Academic literature on the topic 'Inclusivity and wellbeing'
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Journal articles on the topic "Inclusivity and wellbeing"
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Baldridge, David, Mukta Kulkarni, and Susanne Bruyere. "New Directions in Disability Research: Work Contexts, Inclusivity, and Wellbeing Interactions." Academy of Management Proceedings 2018, no. 1 (August 2018): 12565. http://dx.doi.org/10.5465/ambpp.2018.12565symposium.
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Lennox, Chloe, Jay-Krishan Pandya, Ross Lyttle, Sohum Pandya, Chris Penlington, and Charlotte Bowes. "Mental health and inclusivity support and education in a UK dental school: a cross-sectional survey." British Dental Journal 233, no. 12 (December 16, 2022): 1029–34. http://dx.doi.org/10.1038/s41415-022-5311-6.
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AbstractAims To establish the current support and knowledge around mental health and equality, diversity and inclusion at a UK Dental School and make suggestions about improvements.Objectives Conduct a survey of dental undergraduate students at Newcastle Dental School to elicit responsesMethods Bachelor of Dental Surgery and Bachelor of Oral and Dental Health Science students at Newcastle University were invited to participate in this cross-sectional survey via email. Following electronic consent, an electronic questionnaire via an online form builder was distributed via email. Participants were asked questions on experiences and feelings towards wellbeing support, mental health and equality, diversity and inclusion topics, including improvements that could be made.Results In total, 89 students participated. The majority of participants were white, women and heterosexual. Wellbeing support was present and generally accessible. Students were aware of mental health conditions but unsure how to manage them in a clinical setting. Students were generally unaware of barriers to care faced by LGBT+ and racialised minority patients. Students were mainly uncomfortable disclosing personal issues with their personal tutor. Students responded positively to some suggested improvements in support and education surrounding mental health and inclusivity.Conclusion Our study highlighted the areas where Newcastle Dental School continues to provide high levels of support for students but also areas that may require attention through further study and focus groups, with an aim to increase diversity of respondents so that further exploration regarding the intersectionality of identity can be undertaken.
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Tymoszuk, Urszula, Neta Spiro, Rosie Perkins, Adele Mason-Bertrand, Kate Gee, and Aaron Williamon. "Arts engagement trends in the United Kingdom and their mental and social wellbeing implications: HEartS Survey." PLOS ONE 16, no. 3 (March 12, 2021): e0246078. http://dx.doi.org/10.1371/journal.pone.0246078.
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Evidence on the role of the arts in promoting health and wellbeing has grown over the last two decades. In the United Kingdom, studies using secondary data sources have documented temporal variations in levels of arts engagement in the population, its determinants and its mental wellbeing implications. However, arts engagement is often characterized by prioritizing “high-brow” art forms. In this article, we introduce the HEartS Survey, a tool that aims to increase the balance between inclusivity and brevity of existing arts engagement measures and to focus specifically on the connection between arts engagement and social wellbeing. We explore trends in participatory and receptive engagement with literary, visual, performing, crafts and decorative arts among 5,338 adults in the UK in 2018–2019 using summative engagement scores and cluster analysis. Regression models, adjusted for demographic, socioeconomic, health, and social covariates, examine correlations between arts engagement and psychological and social wellbeing measures. Over 97% of respondents reported engagement in one or more arts activities at least once during 2018–2019, with reading and listening to music being the most popular activities. Arts engagement grouped into three distinct clusters: 19.8% constituted “low engagers” whose main source of engagement was occasional reading; 44.4% constituted “receptive consumers” who read and listened to music frequently and engaged with popular receptive arts activities such as cinema, live music, theater, exhibitions, and museums; and 35.8% constituted “omnivores” who frequently engaged in almost all arts activities. In agreement with existing studies, more arts engagement was associated with higher levels of wellbeing, social connectedness, and lower odds of intense social loneliness. In contrast, we found a positive association between more arts engagement, depression, and intense emotional loneliness for the most highly engaged omnivores. We conclude that arts engagement in the population forms specific profiles with distinct characteristics and consider implications for mental and social wellbeing.
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Hamed, Amer, Asam Latif, Mohammad Haris, Sufyan Patel, Muhammad I. Patel, Syed Abdur Rahman Mustafa, Omeair Khan, Ahmad Shoaib, and Salman Waqar. "The impact of keeping a religious beard in the COVID-19 pandemic: an online cross-sectional survey study exploring experiences of male medical healthcare professionals." International Journal of Human and Health Sciences (IJHHS) 6, no. 1 (February 7, 2022): 113. http://dx.doi.org/10.31344/ijhhs.v6i1.386.
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In the UK, there has been a disproportionate impact of Coronavirus disease (COVID-19) on individuals from Black Asian & Minority Ethnic (BAME) groups including those working in the NHS. Many male NHS staff have been asked to remove their beards for the ‘fit test’. However this can have negative implications on their spiritual, psychological & emotional wellbeing. . This paper surveyed the responses of 469 healthcare BAME healthcare professionals (HCPs) with beards regarding the challenges they face in regard to personal protective equipment (PPE), mask fit testing and attitude of employers and colleagues. Professional discrimination through fit testing rejection, unavailability or inadequate PPE and the pressure to shave beards were reported to be unpleasant and underreported outcomes of the pandemic. NHS trusts and hospitals need to adjust their policies to ensure inclusivity in their COVID-19 arrangements.International Journal of Human and Health Sciences Vol. 06 No. 01 January’22 Page: 113-122
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Scott, Kai, Mary DeMarinis, Rosemary Ricciardelli, and Gregory S Anderson. "Informing Expansion of Gender Inclusive Data Collection in Post-secondary Education in British Columbia." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 281–98. http://dx.doi.org/10.28945/4453.
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Aim/Purpose: To inclusively consider the diversity within student gender-identification at post-secondary institutions, we investigate expanding gender self-identification options on admissions forms; often the first point of student contact with campuses. Background: Even if inspired and motivated by inclusion, many of the gender categories in use presently have challenges, including conflating gender identity with sex assigned at birth, providing too many response options giving rise to ethical issues, and using outdated or misunderstood terms. Methodology: We conducted a sequential mixed-methods exploratory research design that consisted of interviews (n=9) with administrators in post-secondary institutions, followed by a survey of said administrators (n=21), and finally a survey of students (n=45). Contribution: The data detail experiences and inform best practices for ensuring gender inclusivity, specifically concerning students who identify as transgender or non-binary, when filling out forms. Findings: Results indicate that moving beyond binary gender categories entails a balance between (1) institutional issues of data integrity for effective use of gender data, and (2) providing flexible and inclusive options for gender-identification that extend within and beyond the gender binary to ensure students are counted where historically they have been invisible. Recommendations for Practitioners: To balance inclusivity and data management institutions may consider a two-part question, first asking about gender (woman, man, non-binary), and then asking about gender-identification experiences (yes/no). Recommendation for Researchers: As a system, we must find a way to balance inclusion with data management, and transgender and non-binary students must be free of administrative burdens in order to exercise their voice and access post-secondary education. Impact on Society: Collecting expanded gender categories in the school system is only the beginning of a shift in how transgender and non-binary students feel welcomed and supported on campus. The shift is critical to the focus and wellbeing of these students. Future Research: Future researchers, we suggest, may wish to focus on gathering examples of implementation of expanded categories and illustrations of how these data are used to inform and shape changes to policy, practices, spaces, services, and programs. More in-depth exploration of the inclusion of Two Spirit identities in ways that allow their identity to remain intact rather than partially represented in response to the gender question.
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Wilson-Daily, Ann E., Richard Harris, Gemma Sebares-Valle, and Judit Sabido-Codina. "Revisiting Past Experiences of LGBTQ+-Identifying Students: An Analysis Framed by the UN’s Sustainable Development Goals." Sustainability 14, no. 23 (December 5, 2022): 16213. http://dx.doi.org/10.3390/su142316213.
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The United Nations (UN) places inclusive and equitable lifelong quality education at the center of its Sustainable Development Goal (SDG) 4: Quality Education. Nevertheless, the express inclusion of gender non-conforming and sexual minority students is omitted from UN communications. Drawing on interview and focus group data with recent secondary graduates who identify as LGBTQ+ (n = 20), we investigate their experiences, in terms of equity and inclusivity and lack thereof, in schools during the first years of the SDG-era in Spain (the data collection type respected participants’ personal preferences). Three SDGs, complementary to SDG4, were used as a framework for data analysis: SDG3 Good Health and Well-being, SDG5 Gender Equality, and SDG10 Reduced Inequalities, with SDG4 interconnectedly at the center of the overarching analyses. Participants reported preventable aggressions that affected their mental health and wellbeing in schools, receiving little LGBTQ+-related content in classes other than one-off mentions, and reflected on gender inequalities in their treatment from both peers and teachers. The authors discuss the need for local and national development education action plans and policies to address the exclusion and marginalization of LGBTQ+ students in Spanish high schools and elsewhere.
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Warsame, Rahma M., Gladys Asiedu, Ashok Kumbamu, Sharonne Hayes, Carrie A. Thompson, Timothy J. Hobday, and Katharine Andress Rowe Price. "A novel qualitative methodology study to characterize discrimination and inclusion among hematology/oncology trainees." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10530. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10530.
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10530 Background: Learner wellbeing may be adversely affected by the experience of discrimination. Eliciting details from this vulnerable population about these experiences is a challenge. This study characterizes trainee experiences of discrimination and inclusion to inform graduate medical education (GME) policies and practice. Methods: Anonymous semi-structured, private phone interviews were conducted with fellows after informed consent. No identifying information was exchanged and the interviewer had no supervisory role over learners. Demographic information was obtained via anonymous online survey. Results: Of 29 fellows approached, 20 consented; 17 interviewed (10 men; median age 32 years). Racial & ethnic distribution: 6 Asian, 2 Black, 2 Multi-racial, 4 White, 3 Hispanic/Latino. All fellows reported discriminatory behavior that they either experienced or witnessed. Incidents of discriminatory behavior towards trainees were more common from patients (pts) (n = 41) than staff (n = 12). Discrimination from pts included requesting a different physician based on accent (n = 13), race (n = 11), perceived avoidance of a trainee considered “different” (n = 11), sex (n = 5), & ethnicity (n = 4). Six trainees were aware of policies against pt discrimination but only 1 trainee reported an incident. Trainees did not report because of the nature of incidents (micro aggressions that are difficult to characterize) and sense of futility of reporting. Discriminatory behavior from staff was based on perceived micro aggressions (n = 4), sex (n = 3), ethnicity (n = 3), ageism (n = 1), and sexual orientation (n = 1). Impact on trainees ranged from negative (personal anguish) to positive (motivation to improve communication). Coping mechanisms included debriefing with family/trainees and focusing on good pt experiences. Trainees felt that having diverse co-fellows, involvement on committees, and supportive program leadership promoted inclusivity. Conclusions: Our study found that discriminatory behavior towards trainees is common. Our methodology allows for honest & safe discussions. GME programs must assess their learning climate with respect to bias/inclusivity & develop appropriate processes.
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Mahmoud, Israa H., Eugenio Morello, Chiara Vona, Maria Benciolini, Iliriana Sejdullahu, Marina Trentin, and Karmele Herranz Pascual. "Setting the Social Monitoring Framework for Nature-Based Solutions Impact: Methodological Approach and Pre-Greening Measurements in the Case Study from CLEVER Cities Milan." Sustainability 13, no. 17 (August 27, 2021): 9672. http://dx.doi.org/10.3390/su13179672.
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Nature-based solutions (NBS) are currently being deployed in many European Commission Horizon 2020 projects in reaction to the increasing number of environmental threats, such as climate change, unsustainable urbanization, degradation and loss of natural capital and ecosystem services. In this research, we consider the application of NBS as a catalyst for social inclusivity in urban regeneration strategies, enabled through civic participation in the co-creation of green interventions with respect to social cohesion and wellbeing. This article is focused on a social monitoring framework elaborated within the H2020 CLEVER Cities project, with the city of Milan as a case study. Firstly, we overviewed the major regeneration challenges and expected co-benefits of the project, which are mainly human health and wellbeing, social cohesion and environmental justice, as well as citizen perception about safety and security related to the NBS implementation process. Secondly, we examined the relevance of using NBS in addressing social co-benefits by analyzing data from questionnaires against a set of five major indicators, submitted to citizens and participants of activities during pre-greening interventions: (1) Place, use of space and relationship with nature, (2) Perceived ownership and sense of belonging, (3) Psychosocial issues, social interactions and social cohesion, (4) Citizen perception about safety and security, and lastly, we analyzed (5) knowledge about CLEVER interventions and NBS benefits in relation to socio-demographics of the questionnaires’ respondents. Thirdly, we cross-referenced a wind-rose multi-model of co-benefits analysis for NBS across the regeneration challenges of the project. Because of the COVID-19 emergency, in this research we mainly focused on site observations and online questionnaires, as well as on monitoring pre-greening scenarios in three Urban Living Labs (ULLs) in Milan, namely CLEVER Action Labs. Lastly, this study emphasizes the expected social added values of NBS impact over long-term urban regeneration projects. Insights from the pre-greening surveys results accentuate the importance of the NBS interventions in citizens’ perceptions about their wellbeing, general health and strong sense of neighborhood belonging. A wider interest towards civic participation in co-management and getting informed about NBS interventions in the Milanese context is also noted.
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Sebring, Kelly, Jo Shattuck, Julie Berk, Isabel Boersma, Stefan Sillau, and Benzi M. Kluger. "Assessing the validity of proxy caregiver reporting for potential palliative care outcome measures in Parkinson’s disease." Palliative Medicine 32, no. 9 (July 17, 2018): 1522–28. http://dx.doi.org/10.1177/0269216318785830.
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Background: There is increasing interest in applying palliative care approaches for patients with Parkinson’s disease. Methodological studies are needed to validate palliative care outcome measures for Parkinson’s disease to build this evidence base. As many patients with Parkinson’s disease have cognitive and/or communication issues, proxy outcome measures may improve the inclusivity and relevance of research. Aim: To assess the validity of proxy caregiver reports for several potential palliative care outcome measures. Design: A cross-sectional study of Parkinson’s disease patients and caregivers completed a battery of outcome measures relevant to palliative care including the Memorial Symptom Assessment Scale, Hospital Anxiety and Depression Scale, Prolonged Grief Questionnaire 12, Parkinson Disease Questionnaire 39, Functional Assessment of Chronic Illness Therapy–Spiritual Wellbeing, and Schwab and England. Intraclass correlation coefficients were used to assess agreement. Setting/participants: A total of 50 Parkinson’s disease patient and caregiver dyads recruited at an academic medical center, Veterans Affairs Medical Center, and community support groups. Results: There was moderate to good agreement for Schwab and England, Parkinson Disease Questionnaire 39 total, and majority of Parkinson Disease Questionnaire 39 subscales; moderate to good agreement for the Hospital Anxiety and Depression Scale, Functional Assessment of Chronic Illness Therapy–Spiritual Wellbeing, Prolonged Grief Questionnaire 12, and Memorial Symptom Assessment Scale; and poor to moderate agreement for the Parkinson Disease Questionnaire 39 stigma, social support, and bodily pain subscales. Caregivers tended to attribute higher symptom severity than patients. We did not detect differences in intraclass correlation coefficient based on cognitive status but patients with advanced illness had significantly lower intraclass correlation coefficients for several outcomes. Conclusions: Caution is indicated when considering caregiver proxy reporting for most outcomes assessed, particularly in Parkinson’s disease patients with advanced disease.
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Matthews, Veronica, Jo Longman, James Bennett-Levy, Maddy Braddon, Megan Passey, Ross S. Bailie, and Helen L. Berry. "Belonging and Inclusivity Make a Resilient Future for All: A Cross-Sectional Analysis of Post-Flood Social Capital in a Diverse Australian Rural Community." International Journal of Environmental Research and Public Health 17, no. 20 (October 21, 2020): 7676. http://dx.doi.org/10.3390/ijerph17207676.
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In 2017, marginalised groups were disproportionately impacted by extensive flooding in a rural community in Northern New South Wales, Australia, with greater risk of home inundation, displacement and poor mental health. While social capital has been linked with good health and wellbeing, there has been limited investigation into its potential benefits in post-disaster contexts, particularly for marginalised groups. Six months post-flood, a cross-sectional survey was conducted to quantify associations between flood impact, individual social capital and psychological distress (including probable post-traumatic stress disorder). We adopted a community-academic partnership approach and purposive recruitment to increase participation from socio-economically marginalised groups (Aboriginal people and people in financial hardship). These groups reported lower levels of social capital (informal social connectedness, feelings of belonging, trust and optimism) compared to general community participants. Despite this, informal social connectedness and belonging were important factors for all participant groups, associated with reduced risk of psychological distress. In this flood-prone, rural community, there is a pressing need to build social capital collectively through co-designed strategies that simultaneously address the social, cultural and economic needs of marginalised groups. Multiple benefits will ensue for the whole community: reduced inequities; strengthened resilience; improved preparedness and lessened risk of long-term distress from disaster events.
Book chapters on the topic "Inclusivity and wellbeing"
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Fisherman, Shraga. "Body Image and Emotional Well Being Among Gay and Heterosexual Religious Young Men." In Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, 636–56. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3674-5.ch035.
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This chapter attempts to create a close-up picture of the society of Orthodox Jewish men in regard to their levels of religiosity and sexual identity. The author examines BI, emotional wellbeing, and the connection between them, among three groups of religious Israeli young men: Modern Orthodox (MO) heterosexual men, Modern Orthodox gay men (MOG), and ultra-Orthodox heterosexual men (UO). The findings pose an extremely important challenge to educators in Israel. The young men answered two questionnaires: SWLS and the Body Image Questionnaire. The BI and wellbeing scores for the MOGs were significantly lower than for the MOs and UO. The correlations between BI and wellbeing were different in each group: there was no significant correlation among the MO, among the MOGs there was a negative, medium, and significant correlation, and among the UO there was a positive, high, and significant correlation. These differences were explained by social and educational trends.
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Sabela, Primrose T. "Embedding Afrocentricity in Inclusive Education and Equality." In Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse, 25–36. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4436-8.ch003.
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The chapter explores arguments pertaining to inclusivity and equity in higher education with reference to the Afrocentric organising principles. Embedding Afrocentrism in higher education discourse will address inclusivity, redress the past deficiencies of equity access and outcomes, reduce socio-economic inequality, and stimulate physical wellbeing. Little attention has been given to the relevance of Africa's educational needs and other deficiencies emanating from the adoption of Eurocentric ideas and philosophies within which the African higher education system is currently anchored. Afrocentricity is a vehicle through which identity, communalism, cultural and ethnic tolerance, self-driven development will be realised. Afrocentricity has potential to enhance the feeling of self-identity, re-affirm African intellectualism and capabilities, and eliminate prejudice and discrimination of the African philosophies.
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Jones, Emma, Neil Graffin, Rajvinder Samra, and Mathijs Lucassen. "Law as a Commodity, Individuals as Packages." In Mental Health and Wellbeing in the Legal Profession, 61–84. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529210743.003.0004.
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This chapter explores perhaps the largest theme to emerge from the study, the cultural and structural factors which influence mental health and wellbeing in the legal profession. It begins by contrasting the expectations of legal life with the reality of the lived experience and identify a range of features which contribute to this (including pressures to meet billing targets, a long working hours culture and other potentially harmful norms). It also considers some of the underlying issues around equality, diversity and inclusivity which continue to impact upon the structure of the profession. The discussion links these to key theories examining the link between complicity and the normalisation of extreme demands. Overall, this chapter argues that these cultural and structural factors require challenging and changing to enable healthier working practices to embed themselves within the profession.
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Aleksandrs, Gabriel. "Working With Lesbian, Gay, Bisexual, and Transgender People in Care Relationships." In Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, 593–620. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3674-5.ch033.
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This chapter details some key considerations for health and human services professionals working with lesbian, gay, bisexual, and transgender (LGBT) people in care relationships. Reflecting on the impacts of stigma and discrimination as well as the social, cultural, and political contexts of LGBT communities and carers, this chapter will explore some of ways these factors (as well as heterosexist and cis-genderist assumptions about families and partners) impact the identification, support, and recognition of LGBT people in care relationships. Finally, this chapter will recommend strategies to reduce poor mental health and wellbeing outcomes among people in care relationships where one or all people involved are LGBT, and explore some key actions that may assist health and human services better support and include LGBT people in care relationships.
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Carter, Susan. "Case Study Method and Research Design." In Advances in Early Childhood and K-12 Education, 301–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch015.
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Case study is prominent in qualitative research literature, yet the methodologists do not have a full consensus on whether it is an approach, a method, a methodology, or a design. Perhaps this flexibility contributes to ambiguity for the burgeoning researcher. The works of prominent methodologists, namely Robert Yin, Sharan Merriam, and Robert Stake, are explored as an attempt to define case study and then explain how it can be utilized as a ‘road map' for engaging case study to investigate current practices in inclusivity and wellbeing. The author serves as a provocateur and explores the question: “How do you surface deep knowledge in your interview participants?” This chapter contributes knowledge to the field of research, specifically methodological information for the novice researcher considering using case study as a research method. Dually, this chapter brings into focus examples of case study method applied to explore inclusion and wellbeing.
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Flockhart, Tyler Ross, and Sinikka Elliott. "“That's What Google Is For”." In Research Anthology on Inclusivity and Equity for the LGBTQ+ Community, 490–506. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3674-5.ch026.
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Through in-depth interviews, this chapter examines the ways 25 LGB young adults (18-35 years old) used digital technologies as they do emotion work to preserve relationships with heterosexual parents. Findings demonstrate that, with the aid of technology (especially texting, Skyping, social media, YouTube, television, and various informational websites), LGB young adults engaged in personal and interpersonal forms of “preventive” and “palliative” emotion work. The former's aim was to prevent noxious feelings and the latter to preserve familial relationships despite emotional pain. These forms of emotion work allowed LGBs to maintain relationships with their parents, but by privileging the emotional wellbeing of heterosexual parents above those of LGBs. The authors conclude by suggesting that digital technology can be a dual-edged sword. Access to these technologies may allow LGBs to connect with queer communities and to obtain information about queerness, yet utilizing these technologies as a way to preserve familial relationships was an adaptation to--rather than disruption of--heterosexism and homophobia.
Conference papers on the topic "Inclusivity and wellbeing"
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Al-Mansoori, Reem S., Mohammad Naiseh, Dena Al-Thani, and Raian Ali. "Digital Wellbeing for All: Expanding Inclusivity to Embrace Diversity in Socio-Emotional Status." In 34th British HCI Conference. BCS Learning & Development, 2021. http://dx.doi.org/10.14236/ewic/hci2021.27.
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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.
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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.