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Journal articles on the topic 'Wellbeing'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Lindert, Lara, Sabrina Zeike, Kyung-Eun (Anna) Choi, and Holger Pfaff. "Transformational Leadership and Employees’ Psychological Wellbeing: A Longitudinal Study." International Journal of Environmental Research and Public Health 20, no. 1 (December 30, 2022): 676. http://dx.doi.org/10.3390/ijerph20010676.

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Managers play a key role in realizing a humane organization of work. Transformational leadership aims to identify and examine leadership behaviors that strengthen employees’ awareness of the importance and values of task outcomes by articulating a vision for the future, providing a realistic action plan, and giving individualized support. Previous studies have revealed associations between transformational leadership and the psychological wellbeing of employees in different settings, while others did not find such associations. As research based on longitudinal data remains rare, this study builds on longitudinal data from two employee surveys conducted in 2015 and 2018 in a medium-sized German company. In this study, transformational leadershipt0 and gender had a significant impact on transformational leadershipt1, while psychological wellbeing∆, social capital∆, and age did not. Psychological wellbeingt0 and social capital∆ had a significant impact on psychological wellbeingt1, but transformational leadership∆, age, and gender did not. Therefore, it is worthwhile for companies to invest in social capital and focus on gender aspects at work. As underlying mechanisms regarding employees’ psychological wellbeing may differ between companies, it is worthwhile for each organization to conduct mental risk assessments to identify “red flags” and implement suitable measures.

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2

Tedjasuksmana, Christianto. "HUBUNGAN ANTARA KONSEP DIRI DENGAN WELLBEING PADA REMAJA AKHIR DI SURABAYA." Experientia: Jurnal Psikologi Indonesia 10, no. 2 (December 2022): 121–32. http://dx.doi.org/10.33508/exp.v10i2.2946.

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Ketika memasuki usia remaja, individu memerlukan kondisi wellbeing yang baik agar dapat mengembangkan potensi yang dimilikinya, serta berkarya secara produktif dan efektif. Wellbeing memiliki 2 pendekatan, yaitu pendekatan hedonic atau subjective wellbeing dan pendekatan eudaemonic atau psychological wellbeing. Dalam mencapai hal tersebut, maka dibutuhkannya konsep diri untuk membantu individu memahami dirinya melalui kondisi fisik, sosial, serta aspek-aspek personal seperti kepribadian, sikap, dan perilaku. Dengan mencapai identitas yang utuh, individu dapat memiliki fungsi psikologis dan sosial yang baik, serta mengurangi masalah pada perilakunya. Dengan kata lain, pencapaian identitas melalui konsep diri yang positif mengarah pada kondisi wellbeing yang baik. Penelitian ini melibatkan 72 orang remaja yang berusia 18-21 tahun di Surabaya. Pengambilan sampel dilakukan dengan menggunakan teknik accidental sampling. Peneliti menggunakan skala Pemberton Happiness Index untuk mengukur wellbeing dan skala Personal Self-concept Questionnaire untuk mengukur konsep diri. Data penelitian dianalisis dengan menggunakan teknik korelasi non-parametrik Kendall’s tau-b. Hasil penelitian menunjukkan korelasi positif yang signifikan antara variabel konsep diri dengan wellbeing, r = 0,456 dan p = 0,000 (p < 0,05). Hal ini menunjukkan bahwa semakin baik konsep diri remaja, maka semakin baik pula wellbeing remaja. Demikian pula sebaliknya, konsep diri yang kurang diikuti oleh menurunnya wellbeing.

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3

O'Sullivan, June. "Wellbeing." Nursery World 2023, no. 1 (January 2, 2023): 31. http://dx.doi.org/10.12968/nuwa.2023.1.31.

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O'Sullivan, June. "Wellbeing." Nursery World 2023, no. 5 (May 2, 2023): 33. http://dx.doi.org/10.12968/nuwa.2023.5.33.

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5

Cormier, Andrée-Anne, and Mauro Rossi. "Is children’s wellbeing different from adults’ wellbeing?" Canadian Journal of Philosophy 49, no. 8 (2019): 1146–68. http://dx.doi.org/10.1080/00455091.2019.1619354.

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AbstractCall generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a positive case for it.

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6

Barletti, Juan Pablo Sarmiento. "The Angry Earth." Anthropology in Action 23, no. 3 (December 1, 2016): 43–53. http://dx.doi.org/10.3167/aia.2016.230305.

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AbstractIn this article, I argue for a broadening of the conceptualisation of wellbeing in the scholarly and policy literature on the topic. I do so as, despite the calls for the inclusion of place in analyses of wellbeing, the literature on the topic still carries a dominant conception of wellbeing as a measurable index based on Euro-American practices and discourses, with their associated views of humanity and nature. I will advance the discussion on wellbeing’s intimate connection to place and place-based consciousness through an ethnographic engagement with kametsa asaiki (‘living well together’), an ethos of wellbeing pursued by indigenous Ashaninka people in the Peruvian Amazon. This is a revealing context as Peru exemplifies how extractive development initiatives tend to misrecognise or underestimate their socio-natural consequences on local pursuits of wellbeing. I argue that an understanding of the role of place and place-based consciousness in wellbeing is key to enhancing the concept’s utility in policy and practice, especially due to its centrality in the United Nations Sustainable Development Goals. In doing so, I call for further ethnographic explorations of the link between wellbeing models and understandings of humanity and nature.

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7

Soutter, Anne Kathryn. "What can we learn about wellbeing in school?" Journal of Student Wellbeing 5, no. 1 (August 9, 2011): 1. http://dx.doi.org/10.21913/jsw.v5i1.729.

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In recent years, the term wellbeing has become more common as an explicit educational aim. Despite its frequent use, it is often broadly applied, and rarely explicitly defined. Typically, wellbeing is described in education policy in ways that align conceptual pairings common in political discourse, including wealth, health, and happiness. Given the attention wellbeing is receiving by politicians around the world, this is an important time to consider if common uses of the term are relevant to and resonate with those in the school context, particularly amongst those on the cusp of entry into their adult lives. Here, I present data collected over a three day teaching and learning event in which students were invited to share their understandings of wellbeing as they worked to accomplish tasks related to their school examinations. Soutter, Gilmore, & Oâ€™Steenâ€™s (2010) framework for wellbeing served as the conceptual lens through which data were analysed. The central finding to emerge was that wellbeing is conceptualised by students as a multi-dimensional, complex construct that holds both instrumental and intrinsic value for them as individuals, but that educational experiences did not play a prominent role in their visual or verbal communication about wellbeing. Through the discussion, this paper attempts to â€œcreate spaceâ€ to consider wellbeingâ€™s role in the senior secondary context.

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8

Bourne, Paul, and Cynthia Francis. "Wellbeing and correlates of wellbeing: Using Maslow's 5 Needs Hierarchy to evaluate wellbeing." Journal of Behavioral Health 2, no. 3 (2013): 269. http://dx.doi.org/10.5455/jbh.20130202125320.

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9

Kandhari, Sunmeet. "Wellbeing initiatives." British Dental Journal 230, no. 3 (February 2021): 119. http://dx.doi.org/10.1038/s41415-021-2664-1.

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10

Ferraro, Emilia, and Juan Pablo Sarmiento Barletti. "Placing Wellbeing." Anthropology in Action 23, no. 3 (December 1, 2016): 1–5. http://dx.doi.org/10.3167/aia.2016.230301.

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AbstractIn this thematic issue we offer anthropologically-informed snapshots of the different forms that wellbeing takes when approached from place-based perspectives. We are interested in highlighting and engaging with the undermining of place in the literature on wellbeing, which has produced a lack of appreciation for the role that culture plays in forming and informing different discourses, understandings and practices of wellbeing, as well as wellbeing scholarship itself. Our articles examine place as part of a project that aims at generating new contexts from which to ‘think otherwise’ about social policy, politics, the creation of knowledge, and, ultimately, existence.

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11

Swales, Paul. "Financial wellbeing." Dental Nursing 18, no. 6 (June 2, 2022): 278–80. http://dx.doi.org/10.12968/denn.2022.18.6.278.

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12

Kästik, Helen. "Handmade Wellbeing." Studia Vernacula 8 (November 13, 2017): 208–15. http://dx.doi.org/10.12697/sv.2017.8.208-215.

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The staff members and students of the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy participated in an international project that aimed at expanding the competences of arts and crafts professionals with the aim of seeking more effective co-operation with the welfare system for elderly people. This Erasmus Plus project ‘Handmade Wellbeing – Collaborative Learning in Craft and Welfare Interfaces’ was funded by the European Union and ran from September 2015 to August 2017. Welfare institutions for the elderly will soon be faced by an ever-increasing and more informed generation of customers who will place a greater value on creative and active leisure activities, and who will not be content with domestic and medical care alone. This sphere is a promising new field of work for craftsmen and artists, but also one which requires special training. The project was carried out by the University of Helsinki in Finland (the leading partner), the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy, UniT Kunstlabor (an art group from Austria), and the UK-based non-profit organisation, Superact. All the participants trained arts and crafts professionals in order to prepare them for working with elderly people at welfare institutions. The co operation partners were also invited to participate in week-long training sessions organised by each country. These visits helped in coming to understand different local approaches morefully. The discussions that took place during the international training weeks also determined the conceptualisation and structure of the handbook. In fact, the aim of the project was to exchange valuable experiences in order to learn from them. The end result is a manual and study aid that belongs to the field of education science and is useful for both the craftsmen who work with elderly people and also for welfare institutions. Each country also hosted a seminar and an exhibition which were open to the general public. During the practical phase of the project, each country organised creative and hands-on workshops for the elderly. The objectives and topics of these workshops covered a broad spectrum: among the most popular ones were various handicraft and DIY workshops, but contemporary art and performing arts projects also took place. Each co-operation partner enhanced the project with their unique approach and shared their best practices, something which resulted in efficient and intriguing teaching methods. In Estonia, the workshops took place between September and December 2016 at two different types of elderly care facilities: the day centres in Viljandi and Tartu, and the nursing homes in Viiratsi and Nõo. The workshops were organised by the lecturers Kersti Rattus and Eilve Manglus and the students Indrek Ikkonen and Elen Tammet. The activities varied in their degree of difficulty: the elderly participants tried textile printing, metalwork, ribbon-plaiting, and badge-making. Handmade Wellbeing brought together an enthusiastic international team. The greatest advantage of this educational model was its comparative perspective and hands-on approach. The generalisations stemming from the experience of international co-operation resulted in a handbook that is accessible to a large audience. Reflection on methods led to the drawing up of concise instructions other arts and crafts professionals can use to prepare themselves physically and mentally when doing similar work. On the one hand, the handbook gives a step-by-step guide to preparing and conducting a workshop, and on the other it adresses ways of relating to elderly people, including how to identify one’s prejudices and even stereotypes. For further information on the project and handbook, please visit the website at: http://craftwellbeing.eu.

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13

Kästik, Helen. "Handmade Wellbeing." Studia Vernacula 8 (November 13, 2017): 208–15. http://dx.doi.org/10.12697/sv.2017.8.208-215.

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The staff members and students of the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy participated in an international project that aimed at expanding the competences of arts and crafts professionals with the aim of seeking more effective co-operation with the welfare system for elderly people. This Erasmus Plus project ‘Handmade Wellbeing – Collaborative Learning in Craft and Welfare Interfaces’ was funded by the European Union and ran from September 2015 to August 2017. Welfare institutions for the elderly will soon be faced by an ever-increasing and more informed generation of customers who will place a greater value on creative and active leisure activities, and who will not be content with domestic and medical care alone. This sphere is a promising new field of work for craftsmen and artists, but also one which requires special training. The project was carried out by the University of Helsinki in Finland (the leading partner), the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy, UniT Kunstlabor (an art group from Austria), and the UK-based non-profit organisation, Superact. All the participants trained arts and crafts professionals in order to prepare them for working with elderly people at welfare institutions. The co operation partners were also invited to participate in week-long training sessions organised by each country. These visits helped in coming to understand different local approaches morefully. The discussions that took place during the international training weeks also determined the conceptualisation and structure of the handbook. In fact, the aim of the project was to exchange valuable experiences in order to learn from them. The end result is a manual and study aid that belongs to the field of education science and is useful for both the craftsmen who work with elderly people and also for welfare institutions. Each country also hosted a seminar and an exhibition which were open to the general public. During the practical phase of the project, each country organised creative and hands-on workshops for the elderly. The objectives and topics of these workshops covered a broad spectrum: among the most popular ones were various handicraft and DIY workshops, but contemporary art and performing arts projects also took place. Each co-operation partner enhanced the project with their unique approach and shared their best practices, something which resulted in efficient and intriguing teaching methods. In Estonia, the workshops took place between September and December 2016 at two different types of elderly care facilities: the day centres in Viljandi and Tartu, and the nursing homes in Viiratsi and Nõo. The workshops were organised by the lecturers Kersti Rattus and Eilve Manglus and the students Indrek Ikkonen and Elen Tammet. The activities varied in their degree of difficulty: the elderly participants tried textile printing, metalwork, ribbon-plaiting, and badge-making. Handmade Wellbeing brought together an enthusiastic international team. The greatest advantage of this educational model was its comparative perspective and hands-on approach. The generalisations stemming from the experience of international co-operation resulted in a handbook that is accessible to a large audience. Reflection on methods led to the drawing up of concise instructions other arts and crafts professionals can use to prepare themselves physically and mentally when doing similar work. On the one hand, the handbook gives a step-by-step guide to preparing and conducting a workshop, and on the other it adresses ways of relating to elderly people, including how to identify one’s prejudices and even stereotypes. For further information on the project and handbook, please visit the website at: http://craftwellbeing.eu.

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14

Kästik, Helen. "Handmade Wellbeing." Studia Vernacula 8 (November 13, 2017): 208–15. http://dx.doi.org/10.12697/sv.2017.8.208-215.

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Abstract:

The staff members and students of the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy participated in an international project that aimed at expanding the competences of arts and crafts professionals with the aim of seeking more effective co-operation with the welfare system for elderly people. This Erasmus Plus project ‘Handmade Wellbeing – Collaborative Learning in Craft and Welfare Interfaces’ was funded by the European Union and ran from September 2015 to August 2017. Welfare institutions for the elderly will soon be faced by an ever-increasing and more informed generation of customers who will place a greater value on creative and active leisure activities, and who will not be content with domestic and medical care alone. This sphere is a promising new field of work for craftsmen and artists, but also one which requires special training. The project was carried out by the University of Helsinki in Finland (the leading partner), the Estonian Native Crafts Department at the University of Tartu Viljandi Culture Academy, UniT Kunstlabor (an art group from Austria), and the UK-based non-profit organisation, Superact. All the participants trained arts and crafts professionals in order to prepare them for working with elderly people at welfare institutions. The co operation partners were also invited to participate in week-long training sessions organised by each country. These visits helped in coming to understand different local approaches morefully. The discussions that took place during the international training weeks also determined the conceptualisation and structure of the handbook. In fact, the aim of the project was to exchange valuable experiences in order to learn from them. The end result is a manual and study aid that belongs to the field of education science and is useful for both the craftsmen who work with elderly people and also for welfare institutions. Each country also hosted a seminar and an exhibition which were open to the general public. During the practical phase of the project, each country organised creative and hands-on workshops for the elderly. The objectives and topics of these workshops covered a broad spectrum: among the most popular ones were various handicraft and DIY workshops, but contemporary art and performing arts projects also took place. Each co-operation partner enhanced the project with their unique approach and shared their best practices, something which resulted in efficient and intriguing teaching methods. In Estonia, the workshops took place between September and December 2016 at two different types of elderly care facilities: the day centres in Viljandi and Tartu, and the nursing homes in Viiratsi and Nõo. The workshops were organised by the lecturers Kersti Rattus and Eilve Manglus and the students Indrek Ikkonen and Elen Tammet. The activities varied in their degree of difficulty: the elderly participants tried textile printing, metalwork, ribbon-plaiting, and badge-making. Handmade Wellbeing brought together an enthusiastic international team. The greatest advantage of this educational model was its comparative perspective and hands-on approach. The generalisations stemming from the experience of international co-operation resulted in a handbook that is accessible to a large audience. Reflection on methods led to the drawing up of concise instructions other arts and crafts professionals can use to prepare themselves physically and mentally when doing similar work. On the one hand, the handbook gives a step-by-step guide to preparing and conducting a workshop, and on the other it adresses ways of relating to elderly people, including how to identify one’s prejudices and even stereotypes. For further information on the project and handbook, please visit the website at: http://craftwellbeing.eu.

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15

Engelsen, Søren. "Wellbeing Competence." Philosophies 7, no. 2 (April 9, 2022): 42. http://dx.doi.org/10.3390/philosophies7020042.

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This article presents and analyzes the basic features of wellbeing competence. Following a procedural approach to wellbeing, I propose wellbeing competence as a significant object of focus in the philosophical debate on wellbeing. Instead of being concerned one-sidedly with abstract ideals and explicit, theoretical knowledge about what constitutes wellbeing, wellbeing competence is the ability to handle the concrete process of living well and helping others live well in a generally qualified way. This article presents a theory that considers wellbeing competence a complex form of knowing how. Further, it outlines central aspects and components of wellbeing competence. I suggest four components to play central functional roles in wellbeing competence when supplementing each other: empathy, emotional awareness, flexible perspective, and metacognition.

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16

Neary, Stephanie, Mary Ruggeri, Christopher Roman, and James Van Rhee. "Wellbeing PArtners." Journal of the American Academy of Physician Assistants 33, no. 12 (December 2020): 1. http://dx.doi.org/10.1097/01.jaa.0000723164.20013.85.

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17

Jefferies, Tina. "Workplace wellbeing." Early Years Educator 17, no. 1 (May 2, 2015): 35–37. http://dx.doi.org/10.12968/eyed.2015.17.1.35.

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18

Gournay, Kevin. "Promoting wellbeing." British Journal of Wellbeing 1, no. 9 (December 2010): 5. http://dx.doi.org/10.12968/bjow.2010.1.9.5.

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19

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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20

Chan, K. "Compromised wellbeing." British Dental Journal 229, no. 11 (December 2020): 700–701. http://dx.doi.org/10.1038/s41415-020-2462-1.

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21

Litchfield, P. "Workplace wellbeing." Perspectives in Public Health 141, no. 1 (December 28, 2020): 11–12. http://dx.doi.org/10.1177/1757913920951388.

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22

Morgan, Jules. "Wellbeing matters." Lancet Psychiatry 2, no. 8 (August 2015): 691. http://dx.doi.org/10.1016/s2215-0366(15)00329-6.

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23

Coyle, David, Anja Thieme, Conor Linehan, Madeline Balaam, Jayne Wallace, and Siân Lindley. "Emotional Wellbeing." International Journal of Human-Computer Studies 72, no. 8-9 (August 2014): 627–28. http://dx.doi.org/10.1016/j.ijhcs.2014.05.008.

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24

Williams, Ruth, and Andrea Shaw. "Emotional wellbeing." Nursing Management 22, no. 6 (September 30, 2015): 17. http://dx.doi.org/10.7748/nm.22.6.17.s22.

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Williams, Ruth. "Carers’ wellbeing." Nursing Management 23, no. 4 (July 2016): 11. http://dx.doi.org/10.7748/nm.23.4.11.s14.

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Caan, Woody. "Robust wellbeing." Journal of Public Mental Health 15, no. 3 (September 19, 2016): 141–49. http://dx.doi.org/10.1108/jpmh-07-2016-0029.

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Purpose The purpose of this paper arose out of a Public Mental Health Network meeting in September 2015 and a suggestion then by the editor of the British Journal of Psychiatry. The British Journal of Psychiatry had just published an editorial by the chief medical officer for England that challenged the current concept of wellbeing, within health policy. Design/methodology/approach The analysis is structured around three key elements of the chief medical officer’s challenge to the concept of “wellbeing”: has wellbeing been scientifically defined? Does improving wellbeing prevent mental illness? Is there any robust, peer-reviewed evidence to support a wellbeing “approach” to mental health? Findings Wellbeing is definable provided there is recognition that it has multiple dimensions. At least some of these dimensions relate to health, with most published research focused on personal wellbeing. Originality/value This policy analysis addresses the three questions above, within the context of mental health improvement and training for public mental health.

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MARSHALL, Nigel A., and Kagari SHIBAZAKI. "Promoting Wellbeing." Asian Journal of Human Services 12 (2017): 60–76. http://dx.doi.org/10.14391/ajhs.12.60.

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Hardy, Sheila. "Wellbeing education." Practice Nursing 22, no. 2 (February 2011): 58. http://dx.doi.org/10.12968/pnur.2011.22.2.58.

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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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Ashworth, Vicky. "Maintaining wellbeing." Journal of Kidney Care 7, no. 5 (September 2, 2022): 248–50. http://dx.doi.org/10.12968/jokc.2022.7.5.248.

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Jaggar, Sneha, and Lovaii Navlakhi. "Financial Wellbeing-The Missing Piece in Holistic Wellbeing." NHRD Network Journal 14, no. 1 (January 2021): 83–94. http://dx.doi.org/10.1177/2631454120980600.

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The top causes of stress for employees, based on various studies, are financial or money matters and their challenges. Organisations recognise the impact this worry creates for the firm at large and thus financial wellbeing programmes are slowly gaining popularity. There is evidence to show how financial wellbeing is an integral part of holistic wellbeing, and organisations are experimenting with methods to disseminate financial literacy. In order to avoid the pitfalls of trying something big and failing, organisations and particularly human resource (HR) should spearhead the initiative of duly customised financial wellness programmes (FWPs) for their employees which address their pains and keep aside a budget for the same. Like any relationship, this too needs time to grow; finding a partner early whose objective aligns with that of the HR in ensuring holistic wellbeing for the employee is the important first step. The recent regulations for Registered Investment Advisors promulgated by SEBI allow HR in organisations to use them as a first filter in selecting their financial wellbeing partner.

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Western, Mark, and Wojtek Tomaszewski. "Subjective Wellbeing, Objective Wellbeing and Inequality in Australia." PLOS ONE 11, no. 10 (October 3, 2016): e0163345. http://dx.doi.org/10.1371/journal.pone.0163345.

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Yi, JoonYoung, and NakHyeok Choi. "Effects of Community Wellbeing on Individuals’ Subjective Wellbeing." JOURNAL OF THE KOREA CONTENTS ASSOCIATION 23, no. 4 (April 30, 2023): 364–72. http://dx.doi.org/10.5392/jkca.2023.23.04.364.

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Jackson, Steven J., Michael P. Sam, and Marcelle C. Dawson. "The Contested Terrain of Sport and Well-Being: Health and Wellness or Wellbeing Washing?" Social Sciences 13, no. 7 (July 11, 2024): 366. http://dx.doi.org/10.3390/socsci13070366.

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Wellbeing has firmly established itself within contemporary practice, politics and policy. Indeed, the cultural, commercial, and terrestrial landscape of the concept is staggering and manifests within popular discourse and across global organisations and institutions, national governments, workplaces, and consumer lifestyle products and services. Notably, the field of sport, exercise, and physical activity has been identified by the World Health Organisation (WHO), the United Nations, and the OECD as a key sector with the potential to contribute to people’s wellbeing. This should not be surprising given that there is a large body of literature espousing the benefits of regular physical activity (in myriad forms) as part of a healthy lifestyle. However, there are increasing concerns that wellbeing’s global ubiquity may be leading to a range of unintended consequences and/or unscrupulous practices within both international organisations and nation-states. This largely conceptual essay focuses on the concept and process of wellbeing washing by (1) tracing the historical roots and evolution of wellbeing; (2) exploring its reconceptualization within the framework of neoliberalism; (3) offering a preliminary outline of the concept of wellbeing washing; and (4) briefly describing how wellbeing washing is manifesting within the context of sport in Aotearoa/New Zealand. Overall, this analysis explores wellbeing as a contested terrain of interests marked by a range of complexities and contradictions.

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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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Verma, Pratima, Siddharth Mohapatra, and Mukul Saxena. "Hedonic to Eudaimonic Wellbeing: Sustained Volunteering for Sustained Wellbeing." International Journal of Social Sustainability in Economic, Social, and Cultural Context 17, no. 2 (2021): 11–27. http://dx.doi.org/10.18848/2325-1115/cgp/v17i02/11-27.

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Adamou, Marios, Andrew Goddard, Niki Kyriakidou, Andrew Mooney, Donal O’Donoghue, Shriti Pattani, and Matthew Roycroft. "The Wellbeing Thermometer: A Novel Framework for Measuring Wellbeing." Psychology 11, no. 10 (2020): 1471–80. http://dx.doi.org/10.4236/psych.2020.1110093.

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Młynkowiak-Stawarz, Anna. "Do Polish tourists want wellbeing tourism? Preferences for wellbeing tourism versus the psychological wellbeing of individuals." e-mentor 99, no. 2 (July 2023): 56–68. http://dx.doi.org/10.15219/em99.1610.

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This paper is part of a study on the impact of tourism experiences on the psychological wellbeing of individuals. Integrating the approach of positive psychology and research on tourists’ behaviour within the field of marketing, Caroll Ryff's concept of psychological wellbeing and the concept of wellbeing tourism were used for this purpose. The aim of the research was to investigate differences in the level of perceived psychological wellbeing by tourists preferring different types of wellbeing tourism, and the article presents theoretical and practical premises for defining wellbeing tourism. Wellbeing tourism can be defined as a specific type of tourism based on six pillars that ensure a sustainable approach to travel and leisure - simultaneous care for the body, soul, and mind of the tourist, as well as the environment, society, and economy of the destination area. Through analysis of variance, it was found that these differences are significant for those preferring natural and cultural wellbeing tourism, and they are also influenced by the perception of one's financial situation. Applying the results of the study will enable tourism enterprises to design an offer for tourists that will increase their sense of psychological wellbeing.

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Lindert, Lara, Lara Schlomann, Holger Pfaff, and Kyung-Eun (Anna) Choi. "The Role of Psychological Wellbeing in a Cross-Provider Worksite Healthcare Management Program for Employees with Musculoskeletal Disorders." International Journal of Environmental Research and Public Health 19, no. 9 (April 29, 2022): 5452. http://dx.doi.org/10.3390/ijerph19095452.

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Background: Musculoskeletal and mental disorders are often comorbid, with complex correlations of pain, impairment due to pain, disability, and psychological wellbeing. This study investigates the role of psychological wellbeing in a worksite healthcare program for employees within a German randomized controlled trial. Methods: For our analyses we used data of the module for minor musculoskeletal complaints (N = 180). The intervention included a workplace-related training and case manager support. Results: Changes over time were significant in the disability score (t(179) = 9.04, p < 0.001), pain intensity (t(179) = 9.92, p < 0.001), and psychological wellbeing (t(179) = −4.65, p < 0.001). Individuals with low vs. high psychological wellbeing showed significant differences in their disability scoret0,t1 (tt0(178) = −4.230, pt0 < 0.001, tt1(178) = −2.733, pt1 < 0.001), pain intensityt0,t1 (tt0(178) = −3.127, pt0 < 0.01, tt1(178) = −3.345, pt1 < 0.01, and motivationt0 (tt0(178) = 4.223, pt0 < 0.001). The disability score∆ mediates the impact of pain intensity∆ on psychological wellbeingt1 (beta = 0.155, p < 0.05). Psychological wellbeing∆ had an impact on the disability scoret1 (beta = −0.161, p < 0.01). Conclusions: The lower the psychological wellbeing is at an intervention’s beginning, the higher the potential is for its improvement, which might affect individuals’ experienced impairment due to pain. In order to achieve the best outcomes, interventions should include both pain-related and psychological aspects. Future research needs to explore the causality of the found interrelationships further.

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Voznyak, Halyna, Olha Mulska, Mariana Bil, and Yuriy Radelytskyy. "Financial wellbeing of households in instability." Investment Management and Financial Innovations 19, no. 1 (February 10, 2022): 135–44. http://dx.doi.org/10.21511/imfi.19(1).2022.10.

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In instability and economic turbulence, the wellbeing of households as market economy entities constitutes the financial-investment capacity of a region, the level of which is determined by the conditions of the competitive socio-economic environment. The paper aims to estimate the financial wellbeing of households on the example of the oblasts of the Carpathian region of Ukraine in instability. The study is based on a system-integral estimation method, which includes the implementation of three stages: (1) development of a system of indicators, (2) determination and substantiation of weight significance, and (3) construction of time series of empirical parameters of households’ wellbeing based on temporal and spatial approaches. The analysis reveals that the financial wellbeing of households differentiates in a competitive economic environment and with the spread of behavioral factors (COVID-19, consumer reflections). Among the oblasts of the Carpathian region of Ukraine, the highest values of empirical parameters of financial wellbeing were in Zakarpatska (0.537) and Chernivetska (0.459) oblasts (2019). Meanwhile, the level of the financial wellbeing of households is higher in Lvivska oblast by several indicators. The divergence of the Carpathian region from Ukraine by the level of the financial wellbeing of households was mostly observed in 2018–2019. Zakarpatska oblast was the leader by the level of the financial wellbeing of households in 2010–2019. The study is of the practical nature for framing the regional economic policy in terms of detecting the critical “pressure” of financial wellbeing on the economic growth of the region and economic ability to increase investment capacity. AcknowledgmentsThe study has been conducted within the framework of the Applied Research “Financial determinants of the provision of economic growth in the regions and territorial communities based on behavioural economy” with the support of the National Research Foundation of Ukraine (M. Dolishniy Institute of Regional Research of the National Academy of Sciences of Ukraine, the grant Reg. No. 2020.02/0215, 2020–2022).

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Oades, Lindsay G., Aaron Jarden, Hanchao Hou, Corina Ozturk, Paige Williams, Gavin R. Slemp, and Lanxi Huang. "Wellbeing Literacy: A Capability Model for Wellbeing Science and Practice." International Journal of Environmental Research and Public Health 18, no. 2 (January 15, 2021): 719. http://dx.doi.org/10.3390/ijerph18020719.

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Wellbeing science is the scientific investigation of wellbeing, its’ antecedents and consequences. Alongside growth of wellbeing science is significant interest in wellbeing interventions at individual, organizational and population levels, including measurement of national accounts of wellbeing. In this concept paper, we propose the capability model of wellbeing literacy as a new model for wellbeing science and practice. Wellbeing literacy is defined as a capability to comprehend and compose wellbeing language, across contexts, with the intention of using such language to maintain or improve the wellbeing of oneself, others or the world. Wellbeing literacy is underpinned by a capability model (i.e., what someone is able to be and do), and is based on constructivist (i.e., language shapes reality) and contextualist (i.e., words have different meanings in different contexts) epistemologies. The proposed capability model of wellbeing literacy adds to wellbeing science by providing a tangible way to assess mechanisms learned from wellbeing interventions. Moreover, it provides a framework for practitioners to understand and plan wellbeing communications. Workplaces and families as examples are discussed as relevant contexts for application of wellbeing literacy, and future directions for wellbeing literacy research are outlined.

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Sander, Ruth. "Religion and wellbeing." Nursing Older People 24, no. 4 (April 27, 2012): 13. http://dx.doi.org/10.7748/nop.24.4.13.s11.

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O'Grady, Paul. "Epistemology and Wellbeing." European Journal for Philosophy of Religion 10, no. 1 (March 11, 2018): 97–116. http://dx.doi.org/10.24204/ejpr.v10i1.2527.

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There is a general presumption that epistemology does not have anything to do with wellbeing. In this paper I challenge these assumption, by examining the aftermath of the Gettier examples, the debate between internalism and externalism and the rise of virtue epistemology. In focusing on the epistemic agent as the locus of normativity, virtue epistemology allows one to ask questions about epistemic goods and their relationship to other kinds of good, including the good of the agent. Specifically it is argued that emotion has a positive role to play in epistemology, an example from Aquinas is used to illustrate this and to illustrate the different kinds of good involved in cognition.

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Bonner, John. "Nutrition and wellbeing." BSAVA Companion 2020, no. 12 (December 1, 2020): 22–23. http://dx.doi.org/10.22233/20412495.1220.22.

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Garrido, Gemma, Laia Camps, Isabel Herrera Herrera, Roser Guillamat, Vicenç Vallés, Maite Sanz, and Joan Martínez. "Music & Wellbeing." International Journal of Integrated Care 16, no. 6 (December 16, 2016): 186. http://dx.doi.org/10.5334/ijic.2734.

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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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Burdette, Alaska, Ana Ortez-Rivera, Kaelin Rapport, and Casey Hall. "Anthropology of Wellbeing." Practicing Anthropology 39, no. 3 (June 1, 2017): 7–13. http://dx.doi.org/10.17730/0888-4552.39.3.7.

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Hone, Lucy, Denise Quinlan, and Josie Roberts. "Working towards wellbeing." Set: Research Information for Teachers, no. 1 (June 10, 2019): 50. http://dx.doi.org/10.18296/set.0136.

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Fitzpatrick, Mike. "Health and wellbeing?" British Journal of General Practice 60, no. 570 (January 1, 2010): 61. http://dx.doi.org/10.3399/bjgp10x482202.

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Fitzpatrick, Mike. "Wellbeing and support." British Journal of General Practice 61, no. 583 (February 1, 2011): 147. http://dx.doi.org/10.3399/bjgp11x556399.

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