Drawing on holistic research and professional practice, this book provides rich empirical, scientific, and clinical lenses to the discourse on wellbeing in higher education.
The authors have appraised the underlying, conceptual, empirical, and applied nature of existing mind-body programmes often utilized to cultivate wellbeing (e.g., seated meditation, yoga, Taijiquan, Pilates, Feldenkrais, biofeedback, and the Alexander technique). Higher education is touted as a sector that develops new ideas for the wider community as well as ensuring students are provided with the skills, knowledge, and attitudes to positively contribute to the wider community. Within this setting, there are numerous benefits (e.g., attaining a reputable qualification), but there are also risks (e.g., stressors associated with expectations). To ensure the higher education setting is a place of wellbeing in addition to achievement, several strategies are promoted to assist staff and students whilst working and studying. Chapters offer clear implications for research and practice, and explore effective strategies for enhancing wellbeing for students and staff.
The integrative mind-body programmes have considerable potential for developing wellbeing in the higher education settings. As such, this book will appeal to academics and researchers in the higher education sector, including scholar-practitioners, and teacher educators.
Reihe
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Academic and Postgraduate
Illustrationen
3 s/w Zeichnungen, 3 s/w Abbildungen
3 Line drawings, black and white; 3 Illustrations, black and white
Maße
Höhe: 234 mm
Breite: 156 mm
Dicke: 11 mm
Gewicht
ISBN-13
978-0-367-60960-3 (9780367609603)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Marcus A. Henning is an Associate Professor and Post-Graduate Academic Advisor in the Centre for Medical and Health Sciences Education at the University of Auckland. His research interests include: quality of life, motivation, organizational behaviour, and professional integrity.
Christian U. Kraegeloh is a Professor in the School of Clinical Sciences at Auckland University of Technology, and a founding member of the New Zealand World Health Organisation Quality of Life Group (NZ WHOQOL Group). His research interests are in psychometrics, outcome measurement, as well as conceptual and philosophical issues in psychology, especially regarding the concept of mindfulness.
Fiona Moir is a Senior Lecturer in The Department of General Practice and Pastoral Care Chair in the Medical Programme at The University of Auckland. She has developed a wellbeing curriculum and support pathways in the medical programme and wider university. Her research interests are practitioner and student wellbeing, mindfulness, communication skills, and mental health.
Yan Chen is a Senior Lecturer in the Centre for Medical and Health Sciences Education at the University of Auckland. Her research interests lie on the intercept between culture and cognition, with a particular focus on identity, narratives, and individual wellbeing.
Craig S. Webster is an Associate Professor in the Centre for Medical and Health Sciences Education, University of Auckland, New Zealand. He is a psychologist, with interests in human factors, mental models, teamwork functioning, patient safety, and mindfulness.
Autor*in
University of Auckland, New Zealand
Auckland University of Technology, New Zealand
University of Auckland, New Zealand
University of Auckland, New Zealand
University of Auckland, New Zealand
1. Notions of Mind and Body 2. Physiological and Clinical Aspects of Mind and Body 3. Wellbeing and Higher Education 4. Mind-Body Interventions and the Higher Education Context 5. The Cost-Effectiveness of Mind-Body Wellbeing Initiatives with Implications for Higher Education 6. Mind and body potentialities for enhancing wellbeing in higher education: Concluding comments
