, rendah, sedang, tinggi, dan sangat tinggi. Hasil Peneliitian menunjukan bahwa pencapaian creative-self mahasiswa S1 FIP UNJ 17,61% pada kategori sangat tinggi, 64,47% pada kategori tinggi, 16,98% pada kategori sedang, dan 0,94% pada kategori rendah. Penemuan ini mengindikasikan bahwa mahasiswa S1 FIP UNJ memilik creative-self yang baikyang berarti mahasiswa memiliki kemampuan yang baik dalam berpikir secara aktif, terbuka, dan dapat berkreasi dalam pemecahan masalah, mampu menyadari perasaan dan berekspresi secara wajar, percaya pada kemampuan dirinya dan dapat menguasai dirinya, merasa nyaman dengan jurusan yang dipelajarinya, mampu mengatasi beban tugas yang ada serta mahasiswa mampu dengan baik mengunakan humor yang positif. Pencapaian creative-self yang tinggi berpengaruh positif terhadap keberhasilan akademik.Fakultas Ilmu Pendidikan diharapkan dapat memberikan sarana untuk mengembangkan creative-self mahasiswa dengan mengadakan kompetisi, diskusi terbuka, penelitian bersama antar jurusan, atau melalui kegiatan organisasi yang dapat diikuti oleh seluruh mahasiswa FIP. Kata Kunci: Creative-Self, Mahasiswa

This university wellness model symbolizes self responsibility and control of one's life while riding toward wellness. The number of concepts it contains makes it reasonably simple to implement. All of the major concepts of the model are well defined, resulting in a clear, descriptive picture of how program development should proceed. The model allows easy visualization of the interaction among concepts. In view of the broad scope of the model's concepts and its simplicity, the model could be applied to other workplace situations. Minor program component adjustments may be needed to meet the specific needs of the workplace. The model provides a general framework to guide the planning phase, whether that planner be an occupational health nurse, health officer, or exercise physiologist. This model may apply and be of significance to those who are interested in increasing worker productivity and decreasing employer costs. It may be of particular interest to the nursing profession to generate innovative ideas to help the working populace stay healthy, despite today's crisis of diminishing health care dollars.

Optimum Wellness involves the development, refinement and practice of lifestyle choices which resonate with personally meaningful frames of reference. Personal transformations are the means by which our frames of reference are refined across the lifespan. It is through critical reflection, supportive relationships and meaning making of our experiences that we construct and reconstruct our life paths. When individuals are able to be what they are destined to be or reach their higher purpose, then they are able to contribute to the world in positive and meaningful ways. Transformative education facilitates the changes in perspective that enable one to contemplate and travel a path in life that leads to self-actualisation. This thesis argues for an integrated theoretical framework for optimum Wellness Education. It establishes a learner centred approach to Wellness education in the form of an integrated instructional design framework derived from both Wellness and Transformative education constructs. Students’ approaches to learning and their study strategies in a Wellness education context serve to highlight convergences in the manner in which students can experience perspective transformation. As they learn to critically reflect, pursue relationships and adapt their frames of reference to sustain their pursuit of both learning and Wellness goals, strengthening the nexus between instrumental and transformative learning is a strategically important goal for educators. The aim of this exploratory research study was to examine those facets that serve to optimise the learning experiences of students in a Wellness course. This was accomplished through three research issues: 1) What are the relationships between Wellness, approaches to learning and academic success? 2) How are students approaching learning in an undergraduate Wellness subject? Why are students approaching their learning in the ways they do? 3) What sorts of transformations are students experiencing in their Wellness? How can transformative education be formulated in the context of an undergraduate Wellness subject? Subsequent to a thorough review of the literature pertaining to Wellness education, a mixed method embedded case study design was formulated to explore the research issues. This thesis examines the interrelationships between student, content and context in a one semester university undergraduate unit (a coherent set of learning activities which is assigned a unit code and a credit point value). The experiences of a cohort of 285 undergraduate students in a Wellness course formed the unit of study and seven individual students from a total of sixteen volunteers whose profiles could be constructed from complete data sets were selected for analysis as embedded cases. The introductory level course required participants to engage in a personal project involving a behaviour modification plan for a self-selected, single dimension of Wellness. Students were given access to the Standard Edition Testwell Survey to assess and report their Wellness as a part of their personal projects. To identify relationships among the constructs of Self-Regulated Learning (SRL), Wellness and Student Approaches to Learning (SAL) a blend of quantitative and qualitative methods to collect and analyse data was formulated. Surveys were the primary instruments for acquiring quantitative data. Sources included the Wellness data from Testwell surveys, SAL data from R-SPQ surveys, SRL data from MSLQ surveys and student self-evaluation data from an end of semester survey. Students’ final grades and GPA scores were used as indicators of academic performance. The sources of qualitative data included subject documentation, structured interview transcripts and open-ended responses to survey items. Subsequent to a pilot study in which survey reliability and validity were tested in context, amendments to processes for and instruments of data collection were made. Students who adopted meaning oriented (deep/achieving) approaches tended to assess their Wellness at a higher level, seek effective learning strategies and perform better in formal study. Posttest data in the main study revealed that there were significant positive statistical relationships between academic performance and total wellness scores (rs=.297, n=205, p<.01). Deep (rs=.343, n=137, p<.01) and achieving (rs=.286, n=123, p<.01) approaches to learning also significantly correlated with Wellness whilst surface approaches had negative correlations that were not significant. SRL strategies including metacognitive selfregulation, effort, help-seeking and critical thinking were increasingly correlated with Wellness. Qualitative findings suggest that while all students adopt similar patterns of day to day activities for example attending classes, taking notes, working on assignments the level of care with which these activities is undertaken varies considerably. The dominant motivational trigger for students in this cohort was the personal relevance and associated benefits of the material being learned and practiced. Students were inclined to set goals that had a positive impact on affect and used “sense of happiness” to evaluate their achievement status. Students who had a higher drive to succeed and/or understand tended to have or seek a wider range of strategies. Their goal orientations were generally learning rather than performance based and barriers presented a challenge which could be overcome as opposed to a blockage which prevented progress. Findings from an empirical analysis of the Testwell data suggest that a single third order Wellness construct exists. A revision of the instrument is necessary in order to juxtapose it with the chosen six dimensional Wellness model that forms the foundation construct in the course. Further, redevelopment should be sensitive to the Australian context and culture including choice of language, examples and scenarios used in item construction. This study concludes with an heuristic for use in Wellness education. Guided by principles of Transformative education theory and behaviour change theory, and informed by this representative case study the “CARING” heuristic is proposed as an instructional design tool for Wellness educators seeking to foster transformative learning. Based upon this study, recommendations were made for university educators to provide authentic and personal experiences in Wellness curricula. Emphasis must focus on involving students and teachers in a partnership for implementing Wellness programs both in the curriculum and co-curricularly. The implications of this research for practice are predicated on the willingness of academics to embrace transformative learning at a personal level and a professional one. To explore students’ profiles in detail is not practical however teaching students how to guide us in supporting them through the “pain” of learning is a skill which would benefit them and optimise the learning and teaching process. At a theoretical level, this research contributes to an ecological theory of Wellness education as transformational change. By signposting the wider contexts in which learning takes place, it seeks to encourage changing paradigms to ones which harness the energy of each successive contextual layer in which students live. Future research which amplifies the qualities of individuals and groups who are “Well” and seeks the refinement and development of instruments to measure Wellness constructs would be desirable for both theoretical and applied knowledge bases. Mixed method Wellness research derived and conducted by teams that incorporate expertise from multiple disciplines such as psychology, anthropology, education, and medicine would enable creative and multi-perspective programs of investigation to be designed and implemented. Congruences and inconsistencies in health promotion and education would provide valuable material for strengthening the nexus between transformational learning and behaviour change theories. Future development of and research on the effectiveness of the CARING heuristic would be valuable in advancing the understanding of pedagogies which advance rather than impede learning as a transformative process. Exploring pedagogical models that marry with transformative education may render solutions to the vexing challenge of teaching and learning in diverse contexts.

The disproportionate burden of disease in the Aboriginal population in Canada has become so great that it is now being referred to as a health ‘crisis’. Evidence suggests that the answer to these ills lies not in the western biomedical model of heath care, but within the Aboriginal traditions of self-determination and holism (RCAP, 1996; O’Neil, Lemckuk-Favel, Allard & Postl, 1999; Romanow, 2002; CIHI, 2004; Maar, 2004; First Nations & Inuit Regional Health Survey, 2004). To this end, First Nations communities have been negotiating with the federal government and transferring responsibility for their community-based health services since 1986, despite the limitations of the federal Health Transfer Policy (Gregory, Russell, Hurd, Tyance & Sloan, 1992; Lavoie, et al, 2005; RCAP, Vol 3, Chp 3, 1996; Speck, 1989). These self-determination initiatives in health attempt to improve the health status of community members. Thus, determining an approach to health service delivery that contributes to positive health outcomes is of particular significance. Examining Island Lake’s evolving model of health service delivery indicates the success of the intergovernmental, interdepartmental, and intersectoral partnership approach they have taken; as evidenced by the Regional Renal Health Program, with dialysis treatment services, that has been established, perhaps for the first time in the country, in a remote First Nations community without existing hospital services. There remains work to be done in creating a holistic system of health service delivery that reflects their unique worldview within a context of health promotion and self-determination; however, their accomplishments to date, established processes, willingness to put their dreams into action and build what has not been built before demonstrate a potential to improve community health and well-being.
October 2006

In the wake of Donald Trump’s election to the presidency, a group of former Democratic Congressional staffers set out to organize and educate the grassroots opposition to the new administration. Indivisible began with an online guide providing an action plan of how to influence Congress. Subsequent efforts focused on ways to influence policy through conventional political channels, by stalling or defeating the Trump administration’s agenda using local, grassroots protest and advocacy tactics. Self-consciously strategic, Indivisible explicitly described its strategy as inspired by the success of the Tea Party. Like the Tea Party, Indivisible’s organizational model encouraged supporters to target members of Congress by attending town halls, making phone calls, and visiting their offices. This chapter explores how political circumstances shape the avenues of influence available to challengers and the means of contention in which they engage at any given time.

Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

Working on behalf of women of color, the movement for reproductive justice incorporates intersectionality and human rights to advocate for women’s right to bear children free from coercion or abuse, terminate their pregnancies without obstacles or judgment, and raise their children in healthy environments as well as the right to bodily autonomy and gender self-identification. The movement for reproductive justice takes health advocacy further by pushing for women’s human right to access health care with dignity and to express their full selves, including their spiritual beliefs, as well as policies that address social inequalities and lead to greater wellness in communities of color. The evidence is drawn from ethnographic research with thirteen organizations located throughout the United States. The overall argument is that the organizations discussed here provide a compelling model for negotiating across differences within constituencies. This movement has built a repertoire of “ready-to-work skills” or methodology that includes cross-sector coalition building, storytelling in safer spaces, and strengths-based messaging. In the ongoing political clashes in which the war on women’s reproductive rights and targeting of immigrants seem particularly egregious and there are widespread questions about whether “the resistance” can maintain its cohesion, the movement for reproductive justice offers a model for multiscalar politics in opposition to conservative agendas and the disparagement of specific social categories. Using grassroots organizing, culture shift work, and policy advocacy, this movement also offers visions of the strength, resiliency, and dignity of people of color.

AbstractThe chapter provides an overview of existing theories of health and well-being that are relevant for a positive psychology of religion and spirituality. Emphasis is given to theories that have an empirical basis or whose main constructs are operationalized through validated measurement instruments. This chapter covers several theories focused on spiritual well-being, holistic health, perceived wellness, eudaimonia (psychological well-being, self-determination theory, and eudaimonic identity theory), virtues and character strengths, and the PERMA model of well-being. To help facilitate programmatic research and greater synergy between the psychology of religion and spirituality, positive psychology, and mainstream psychological science, the chapter briefly describes Koenig’s (Religion, spirituality, and health. International Scholarly Research Notices. Article 278730. https://doi.org/10.5402/2012/278730; 2012), MacDonald’s (Int J Transpersonal Stud 28:86–106, 2009), and VanderWeele’s (PNAS, 114(31):8148–8156, 2017) theories that attempt to integrate available research into directional causal models.

Abstract Autonomy has been central to moral and political philosophy for millennia, and has been positioned as a critical aspect of both justice and wellbeing. Research in psychology supports this position, providing empirical evidence that autonomy is critical to motivation, personal growth and psychological wellness. Responsible AI will require an understanding of, and ability to effectively design for, human autonomy (rather than just machine autonomy) if it is to genuinely benefit humanity. Yet the effects on human autonomy of digital experiences are neither straightforward nor consistent, and are complicated by commercial interests and tensions around compulsive overuse. This multi-layered reality requires an analysis that is itself multidimensional and that takes into account human experience at various levels of resolution. We borrow from HCI and psychological research to apply a model (“METUX”) that identifies six distinct spheres of technology experience. We demonstrate the value of the model for understanding human autonomy in a technology ethics context at multiple levels by applying it to the real-world case study of an AI-enhanced video recommender system. In the process we argue for the following three claims: (1) There are autonomy-related consequences to algorithms representing the interests of third parties, and they are not impartial and rational extensions of the self, as is often perceived; (2) Designing for autonomy is an ethical imperative critical to the future design of responsible AI; and (3) Autonomy-support must be analysed from at least six spheres of experience in order to appropriately capture contradictory and downstream effects.

Self-care is an important and necessary part of a teaching career. Without appropriate self-care, our wellness can suffer and develop into burnout. Educators with burnout can have more absences, be more apathetic to our work, or create an unhealthy learning environment for students. To be well, our self-care cannot happen only at a micro-level. This chapter will examine educator wellness from the perspective of the ecological model. It is important to examine all of the impacts on our wellness and understand the control we can have over our systems. This chapter will look at the impacts of wellness and how to implement self-care strategies both at a personal and a university levels to reduce the impact of burnout.

The ascent of spiritual industries is no doubt in part about some women’s pursuit of empowerment; yet they are also a site of rampant sexual violence. This chapter looks at attempts to diagnose the problem, which range from blaming the “guru model” to blaming the conservative sexist and heterosexist ideals certain teachers and gurus represent. This chapter complicates these diagnoses, taking the position that attention to different and conflicting narratives of sexual violence sheds light on larger systemic issues, particularly by illuminating the following: a globally pervasive neoliberal logic whereby control over one’s body is valued, but is defined as an individual achievement; policing of deviant bodies or bodies that resist the wellness ideal; and capitalist strategies of commodification that contain dissent against neoliberal individualism through gestural subversions. Together, these brew an industry that neither challenges dominant heteropatriarchal ideologies nor holds industry leaders accountable for sexual violence.

This chapter discusses the significance of holistic health and self-care practices throughout the dissertation journey and explores how health outcomes may impact academic success, longevity, and persistence of students in a doctoral program. The author examines graduate students' health behaviors and uses a six-dimensional model of wellness to explain how dimensions interconnect and influence health outcomes. The chapter provides the readers with reflection prompts and resources to evaluate wellness dimensions and develop a self-care action plan to adopt strategies that support holistic health. The chapter also presents a case study to illustrate the personal journey of a doctoral student navigating the first half-marathon of the dissertation journey while reflecting on ways to improve or maintain holistic health and practice good self-care. The personal experiences this work shares provide valuable insight into successes and potential obstacles students may encounter and highlight strategies that may be implemented to overcome challenges.

This chapter discusses the significance of holistic health and self-care practices throughout the dissertation journey and explores how health outcomes may impact academic success, longevity, and persistence of students in a doctoral program. The author examines graduate students' health behaviors and uses a six-dimensional model of wellness to explain how dimensions interconnect and influence health outcomes. The chapter provides the readers with reflection prompts and resources to evaluate wellness dimensions and develop a self-care action plan to adopt strategies that support holistic health. The chapter also presents a case study to illustrate the personal journey of a doctoral student navigating the first half-marathon of the dissertation journey while reflecting on ways to improve or maintain holistic health and practice good self-care. The personal experiences this work shares provide valuable insight into successes and potential obstacles students may encounter and highlight strategies that may be implemented to overcome challenges.

Life-long physical activity patterns are established during teenage years, so promoting physical activity is important. Sport and wellness technology has potential for promoting physical activity. Yet, research concerning its use among teenage populations is sparse. This intervention study investigated whether using a sport and wellness technology application could affect teenagers' physical activity intention, its antecedents, and the effects of these antecedents on intention. The study uses the theory of planned behavior (TPB) combined with self-efficacy as a theoretical model. The results showed no statistically significant difference between the intervention and control group in terms of the means and variances of the four constructs (attitude, subjective norm, self-efficacy, and intention) in the theoretical model. However, there was a statistically significant difference in the effect of self-efficacy on intention in the intervention group. Using sport and wellness technology in physical activity interventions among teenagers has potential and further research is warranted.

In this chapter the author discusses several marketing principles and issues related to pitfalls and successes of Telehealth application in the case of a Web -based wellness program called Wellness Online Program (WOLP). WOLP takes a holistic approach to health or ‘wellness’ and runs for six weeks. It aims to help individuals to manage and improve their own wellbeing regardless of geographical location. Two groups have been recruited, doctor-referred group (DRG) and self-referred group (SRG). The acceptance of WOLP between the two groups was measured by using the technology acceptance model (TAM) at midway (Week 3) and study exit (Week 6). Findings show that the creation of WOLP to deliver wellness among individuals outside the primary healthcare environment is possibly cheaper, convenient, and more accessible than in the primary healthcare setting. However, issues regarding Web -based wellness program implementation are very important and it is crucial for service providers to thoroughly analyse as this will determine the success of the program.

Academically at-risk students may doubt their ability to persist and succeed because of some or all of the following: socioeconomics, low self-esteem, identity crises, negative family histories, socio-emotional concerns, poor living situations, or negative messages about school and education. Currently, the aforementioned issues are further compounded by turbulent times, which include but are not limited to a pandemic that disproportionately affects people of color and the impoverished, along with continued civil unrest and demands for rapid societal change. Therefore, this population would benefit from the enhancement of its academic, social, and cultural capital. In order to accomplish those goals simultaneously, the authors propose a mentoring model that integrates aspects of advising, tutoring, mentoring, peer-to-peer interaction, metacognition, positive psychology, current events, and emotional wellness to support academically at-risk students in their pursuit of academic and personal excellence.

Sustained physical activity and exercise are central to healthy ageing. Yet, the majority of aged people are insufficiently physically active. Digital wellness technologies are potential in promoting exercise behaviors among aged people, but more detailed research on their potential to promote behavior change is limited. To address this gap, the purpose is to investigate how partaking in a digital wellness program influences the stage of exercise behavior change among aged people and to test whether self-efficacy for exercise can differentiate the program participants in terms of the stages of change. The investigation builds on the stages of exercise behavior change derived from the transtheoretical model of behavior change and on selfefficacy for exercise. The results suggest that partaking in a digital wellness program can be effective in promoting exercise behavior change among aged people and show that self-efficacy for exercise may differentiate aged people at different stages of exercise behavior change.