Relevant bibliographies by topics / Staff wellbeing

Academic literature on the topic 'Staff wellbeing'

Author: Grafiati
Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "Staff wellbeing"

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Knightsmith, Pooky. "Staff wellbeing." SecEd 2016, no. 25 (October 6, 2016): 7. http://dx.doi.org/10.12968/sece.2016.25.7.

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Lauté, Vicky. "Staff wellbeing." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 3 (December 2020): 23–29. http://dx.doi.org/10.53841/bpsfpid.2020.18.3.23.

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This paper is about how I try to help my team feel good. I want to help them feel ok, when things at work get difficult. I want to get better, at showing them how to look after themselves. We need to support our staff, because they do a difficult job. Sometimes they have to work very fast. It is important for all of us to stay kind. We need to remember that people using our service, and staff, have had very upsetting times in their lives. Watching our thoughts and letting them go, can help us stay calm. Really noticing how our body feels, can help too. We want to be kind to ourselves and other people. I have written down the reasons why my ideas could help the team. The reasons are from research studies. Staff in my team told me what they thought, about this work.
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Lovett, Nadia, and Trevor Lovett. "Wellbeing in Education: Staff Matter." International Journal of Social Science and Humanity 6, no. 2 (February 2016): 107–12. http://dx.doi.org/10.7763/ijssh.2016.v6.628.

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Cook, Glenda, Sue Tiplady, and Claire Pryor. "Staff wellbeing matters." Nursing and Residential Care 24, no. 8 (August 2, 2022): 1–2. http://dx.doi.org/10.12968/nrec.2022.0042.

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Calcott, Lynnette, and Shirley Raven. "Supporting staff wellbeing." Primary Health Care 21, no. 1 (February 2011): 25–26. http://dx.doi.org/10.7748/phc2011.02.21.1.25.c8304.

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Maben, Jill. "Focus on staff wellbeing." Nursing Standard 27, no. 34 (April 24, 2013): 61. http://dx.doi.org/10.7748/ns2013.04.27.34.61.s52.

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Taylor, Lorna. "Wellbeing of staff teams." Early Years Educator 15, no. 3 (July 2013): viii—ix. http://dx.doi.org/10.12968/eyed.2013.15.3.viii.

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Foster, Sam. "Substantial support for staff wellbeing." British Journal of Nursing 30, no. 5 (March 11, 2021): 325. http://dx.doi.org/10.12968/bjon.2021.30.5.325.

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Sam Foster, Chief Nurse, Oxford University Hospitals, outlines a programme aiming to support the pyschological wellbeing of staff not just in the aftermath of the pandemic response, but for the long term
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Wray, Sarah. "In tune with staff wellbeing." Nursing Standard 27, no. 36 (May 8, 2013): 62–63. http://dx.doi.org/10.7748/ns2013.05.27.36.62.s54.

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Reynolds, Lauren W., Amy J. Bruno, Kelsey M. Ross, Jamie M. Hall, and Josh Reynolds. "Bolstering Staff Wellbeing in Schools." Journal of School Health 90, no. 5 (May 2020): 425–28. http://dx.doi.org/10.1111/josh.12888.

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Dissertations / Theses on the topic "Staff wellbeing"

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Naghieh, Ali. "Organisational intervention development and piloting for staff wellbeing." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:ac8b3c21-6765-40c4-b669-93971f3f7032.

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This thesis presents an empirical investigation to address the psychosocial work environment as an established social determinant of health. The focus was narrowed to a single occupation, teachers, due to high reported stress levels in national surveys and other consequential policy challenges. The focus of intervention was narrowed to tackling the causes of stress after a scoping literature review found that most effort in this area has been directed towards individual-level interventions and programmes. A systematic review was conducted to assess the evidence-base, which demonstrated availability of limited and low-quality evidence for the evaluation of organisational interventions for teacher wellbeing. It was found that organisational interventions lead to improvements in teacher wellbeing and retention rates, although most of the trials in this review were affected by methodological shortcomings. Because of the paucity of such intervention studies, and the heterogeneous nature of the interventions in the four included studies in this review, implications for practice were found to be very limited. Further well-designed research in the development and testing of organisational interventions for teacher wellbeing was recommended as a result, while outlining the requirements for a rigorous study in this area. An intervention development endeavour was subsequently undertaken, which pointed to participatory approaches. An intervention entitled Change Laboratory was identified due to its relatively robust theoretical and methodological basis. An exploratory pilot trial of the participatory organisational change intervention was conducted in four secondary schools in the UK, with 2 schools as intervention and 2 schools as control. Qualitative findings, process evaluation, and quantitative findings of the study are subsequently presented. The analysis focuses on the actions that teachers and managers collaboratively designed in the intervention schools, in order to address organisational and systemic factors generating stress. The common theme in the output of both Change Laboratory cases was their focus on the object of decision-making, and leading to an expansive learning in terms of a reconceptualization of decision-making within their respective organisations. The central contradiction was found to be between the macro perspective and priorities and agendas of the senior leadership that shape policies and processes, and the micro perspective of those having to enact and comply with the decisions made by senior leaders. The intervention outputs can be seen as mediators synthesized from this contradiction. Following the intervention impact longitudinally demonstrated a developing and evolving reconceptualization of pedagogy, which is more central to teachers' object of activity and their professional identity. The analysis demonstrates that professional identity may be a crucial dimension of wellbeing at work in tandem with work-related stress theories. The findings suggest that the Change Laboratory group initially embarked on a re-conceptualisation of decision-making, and utilised the new systems and way of working as a means to address teaching and learning which is more central to their professional identity and their object of activity. The quantitative findings suggests an indication of beneficial effects of the intervention at end-of-intervention point, also considering the limitations. The process evaluation focuses on delineating the different facets of the intervention and assuring intervention integrity, assessing feasibility and acceptability, and generating insights for scaling-up of the intervention. An implementation framework developed in this study was found to be of value in the endeavour to adopt, adapt, and develop process-oriented structural interventions.
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Clair, Jon. "Exploring the Effects of Boarding School Staffing Models on Staff and Student Wellbeing: A Comparative Case Study of Boarding Staff Perspectives." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/408096.

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England’s education system has a long history of boarding schools, with upwards of 75,000 boarders educated each year (Boarding Schools Association, 2020a; Independent Schools Council, 2020). Boarding schools are regarded as unique educational environments and, in recent times, there has been increasing consideration of the value and effect of these environments on the wellbeing of both staff and students. To date, proponents and opponents of boarding education have been unable to resolve their differing perspectives on the impacts of a boarding education on staff and student wellbeing. This uncertainty has occurred in the context of increasing rates of teacher attrition alongside the expanding role schools are expected to play in the domain of student personal development. Despite existing research documenting the importance of organisational factors as determinants of wellbeing, such as staffing factors, the focus often remains on the individual, with little research specifically addressing the boarding environment itself. In the context of this research need, this exploratory qualitative study compared the impact of two emergent boarding school staffing models on staff and student wellbeing through the perceptions of boarding school staff. A comparative case study methodology was employed, with purposive selection of two schools in England as instrumental case studies representing each of the two emergent models: a) the teacher-led model, which favoured the use of teaching staff in dual teaching-boarding positions, and b) the distinct-staff model, which favoured separation between boarding house staff and teaching staff. Data were collected through a document analysis of school-based policies and webpages and external inspection reports, together with semi-structured interviews with five boarding house staff at each site. The lived experience of boarding school staff was privileged within this study through the application of standpoint theory (Allen, 2017) and a relational wellbeing framework (S. White, 2010, 2017) used for the identification of broad determinant factors. Data analysis was conducted using Leximancer (Smith, 2016), an automated data mining software package, and complemented with line-by-line manual processes. Document analysis utilising Leximancer revealed that the case study contexts were comparable with respect to their policy environments and school-based factors, with differences predominantly emerging from the staffing model in use. Analysis of interview data utilising Leximancer revealed five key themes: Boarding, School, Children, Time, and Work. These themes reflected a textual focus on contextual factors, with substantial similarity emerging between the two case study sites with respect to the ranked concepts identified. This contextual focus and resulting similarity highlighted a common lived experience of participants between case study sites and provided a foundation for manual analysis of the interview data. Manual line-by-line analysis identified five themes through which staff and student wellbeing was framed in relational terms: Provision, Roles, Routines, Relationships, and Fit. Responsive to both the interview data and factors identified in the literature, these themes were united with the contextual themes which emerged from Leximancer analysis to produce a conceptual framework for the study. This conceptual framework supported the development of differences between the two models with respect to the composition of staff roles and their impact on role stress and role conflict and the consistency of boarding routines with respect to continuity of care. Patterns of boarding provision, quality of relationships, and reciprocal person-organisation fit were interrelated and important in both cases but were secondary to Roles and Provision as differentiating factors. The models were deemed to be justifiable constructions based on study observations. Findings from this small-scale study recommend the distinct-staff model as most supportive of staff and student wellbeing. This study found that the separation of teaching and boarding roles served to reduce role stress and role conflict for boarding and teaching staff alike, producing benefits for both staff and student wellbeing in this research context. Participants in the distinct-staff case reported that this model provided improved continuity of care to boarders through greater consistency in the staffing of the boarding house. Additional implications and guiding principles for schools to support the wellbeing of staff and students in boarding included: (a) adapt provision responsively to reflect the needs of current staff and students; (b) evaluate staff roles to minimise role stress and role conflict; (c) review routines and transitions to facilitate continuity of care; (d) support relationship development both professionally and personally; and (e) maximise fit between individual needs and the requirements of the institution. Exploratory in nature, this study has contributed to the limited boarding school literature base, providing the foundation for future research needed to generalise these findings more confidently.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Sheikh, Ahmad Md Khadzir. "Morbidity study among staff nurses in the hospital services : a comparison between the United Kingdom and Malaysia." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391023.

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Cooper, Amelia. "Working in a demanding environment : employee wellbeing in secure forensic settings." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25501.

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Introduction: Care professionals suffering with poor wellbeing is a phenomenon that has been found to have a damaging effect upon individual employees, service users and organisations. Employees working in forensic settings are believed to be at increased risk of damaged wellbeing due to the unique demands of their working environment, including exposure to violence and aggression. This issue was addressed in two ways. Firstly, a systematic review of the literature on the effectiveness of person-centred interventions to improve the wellbeing of forensic professionals was prepared. Following this, an empirical study was completed which examined the ability of demands related to violence and aggression, and resources of two types (cognitive and contextual behavioural) to predict the wellbeing of employees in a high secure forensic mental health (FMH) hospital. Method: For the systematic review, relevant databases were systematically searched and 7 papers that met the inclusion criteria were identified. The included studies were quality assessed to identify strengths and weaknesses. For the empirical study, 142 employees at a high secure FMH hospital completed self-report questionnaires which examined their wellbeing, perceptions of the prevalence of aggression, beliefs about safety, attitudes towards aggression, and psychological flexibility. Results: The reviewed studies included psychological, educational and mixed type interventions. Evidence for the effectiveness of interventions was mixed, and problems with methodological quality common. The results of the empirical paper suggested that exposure to violence and aggression was not a good predictor of wellbeing. However, the beliefs staff held about safety and staff‘s level of psychological flexibility were predictive of wellbeing. Conclusions: The review concluded that the existing evidence for the effectiveness of person-centred wellbeing interventions for forensic professionals was generally of poor quality, and inadequate to provide firm recommendations. Further research to assess the effectiveness of interventions and the underlying mechanisms of wellbeing change in forensic settings was advised. The empirical paper concluded that job demands related to staff‘s cognitive appraisal of safety, and the contextual behavioural resource, psychological flexibility, were predictive of staff wellbeing. It was recommended that future interventions to improve the wellbeing of forensic professionals consider the psychological processes staff encounter in the workplace, with a particular focus on contextual behavioural resources, which have an existing evidence base in broader occupational fields. Further research using contextual behavioural interventions within forensic settings is recommended in order to develop the limited research on forensic professionals‘ workplace wellbeing.
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Bentley, Rosemary Diane. "Dancing with the Shadows of Wellbeing: An Exploration of Participatory Action Research Processes as a Catalyst for Transformation of Staff Wellbeing." The University of Waikato, 2007. http://hdl.handle.net/10289/2505.

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My abiding concern with human and planetary wellbeing and an emerging interest in the potential of Participatory Action Research as a method of engaging with restorative, life-enhancing ways of being are central to the research reported here. Chomsky (2003), Kelsey (2002), Roddick (2001), and Stiglitz (2003) are amongst many authors who argue that the way in which we shape and are shaped by our relationships with one another has contributed to an intolerable, inhumane and unsustainable compromise of human and planetary wellbeing. Through a Participatory Action Research (PAR) project with staff from Te Ra, a community based on the holistic ideals of Rudolf Steiner, and thus an organisation explicitly committed to holistic wellbeing of people and planet, we sought to explore the challenges to such wellbeing. While our mutual attention was focused on enhancing staff wellbeing at their place of employment, my wider attention was also given to an investigation of the value of a critical analysis to the wider political and economic context in which this organisation works to meet the aspirations of this community. My deep attention has also focused on the potential for PAR to make a contribution to the transformational aspirations of critical theorists who are concerned to uncover and transform aspects of society that inhibit justice and wellbeing of people and planet. My metaphor of choice, to allow me the engagement in all three spheres simultaneously, is the metaphor of Dance. In my work with the staff of Te Ra, our intent was to 'dance with the Shadows', alluding to Jungian references to hidden aspects of ourselves and this community, to discover if un-wellness and disconnection from self and others could be transformed into flourishing relationships and wellbeing in the organisation. McNiff (2000) proposes that PAR has the potential to generate living theories that redefine the main purpose of organisation theory in terms of human wellbeing. Throughout this research project, principles of PAR are woven in with work of critical organisational theorists, psychologists and anthropologists. The already established ideas of reflection, observation, reflexivity, and action are choreographed with the less often considered ideas of those aspects of the research relationship that may inhibit mutuality. While this organisation is explicitly and deeply committed to underpinning all that is aspired to with a relational ethic, the impact that instrumental practices associated with an intensifying neo-liberal economic external environment have not left this organisation untouched. It took commitment, courage and resources to identify and engage with the Shadows masked by intrinsic and extrinsic pressures and processes that these research participants were experiencing. Engaging in PAR processes allowed us dance 'up close and personal' with their aspirations to begin transforming what was not well, while recognising and reinforcing the organisation's existing strong philosophical and spiritual foundations that emphasized individual freedom and collective responsibility for wellbeing of all. Based on the significant transformations achieved during this project we posit that PAR provides a collaborative opportunity for academics and practitioners to 'dance with the Shadows' of individuals and communities to make a significant contribution to the development of sustainable relationships in workplaces where human and planetary wellbeing is the priority.
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Langford, Hannah Leah. "Exploring the perspectives of children and young people : how children and young people view secondary school staff to support pupil wellbeing." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28279.

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This study explores the views of children and young people and their perceptions of how secondary school staff promote pupil wellbeing. Previous research has predominately focused on measuring the wellbeing of children and young people, looking at wellbeing trends between gender and year group and identifying the key areas which children and young people view are central to their wellbeing. This study seeks to elicit, from the perspective of children and young people, their definition of the term wellbeing, the key areas which are important to their wellbeing, how their school staff provide support within these key areas, whether there are differences between self-reported wellbeing and levels of satisfaction and adequacy in their lives. Furthermore, this study aims to explore whether standardised questionnaires include key areas which are important to children and young people and therefore, whether they are valid tools to measure the wellbeing of children and young people. Thematic analysis of focus groups, of 16 participants, identified that participants viewed wellbeing to be a multifaceted concept which is likely to evolve over time. Participants expressed that there are 4 key areas which are important to their wellbeing; their relationships, having access to activities, having their basic needs met and having a positive outlook on life. Furthermore, male and female participants expressed different perceptions of the important key areas to their wellbeing. 40 participants completed a self-reported wellbeing questionnaire. Data analysis of the Children’s Worlds Wellbeing questionnaire found that there were no gender or year group differences in the levels of self-reported wellbeing. However, there was a significant difference between males and females in the levels of satisfaction with their local area, indicating that males are significantly more satisfied with where they live. The key areas elicited from the focus groups and the areas covered in the Children’s Worlds Wellbeing questionnaire were compared, finding that there were numerous overlaps between the two sources. However, there appeared to be significant gaps within the questionnaire which participants expressed were important to their wellbeing, suggesting that such tools may have limited validity with this sample. 8 participants participated in semi-structured interviews. Thematic analysis identified that overall, participants held positive perceptions of how their school staff support pupil wellbeing, regardless of their self-reported level of wellbeing. Additionally, participants expressed that their school staff provide support which spans across each of the four key areas identified as important to their wellbeing. Although participants acknowledge the valuable support which school staff currently provides, several areas where school staff may further improve provision to improve pupil wellbeing were identified. The implications of the study are considered for schools, educational psychologists and for future directions.
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Bracewell, Anna Marie. "Role, responsibility and relationships : perceptions among primary school staff of promoting emotional wellbeing and mental health." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020640/.

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The recent focus on the role of schools in promoting pupils' emotional wellbeing and mental health has been addressed through government legislation and initiatives such as Every Child Matters (DfES, 2003a), Social and Emotional Aspects of Learning (DfES, 2005a, 2007) and the Healthy Schools Programme (DCSF/DoH, 2007). However, the precise nature of the responsibility is generally unclear. This study explored how teachers and teaching assistants in mainstream primary schools understand the terms 'emotional wellbeing' and 'mental health', their perceptions of their role and responsibility, and how they link their relationships with pupils to promoting wellbeing. The responses of teachers and teaching assistants were also compared. Using a mixed methods approach, consisting of semi-structured interviews (N = 20) and questionnaires (N = 40), and employing thematic and statistical analysis techniques, conclusions were reached. Staff appear to have broad conceptualisations of emotional wellbeing and mental health, with pupils' emotional states and interactions with others viewed as especially relevant. Participants' colleagues were strongly linked to their roles, in practical and psychological terms, and most people believed that good relationships between staff and pupils were important. The idea of 'talk' in promoting wellbeing was salient. TAs reflected on relationships in more nuanced ways than teachers and viewed these as a central part of their role. Constraints linked to time and differing responsibilities appear relevant to understanding this difference.
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Nagle, Francesca. "Effects of a positive psychology intervention on the subjective wellbeing and efficacy beliefs of teaching staff." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382272/.

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Neal, Anna. "Staff experiences of the media representations of paediatric palliative care : implications for wellbeing and career longevity." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4537/.

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study examined representations of paediatric palliative care (PPC) available in the UK media. Furthermore, the study explored PPC nurses’ experiences of these representations, with consideration of the impact of these on wellbeing and career longevity. With research from the fields of media and cultural studies and medical sociology informing its theoretical basis, the study demonstrated how popularly held constructions of healthcare services and staff are influenced by media representations and come to shape the lived experiences of healthcare workers. Furthermore, in drawing upon Social Representations Theory (Moscovici, 1988), the study proposed an explanation for how PPC is perceived and understood by the public. Moreover, the study offered a novel insight into the impact of media representations of PPC on nurses, an area which previously has not been explored in this way. Utilising Critical Realist Discourse Analysis a review of representations of PPC available in the UK media was completed. Here, findings indicated PPC was often represented as controversial and hospice-based. Furthermore, media representations tended to position nurses in polarising ways (e.g. as “angels” or “baby-killers”). In addition, semi-structured interviews were used to explore nurses’ experiences of media representations with a focus on the impact of these on wellbeing and career longevity. Data from the interviews was analysed using Interpretative Phenomenological Analysis. Three superordinate themes were developed; ‘PPC: A Contentious Approach’, ‘The “Threat” of the Media’ and ‘Not the Whole Story: One-sided media representations’. In all themes nurses described the impact of media representations upon clinical practice. However, impact on wellbeing and career longevity were not identified. Findings from the study are discussed in relation to existing literature and psychological theory, and consideration was given to the implications for clinical psychologists working in PPC and physical healthcare settings generally. Recommendations for future research are also given.
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Ablett, Janice R. "Resilience and well-being in palliative care staff." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/resilience-and-wellbeing-in-palliative-care-staff(7f16041b-3596-4bdf-ab9a-1e89e8b26b0c).html.

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Although working with cancer patients is considered inherently stressful, palliative care staff experience similar levels of psychological distress and lower levels of burnout than staff working in other specialties. There are few empirical studies in palliative care to explain this. Since working in a stressful job does not inevitably lead to psychological distress, the antecedent factors that promote resilience and maintain a sense of well-being are worthy of study. This thesis reviews two theoretical perspectives from the broader psychological literature, the personality constructs of hardiness and sense of coherence, which may promote resilience. It then outlines a qualitative study that used interpretative phenomenological analysis (IPA) to describe hospice nurses' experiences of work. During the analysis, themes emerged relating to the underlying interpersonal factors that influenced the nurses' decisions to begin and continue working in palliative care, and their attitudes towards life and work. These themes were compared with the theoretical personality constructs of hardiness and sense of coherence, and this comparison highlighted many similarities. The nurses showed high levels of commitment, and imputed a sense of meaning and purpose to their work. An area of divergence was their response to change, and this is discussed in relation to hardiness and sense of coherence. It is suggested that increasing our understanding of resilience in palliative care has implications for individual staff wellbeing, and for staff training and support, which, in turn, may also impact on the quality of patient care provided.
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Books on the topic "Staff wellbeing"

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Cowley, Andrew. Wellbeing Toolkit: Sustaining, Supporting and Enabling School Staff. Bloomsbury Publishing Plc, 2019.

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Luce, Anna. The wellbeing of staff following the Omagh bomb: First follow up. University of Newcastle at Northumbria, Centre for Clinical Psychology & Healthcare Research, 2000.

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Cording, Helen, Centre for Clinical Psychology and Healthcare Research Staff University of Northumbria at Newcastle, Sperrin Lakeland Health and Social Care Trust Staff, Jenny Firth-Cozens, and Anna Luce. Wellbeing of Staff Following the Omagh Bomb : Second Follow-Up: The Report. McNidder & Grace, 2003.

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Zambia, UNICEF, ed. Caring for us: A UNICEF strategy for the welfare & wellbeing of staff. [Lusaka]: UNICEF Zambia, 1996.

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Fancourt, Daisy. Fact file 4: Healthcare staff. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792079.003.0017.

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The field of medicine involves a wide range of jobs including doctors/physicians, dentists, nurses, midwives, radiologists, dieticians, physiotherapists, occupational therapists, psychologists, psychiatrists, porters, healthcare managers, data analysts, healthcare assistants, support workers, technicians, and many others. Recent reviews have highlighted the effects of demanding healthcare jobs and shift work on the functioning and wellbeing of staff, with particular focus on negative working conditions such as long hours and short-staffing leading to staff burnout. Consequently, many countries are now placing an emphasis on providing additional support for staff to improve retention rates and optimize the level of care provided for patients....
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Waters, Stephen. Cultures of Staff Wellbeing and Mental Health in Schools: Reflecting on Positive Case Studies. McGraw-Hill Education, 2021.

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Cooper, Cary, and Ian Hesketh. Managing Workplace Health and Wellbeing During a Crisis: How to Support Your Staff in Difficult Times. Kogan Page, Limited, 2022.

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Cooper, Cary, and Ian Hesketh. Managing Workplace Health and Wellbeing During a Crisis: How to Support Your Staff in Difficult Times. Kogan Page, Limited, 2022.

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Managing Workplace Health and Wellbeing During a Crisis: How to Support Your Staff in Difficult Times. Kogan Page, Limited, 2021.

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Mainstone-Cotton, Sonia. Promoting Emotional Wellbeing in Early Years Staff: A Practical Guide for Looking after Yourself and Your Colleagues. Kingsley Publishers, Jessica, 2017.

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Book chapters on the topic "Staff wellbeing"

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Middleton, Tristan, and Lynda Kay. "Staff Wellbeing." In Using an Inclusive Approach to Reduce School Exclusion, 189–95. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429455407-23.

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McCallum, Faye. "Teacher and Staff Wellbeing: Understanding the Experiences of School Staff." In The Palgrave Handbook of Positive Education, 715–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_28.

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AbstractThe health of the teaching profession is essential for the innovation and productivity potential of our young people. Teachers are faced with preparing young people for an unknown future, with the reduction of manual tasks and an increased focus on people skills, problem-solving, and creative thinking. Teachers are critical in helping students achieve, belong, and develop socially and emotionally. But how well prepared are teachers and other school staff for shifting conditions, and how satisfied and productive are they? The reality is that many teachers, leaders, and school staff are struggling. Drawing on two research studies, this chapter explores experiences of staff wellbeing. Findings indicate that for young people to be well, to achieve at school, and to be prepared for the future, teachers must also be well. Strategies for supporting teacher wellbeing and implications for the future are discussed. A well-educated population is key to a nation’s prosperity, peace, and human flourishing.
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Kreitzer, Mary Jo. "WellBeing at the Workplace: The Urgency and Opportunity." In Innovative Staff Development in Healthcare, 143–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81986-6_9.

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Reeves, Andrew. "Supporting Staff: Creating the Conditions for Confident Support." In Student Mental Health and Wellbeing in Higher Education: A practical guide, 189–206. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Ltd, 2019. http://dx.doi.org/10.4135/9781529700435.n10.

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Cefai, Carmel, and Helen Askell-Williams. "School Staff’ Perspectives on Mental Health Promotion and Wellbeing in School." In Mental Health Promotion in Schools, 99–119. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-053-0_7.

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Hilton, Claire. "Patients and Their Daily Life." In Civilian Lunatic Asylums During the First World War, 173–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54871-1_6.

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Abstract This chapter includes many aspects of patients’ personal care and wellbeing, including the provision of basic amenities; interactions between patients, staff and the outside world; and the work which patients undertook and the rewards they received. Ensuring patients’ personal dignity and providing appropriate employment, social diversions and as much freedom as possible was known to help alleviate their distress, lessen untoward behaviours and enhance wellbeing. However, some asylums ignored advice from idealistic psychiatrists about good practice. Knowing what needed to be done but failing to do it, was negligence of a particularly distressing kind. Although some patients’ relatives and friends had no concerns about standards of care, others feared repercussions on the patient should they complain. Staff and patients who spoke up about the deficits, usually did so after leaving the asylum.
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Brambilla, Andrea, Alessandro Morganti, Göran Lindahl, Andrea Riva, and Stefano Capolongo. "Complex Projects Assessment. The Impact of Built Environment on Healthcare Staff Wellbeing." In Computational Science and Its Applications – ICCSA 2020, 345–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58814-4_24.

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Tucker, Beatrice. "Disruptive Trends in Student Experience Evaluations and Implications for Academic Staff Wellbeing." In Assessing and Enhancing Student Experience in Higher Education, 261–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80889-1_11.

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Teoh, Kevin Rui-Han, Gail Kinman, and Juliet Hassard. "The Relationship Between Healthcare Staff Wellbeing and Patient Care: It’s Not That Simple." In Integrating the Organization of Health Services, Worker Wellbeing and Quality of Care, 221–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59467-1_10.

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Tidmand, Louise. "Building Positive Emotions and Playfulness." In The Palgrave Handbook of Positive Education, 421–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_17.

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AbstractThis chapter focuses on the What? Why? and How? of building positive emotions and playfulness. What are positive emotions and playfulness? Why are these concepts part of the foundation of positive education? And How may we build positive emotions and playfulness in our pedagogical practice. In the profession of teaching, positive emotions and playfulness are closely linked to the development of coping skills and strategies, social competencies, cognitive competencies, and learning, as well as to the VIA character strengths. The chapter gives examples and suggestions as to how positive emotions and playfulness may be implemented in the three phases of teaching: preparation and lesson planning, pedagogical practice in the classroom, and evaluation of the lesson. The chapter furthermore looks into how positive emotions and playfulness are part of and contribute to the positive educational framework, to both student and staff wellbeing in the classroom, and as well as in the learning institution as a workplace.
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Conference papers on the topic "Staff wellbeing"

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Bryon, Mandy, Daljit Hothi, and Kristina Soon. "29 Inverting the wellbeing pyramid: the GOSH approach to looking after staff wellbeing." In GOSH Conference 2020 – Our People, Our Patients, Our Hospital. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-gosh.29.

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Pluchevskaya, Emiliya, Anastasiya Kuchkartaeva, Natalia Kabanova, and Natalia Varlacheva. "Enhancing Staff Wellbeing Through Cost Management in the Crisis Period." In II International Scientific Symposium on Lifelong Wellbeing in the World. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.02.27.

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Buckley, Kerry, and Nigel Hartley. "P-203 Wellbeing and bereavement support for care home staff." In Finding a Way Forward, Hospice UK National Conference, 22–24 November 2022, Glasgow. British Medical Journal Publishing Group, 2022. http://dx.doi.org/10.1136/spcare-2022-hunc.217.

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McKelvie-Sebileau, Pippa, Sally Baddock, Ella Iosua, Lee Smith, Lian Wu, Patrea Andersen, Suzanne Miller, et al. "A Longitudinal Study Exploring Resilience and Wellbeing of Staff from Five Institutions Across Te Pūkenga Network During the 2020 Covid-19 Lockdown and Subsequent Lifting of Social Restrictions." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205011.

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The strict nationwide Covid-19 lockdown that began in March 2020 in Aotearoa New Zealand required staff from tertiary education institutions to immediately adapt and move their teaching and professional activities online, as well as maintain social contact remotely. The aim of our study was to explore the impact of the lockdown and restrictions on working life and personal wellbeing for staff at five Institutes of Technology and Polytechnics (ITPs) across Te Pūkenga national network. Participants were invited to complete an online survey at five time points, corresponding to different alert levels and decreasing social restrictions. They responded to questions about changes to work and personal life, activities to maintain wellbeing, adequacy and trustworthiness of information sources, and provided qualitative comment. Overall, 2250 responses were collected from 1240 individuals over the five time points. They show that participants made higher levels of adjustments in their working lives than in their personal lives or their efforts to maintain social contact. Levels of adjustment decreased over time, despite an increase in alert level (increased social restrictions) in September 2020. Attention to wellbeing also dropped off over time, with an increasing proportion of staff becoming at risk of poor wellbeing (below the cut-off of the WHO-5 depression index). Qualitative comments show innovative and creative ways of maintaining wellbeing despite the requirements for considerable adjustments to participants’ daily working and personal lives.
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Forrow, Helen. "P-90 Wellbeing@Work – reducing hospice staff sickness and turnover rates." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.113.

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Taylor, Johanna, Andrew Papworth, Jan Aldridge, Lorna Fraser, Suzanne Mukherjee, and Bryony Beresford. "9 Staff wellbeing in children’s hospices (SWiCH): a mixed-methods study." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.9.

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Papworth, Andrew, Jan Aldridge, Bryony Beresford, Lorna Fraser, Suzanne Mukherjee, and Johanna Taylor. "O-19 Staff wellbeing in UK children’s hospices (SWiCH): a mixed-methods study." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.19.

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Johnston, Shona, Amy Mitchell, Joanna Craven, and Laura Mitchell. "668 Improving awareness of staff wellbeing in a paediatric haematology and oncology unit." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.131.

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German, Mariya. "Continuous Well-Being and Sustainable Society Development: The Role of Staff Training for Innovative Companies." In III International Scientific Symposium on Lifelong Wellbeing in the World. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.01.68.

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Lee, Natasha. "1305 Staff wellbeing and team morale during the Covid-19 pandemic at Birmingham children’s hospital." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.543.

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Reports on the topic "Staff wellbeing"

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Student Wellbeing in Contexts of Protracted Violent Conflict. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/ids.2021.055.

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In contexts of protracted violent conflict, school environments play a key role in children’s psychological, social, and emotional wellbeing. Research by the REALISE education project in the Democratic Republic of the Congo (DRC) provides a better understanding of how violent conflict penetrates schools; the relationship between school staff, students, parents, and the local community; and the role of children’s social entourage. It identifies key considerations for education projects operating in these contexts and how they can best support the wellbeing of children, including those who are extremely isolated or experience marginalisation on the basis of gender or minority status.
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Dorman, Eleanor, Zara Markovic-Obiago, Julie Phillips, Richard Szydlo, and Darren K. Patten. Wellbeing in UK Frontline Healthcare Workers During Peaks One and Three of the COVID-19 Pandemic: A Retrospective Cross-Sectional Analysis. Science Repository, December 2022. http://dx.doi.org/10.31487/j.ejgm.2022.01.01.

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Background: COVID-19 had a huge impact on the wellbeing of healthcare workers (HCWs). This is well documented during the first peak of the pandemic. With cases in the UK rising for a third peak, hospitalisations and deaths surpassing the first, there is very little known about the mental health of HCWs during this time. Methods: Using a questionnaire, data was collected from patient-facing staff at Barking, Havering, and Redbridge University Trust to quantify and compare the period prevalence of symptoms of depression, anxiety, and PTSD during the first peak (P1: March-May 2020) and third peak (P3: December 2020-Feburary 2021) of the COVID-19 pandemic as well as wellbeing service use, demographics of responders and what they found most difficult during the peaks. Results: Of 158 responders, only 22·4% felt they had enough access to wellbeing services during P1 and 21·5% in P3. Of those who used wellbeing services 34·4% found them useful in P1 and 34·6% in P3. 70·3% of responders felt that not enough was done for staff wellbeing. The median anxiety score decreased from P1 (10(range 5-17)) to P3 (8(range 4-16)) p=0·031. Under 30-year-olds’ depression and PTSD scores increased from P1 to P3 (depression: P1 7(1-11), P3 8(3-14), p=0·048, PTSD: P1 4(0-7) peak 3 5(2-9), p=0·037). Several groups showed a decrease in anxiety scores from P1 to P3 including; over 30-year-olds (P1 10(5-17), P3 7(3-15) p=0·002), BME responders (P1 8(3·75-15) P3 6·5(1-12) p=0·006), AHP (P1 14(7-19), P3 11(5-19) p=0·005), ITU workers (P1 15(8-18·25) P3 12(5·75-18·25) p=0·004), and those who were redeployed (P1 8(5-18·25), P3 5(2-14·75), p=0·032). Conclusion: We have observed changes in mental health symptoms within the study population as the peaks of the pandemic continue. With the majority of responders reporting they felt not enough had been done for their wellbeing support - and of those who used the wellbeing services only around 1/3 felt they were useful - we hope that this paper can help inform wellbeing provision and identify groups at higher risk of developing mental health symptoms.
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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.

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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
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Stall, Nathan M., Kevin A. Brown, Antonina Maltsev, Aaron Jones, Andrew P. Costa, Vanessa Allen, Adalsteinn D. Brown, et al. COVID-19 and Ontario’s Long-Term Care Homes. Ontario COVID-19 Science Advisory Table, January 2021. http://dx.doi.org/10.47326/ocsat.2021.02.07.1.0.

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Key Message Ontario long-term care (LTC) home residents have experienced disproportionately high morbidity and mortality, both from COVID-19 and from the conditions associated with the COVID-19 pandemic. There are several measures that could be effective in preventing COVID-19 outbreaks, hospitalizations, and deaths in Ontario’s LTC homes, if implemented. First, temporary staffing could be minimized by improving staff working conditions. Second, homes could be further decrowded by a continued disallowance of three- and four-resident rooms and additional temporary housing for the most crowded homes. Third, the risk of SARS-CoV-2 infection in staff could be minimized by approaches that reduce the risk of transmission in communities with a high burden of COVID-19. Summary Background The Province of Ontario has 626 licensed LTC homes and 77,257 long-stay beds; 58% of homes are privately owned, 24% are non-profit/charitable, 16% are municipal. LTC homes were strongly affected during Ontario’s first and second waves of the COVID-19 pandemic. Questions What do we know about the first and second waves of COVID-19 in Ontario LTC homes? Which risk factors are associated with COVID-19 outbreaks in Ontario LTC homes and the extent and death rates associated with outbreaks? What has been the impact of the COVID-19 pandemic on the general health and wellbeing of LTC residents? How has the existing Ontario evidence on COVID-19 in LTC settings been used to support public health interventions and policy changes in these settings? What are the further measures that could be effective in preventing COVID-19 outbreaks, hospitalizations, and deaths in Ontario’s LTC homes? Findings As of January 14, 2021, a total of 3,211 Ontario LTC home residents have died of COVID-19, totaling 60.7% of all 5,289 COVID-19 deaths in Ontario to date. There have now been more cumulative LTC home outbreaks during the second wave as compared with the first wave. The infection and death rates among LTC residents have been lower during the second wave, as compared with the first wave, and a greater number of LTC outbreaks have involved only staff infections. The growth rate of SARS-CoV-2 infections among LTC residents was slower during the first two months of the second wave in September and October 2020, as compared with the first wave. However, the growth rate after the two-month mark is comparatively faster during the second wave. The majority of second wave infections and deaths in LTC homes have occurred between December 1, 2020, and January 14, 2021 (most recent date of data extraction prior to publication). This highlights the recent intensification of the COVID-19 pandemic in LTC homes that has mirrored the recent increase in community transmission of SARS-CoV-2 across Ontario. Evidence from Ontario demonstrates that the risk factors for SARS-CoV-2 outbreaks and subsequent deaths in LTC are distinct from the risk factors for outbreaks and deaths in the community (Figure 1). The most important risk factors for whether a LTC home will experience an outbreak is the daily incidence of SARS-CoV-2 infections in the communities surrounding the home and the occurrence of staff infections. The most important risk factors for the magnitude of an outbreak and the number of resulting resident deaths are older design, chain ownership, and crowding. Figure 1. Anatomy of Outbreaks and Spread of COVID-19 in LTC Homes and Among Residents Figure from Peter Hamilton, personal communication. Many Ontario LTC home residents have experienced severe and potentially irreversible physical, cognitive, psychological, and functional declines as a result of precautionary public health interventions imposed on homes, such as limiting access to general visitors and essential caregivers, resident absences, and group activities. There has also been an increase in the prescribing of psychoactive drugs to Ontario LTC residents. The accumulating evidence on COVID-19 in Ontario’s LTC homes has been leveraged in several ways to support public health interventions and policy during the pandemic. Ontario evidence showed that SARS-CoV-2 infections among LTC staff was associated with subsequent COVID-19 deaths among LTC residents, which motivated a public order to restrict LTC staff from working in more than one LTC home in the first wave. Emerging Ontario evidence on risk factors for LTC home outbreaks and deaths has been incorporated into provincial pandemic surveillance tools. Public health directives now attempt to limit crowding in LTC homes by restricting occupancy to two residents per room. The LTC visitor policy was also revised to designate a maximum of two essential caregivers who can visit residents without time limits, including when a home is experiencing an outbreak. Several further measures could be effective in preventing COVID-19 outbreaks, hospitalizations, and deaths in Ontario’s LTC homes. First, temporary staffing could be minimized by improving staff working conditions. Second, the risk of SARS-CoV-2 infection in staff could be minimized by measures that reduce the risk of transmission in communities with a high burden of COVID-19. Third, LTC homes could be further decrowded by a continued disallowance of three- and four-resident rooms and additional temporary housing for the most crowded homes. Other important issues include improved prevention and detection of SARS-CoV-2 infection in LTC staff, enhanced infection prevention and control (IPAC) capacity within the LTC homes, a more balanced and nuanced approach to public health measures and IPAC strategies in LTC homes, strategies to promote vaccine acceptance amongst residents and staff, and further improving data collection on LTC homes, residents, staff, visitors and essential caregivers for the duration of the COVID-19 pandemic. Interpretation Comparisons of the first and second waves of the COVID-19 pandemic in the LTC setting reveal improvement in some but not all epidemiological indicators. Despite this, the second wave is now intensifying within LTC homes and without action we will likely experience a substantial additional loss of life before the widespread administration and time-dependent maximal effectiveness of COVID-19 vaccines. The predictors of outbreaks, the spread of infection, and deaths in Ontario’s LTC homes are well documented and have remained unchanged between the first and the second wave. Some of the evidence on COVID-19 in Ontario’s LTC homes has been effectively leveraged to support public health interventions and policies. Several further measures, if implemented, have the potential to prevent additional LTC home COVID-19 outbreaks and deaths.
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