The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Stress management, Different practices to manage stressscience book
this presentation will help you to manage stress. How we get rid of stress. Different practices to manage stress.this presentation will details information about stress management.
Learning Objectives
At the end of this session you will be able to:
• Understand the concept of health and wellness.
• Understand the importance of a healthy environment for children in school.
• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.
• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
Stress management, Different practices to manage stressscience book
this presentation will help you to manage stress. How we get rid of stress. Different practices to manage stress.this presentation will details information about stress management.
Learning Objectives
At the end of this session you will be able to:
• Understand the concept of health and wellness.
• Understand the importance of a healthy environment for children in school.
• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.
• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
Life satisfaction is a complex term and is sometimes used interchangeably with the emotion of happiness, but they are indeed two separate concepts. Life satisfaction is defined as one’s evaluation of life as a whole, rather than the feelings and emotions that are experienced in the moment.
Aims of the Week
To raise awareness of Mental Health conditions
To remove the stigma attached to having a Mental Illness
To encourage others to speak freely of Mental Health
To offer advice, information and support across college
Addressing mental health issues in school is very important because 1 in every five children have a diagnosable behavioral, emotional, or mental health disorder, and 1 in every ten young people have a mental health issue that is severe enough to impair how they function at school, home or in the community. So, it is vital to keep kids aware of mental health issues in their early school days. Being one of the top schools of Jodhpur, we encourage our students to recognize mental health issues, fight with them, and spread the information. For more details to get your child enrolled with us, call us on 9460251976. Visit @ https://vidhyashram.edu.in/.
What can you do to improve you happiness when you score low in psychological well-being after taking the gross national happiness index? Ideas for your happiness and the sustainability of the planet.
Published January of 2014, the UK's Dept. of Health explains how they are measuring wellbeing, why wellbeing is important, and what kind of policies and programs enhance wellbeing & happiness,
This is a small non supported presentation I put together to help open the door on Mental Health issues with young people aimed at ages12-18. All information is taken from the NHS or other accredited sites. It is for awareness and not a medical tool, as I am no professional in this area. Any feed back is welcome and please bare in mind it is awareness based information only and I have kept it simple and straight forward for easy of those receiving the information. There is an additional handout with useful information and contact details
Life satisfaction is a complex term and is sometimes used interchangeably with the emotion of happiness, but they are indeed two separate concepts. Life satisfaction is defined as one’s evaluation of life as a whole, rather than the feelings and emotions that are experienced in the moment.
Aims of the Week
To raise awareness of Mental Health conditions
To remove the stigma attached to having a Mental Illness
To encourage others to speak freely of Mental Health
To offer advice, information and support across college
Addressing mental health issues in school is very important because 1 in every five children have a diagnosable behavioral, emotional, or mental health disorder, and 1 in every ten young people have a mental health issue that is severe enough to impair how they function at school, home or in the community. So, it is vital to keep kids aware of mental health issues in their early school days. Being one of the top schools of Jodhpur, we encourage our students to recognize mental health issues, fight with them, and spread the information. For more details to get your child enrolled with us, call us on 9460251976. Visit @ https://vidhyashram.edu.in/.
What can you do to improve you happiness when you score low in psychological well-being after taking the gross national happiness index? Ideas for your happiness and the sustainability of the planet.
Published January of 2014, the UK's Dept. of Health explains how they are measuring wellbeing, why wellbeing is important, and what kind of policies and programs enhance wellbeing & happiness,
Concepts of Wellbeing EDU1CW.
Wellbeing Plan Proposal (Assessment Task 2). Students choose a personal behaviour change they would like to make (eg. giving up smoking/ start meditating regularly to relieve stress) and write a behaviour change proposal, provide background information on the desired behaviour and find 2 peer reviewed journal articles to support the change.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Student well being-revised 3-13-14 (2)
1. 2014 NASPA ANNUAL CONFERENCE
MARCH 17TH 2014
PENNY RUE, PHD, VICE-PRESIDENT FOR STUDENT LIFE
ANDY CHAN, VICE-PRESIDENT, PERSONAL AND CAREER DEVELOPMENT
ERANDA JAYAWICKREME, ASSISTANT PROFESSOR, PSYCHOLOGY
SARA DAHILL-BROWN, ASSISTANT PROFESSOR, POLITICS & INT’L AFFAIRS
Student Well-Being: What Do We
Measure?
2. Our Agenda
Well-being as a crucial outcome of education
◦ Mental health issues on college campuses
The challenge
◦ A model of student well-being
◦ Evidence-based AND actionable
Our model
◦ Six dimensions
Discussion
◦ Key question: do the dimensions capture a complete picture of student well-
being?
3. Well-Being: An Outcome of Education
Well-being should arguably be the ultimate outcome of education
(Layard)
◦ Well-being - peoples’ positive evaluations of their lives
◦ Why focus on well-being?
◦ How is well-being achieved– and what is our role?
4. The challenge: what is student well-being?
Well-being is multi-dimensional
◦ Multiple models (Jayawickreme, Forgeard & Seligman, 2012; Swarbrick, 2010)
Student assessments relevant to well-being do already exist
◦ Good start, but need to go further
No comprehensive student well-being model
◦ Sensitive to specific development status of young adults
◦ Challenge of quantifying the “value” of college
6. Well-Being Mediators: Skills,
Habits, Behaviors, Attitudes,
Beliefs, Expectations, and
Resources
Well-being Outcomes
Pre-College Inputs
Family, School, and
Community
College Environment
Admissions & Recruiting
First Year Experience
Academic Experience
Social Climate
Personal and Professional Development
Post-Graduate Connections
7. A model of student well-being
Goal of current project
◦ Develop a dynamic, multi-dimensional, deep longitudinal assessment of WFU students’ and
alumni holistic development and wellbeing.
◦ Identify an exhaustive list of dimensions that capture student well-being
Two criteria for selecting well-being dimensions
◦ Dimensions should have a substantive empirical base of research supporting its successful
assessment and utility
◦ Dimensions should be actionable– i.e. colleges should ideally be able to effect changes on
students’ standing on these dimensions
8. Our proposed model
Student Well-Being
Emotional Well-
Being
Subjective Well-
Being
Meaning/Purpose
Relational Well-
Being
Belongingness
Commitment to
Others
Intellectual Well-
Being
Grit/Perseverance
Physical Well-Being
Physical Vitality
9. Subjective Well-Being (SWB)
Subjective reports of positive emotions and life-satisfaction, and assess how
people feel and think about their quality of life.
Sample items:
◦ “In most ways my life is close to my ideal”
◦ “I am satisfied with my life”
◦ “I feel negative most of the time”
◦ “I am satisfied with my college life”
Emotional Wellbeing
10. Meaning/ Purpose
More intimately connected with eudaimonia (well-being derived not from
pursuing momentary desires but those experiences that promote growth and
wellness) (Ryan & Deci, 2001).
Purpose in Life is defined as “having beliefs that give the individual the feeling
that there is purpose in and meaning to life” (Ryff, 1989).
Sample items:
◦ “I am optimistic about my future”
◦ “I know what gives meaning to my life”
◦ “My life has a clear sense of purpose”
◦ “I am engaged and interested in my daily activities”
Emotional Wellbeing
11. Belongingness
Multi-dimensional construct
◦ Sensitive to factors such as social identity and social environment
◦ Significant predictor of important outcomes, including academic achievement and health outcomes
(e.g. Cohen, 2014).
◦ Can be operationalized to measure sense of belonging in academic and social settings.
Sample Items
◦ Social Support
◦ “There are people who give me support and encouragement“
◦ “I often feel left out”
◦ School Belongingness
◦ “I feel a sense of belonging in my school”
◦ “I feel that I belong in the ______ classroom” Relational Wellbeing
12. Commitment to Others
Importance of good citizenship
People with universalist values are high in dispositional empathy, moral
reasoning, moral identity and universalist values (McFarland. Webb & Brown,
2013).
Sample items:
◦ “I am a good person and live a good life”
◦ “I want to be a responsible citizen of the world”
◦ “The things I do contribute to my community”
Relational Wellbeing
13. Grit/ Perseverance
Perseverance and passion for long-term goals (Duckworth, Peterson, Matthews & Kelly, 2007).
◦ Interest in developing interventions to promote and increase this trait
◦ Grit may be hard to shift, but possible movement on domain-specific questions
Sample items
◦ Grit
◦ “Setbacks do not discourage me”
◦ “I finish whatever I started”
◦ Academic Grit
◦ I know what to do to be successful when confronted with difficult academic tasks.
◦ I focus on the academic strengths I have rather than try to work on my weaknesses.
Intellectual Wellbeing
14. Physical Vitality
Importance of recognizing link between physical health and well-being
Sample items:
◦ “In general, how would you say your health is?”
◦ “How many times do you exercise per week?”
◦ “How many hours of sleep do you typically get each night?”
Physical Wellbeing
16. Breakout Session
Key Questions:
◦ Do these dimensions resonate with your understanding of student growth and development?
◦ How does the way in which we ask about well-being differ in the post-college environment?
◦ What dimensions would you add to this list?
◦ Would this measurement strategy be helpful to you in your professional practice?
◦ Are there people in your institution who could contribute to this conversation?
17. Bibliography
American College Health Association/National College Health Assessment. (n.d.) Retrieved from http://www.achancha.org/.
Duckworth, A. L., Weir, D., Tsukayama, E., & Kwok, D. (2012). Who does well in life? Conscientious adults excel in both objective and
subjective success. Frontiers in Personality Science and Individual Differences, 3(356), 1-8.
Hurtado, S., & Carter, D.F. (1997). “Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’
Sense of Belonging.” Sociology of Education 70 (4) (October 1): 324–345.
Jayawickreme, E., Forgeard, M. J. C., & Seligman, M.E.P. (2012). The Engine of Well-Being. Review of General Psychology, 16 (4), 327-342.
Keyes, C. L. M. 2007. “Promoting and Protecting Mental Health as Flourishing: A Complementary Strategy for Improving National Mental
Health.” American Psychologist. 62: 95-108.
Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological
Bulletin, 131, 803-855.
Mageau, G. A., Vallerand, R. J., Charest, J., Salvy, S., Lacaille, N., Bouffard, T., & Koestner, R. (2009). On the development of harmonious
and obsessive passion: The role of autonomy support, activity specialization, and identification with the activity. Journal of Personality,
77, 601-646.
McFarland, S., Brown, D. & Webb, M. (2013). Identification With All Humanity as a Moral Concept and Psychological Construct. Current
Directions in Psychological Science, 22, 194-198.
Pryor, J. H. (2013). Using CIRP Surveys at Wake Forest University: Informing The Wellbeing Initiative, Professional development
presentation at Wake Forest University, August 23, 2013.
Editor's Notes
Penny– why are we doing this?
ACHA Survey data, counseling center data, and our own relationships with students tell us they are stressed, and anxious
In public policy terms, success is being defined in terms of time to degree and first salary—very crude metrics given our goals for students
Highlighting WFU’s mission– the way we think about well-being is influenced by the liberal arts model
Penny:
There are many models of student well-being. A web search quickly links the searcher to myriad approaches, models, wellness wheels, resource centers and the like. It could be posited that this area is one of the highest growth areas in Student Affairs today.
Campus conversations across the country revolve around toxic stress, mental health challenges, and fluctuating feelings of inclusion and belonging, and students so busy they have scarce time to think.
At the same time, the assessment field is burgeoning, with heightened expectations, both internally and externally, that we can make a positive difference in the lives of students, and that we know when we have done it.
If we seriously care about student well-being, we need to measure it directly, and define a model that is sensitive to the college experience and the developmental status of students.
Penny:
As Dean of Students, I worked with many students who had derailed. In helping them get back on track, I began to see the interrelatedness of the various dimensions of wellbeing, as well as their impact on academic success. It just didn’t work to focus on one dimension if the others were way out of balance.
Importance of well-being dimensions for academic success
Mental health challenges
Relationship between well-being and good citizenship
Job satisfaction and productivity
Purpose
Social Capital
Health and longevity
Promote self-actualization
What does the wider landscape tel us about how to achieve well-being?
Live in a democratic and stable society that provides material resources to meet needs
Have supportive friends and family
Have rewarding and engaging work and adequate income
Be reasonably healthy and have treatment available in case of mental problems
Have important goals related to one’s values
Have a philosophy or religion that provides guidance, purpose, and meaning to ones life
(Diener & Seligman, 2004)
Can the college experience contribute to achieving well-being?
Andy:
Current surveys relevant to well-being:
HERI
ACHA
NESI
The Gallup-Purdue Index
Aims to assess the extend to which graduates have “great jobs and great lives”
Will assess five dimensions of well-being
Purpose
Social Well-Being
Physical Well-Being
Financial Well-Being
Community Well-Being
Also will assess workplace engagement
However, focus on quantifying the “value” of college as opposed to focusing on student well-being itself
“The initiative aims to create a national movement toward a new set of measures, created by and for higher education, and to help foster a new level of accountability for the sector.”
Andy
Swarbrick’s model has gained currency among college administrators interested in promoting well-being on college campuses
Wellness is a conscious, deliberate process that requires a person to become aware of and make choices for a more satisfying lifestyle.
A wellness lifestyle includes a balance of health habits such as adequate sleep and rest, productivity, exercise, participation in meaningful activity, nutrition, productivity, social contact, and supportive relationships (Swarbrick, 1997).
This model has been used for development various programs, but one challenge has been developing appropriate outcome assessment tools for such programming focus of current project.
Eranda
Eranda
Rising literature on emerging adulthood
Planting “seeds”– habits
Measurement strategy
Include permanent measures that are used in all samples that focus on all dimensions
-Include in-depth measures over time on subsamples in order to assess specific questions (e.g. campus-specific questions; daily experience as it occurs as opposed to people’s recall of that experience)
-Track subsamples longitudinally to provide a better understanding of changes across time
Eranda
Explain intellectual journey behind this model
Eranda
Make point here about how college satisfaction transitions to career satisfaction
High SWB is causally implicated in a large number of positive outcomes, as opposed to being merely caused by these positive outcomes (Lyubomirsky et al., 2005)
Better health
Better work performance
Better social relationships
More ethical behavior
(Diener & Tov, 2007)
Eranda
A complementary approach to SWB, psychological well-being (PWB; Ryff, 1989)
Positive relations
Personal growth
Purpose in life
Environmental mastery
Self-Acceptance
Autonomy
Eranda
A principal predictor of subjective and eudaimonic well-being, along with autonomy and competence (Ryan & Deci, 2000)
Eranda
This is essential to the development of a healthy adult (Erikson, 1950)
Setting the seeds of health development– matters from the societal standpoint and also from the development of meaning and purpose at the individual level
Classical views of well-being (e.g. Aristotle, 350BC/1998) proposed a perfectionist version in which the well-being of an individual is judged by considering how close they are to reaching the full potential of humankind.
Maslow’s (1954, 1971) conception of a self-actualized individual includes her commitment to others and even an identification and concern for all humanity.
This dimension fits at the heart of WFU’s Pro Humanitate ethos.
Identity vs. role confusion
Eranda
Nathan Hatch’s discussion
Put in items that we wrote for John Proyer
Conscientiousness
A broad personality trait from the Big 5 model
Associated with multiple important life outcomes
E.g. educational achievement and job performance across a wide range of occupations (Almlund, Duckworth, Heckman, & Kautz, 2011).
Eranda
(need to measure inputs– habits may be most important)
Examples of metrics
Smoking
Alcohol consumption
Academic performance-related substance use
Exercise frequency
Sleep habits
Eranda (maybe Andy as well?)
Penny:
Break into groups to discuss a couple of these questions of greatest interest to you in time remaining (10:50 = end)
Please select a note taker—we’d like to capture your thoughts to help us move forward with our project
Do these dimensions resonate with your understanding of student growth and development?How does the way in which we ask about well-being differ in the post-college environment?—assumes longitudinal work, // Marcia B. Baxter MagoldaWhat dimensions would you add to this list?
Would this measurement strategy be helpful to you in your professional practice?
Are there people in your institution who could contribute to this conversation?
(select note-taker)