Bibliografías temáticas / Goal setting

Literatura académica sobre el tema "Goal setting"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "Goal setting"

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Stratton, Richard K. "Motivation: Goals and Goal Setting". Strategies 18, n.º 3 (enero de 2005): 31–32. http://dx.doi.org/10.1080/08924562.2005.10591138.

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Aarts, Henk. "Goal setting theory and the mystery of setting goals." Motivation Science 5, n.º 2 (junio de 2019): 106–7. http://dx.doi.org/10.1037/mot0000130.

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Jones, Jeffrey G. y Elaine M. Kovalcik. "Goal setting". Postgraduate Medicine 83, n.º 1 (enero de 1988): 257–61. http://dx.doi.org/10.1080/00325481.1988.11700118.

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MacAuley, D. "Goal setting". British Journal of Sports Medicine 30, n.º 1 (1 de marzo de 1996): 2. http://dx.doi.org/10.1136/bjsm.30.1.2.

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LATHAM, GARY P. "Goal Setting:". Organizational Dynamics 32, n.º 3 (agosto de 2003): 309–18. http://dx.doi.org/10.1016/s0090-2616(03)00028-7.

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Prince, Nathan. "Goal setting:". Journal of the American Dietetic Association 101, n.º 5 (mayo de 2001): 566. http://dx.doi.org/10.1016/s0002-8223(01)00365-0.

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Coey, Hazel. "Goal setting". Dental Nursing 13, n.º 9 (2 de septiembre de 2017): 432–33. http://dx.doi.org/10.12968/denn.2017.13.9.432.

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Arraya, Marco António, René Pellissier y Isabel Preto. "Team goal-setting involves more than only goal-setting". Sport, Business and Management: An International Journal 5, n.º 2 (11 de mayo de 2015): 157–74. http://dx.doi.org/10.1108/sbm-11-2012-0046.

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Purpose – The purpose of this paper is to research factors like task-orientation and collectivism and to examine the relationship between them and goal-setting as research construct. This research investigates the phenomena of team goal-setting in a selected sports organisation. Therefore 49 players from three Portuguese elite male handball team were selected for the study. Design/methodology/approach – Three well-known questionnaires were employed to determine the relationships between the above factors in a case setting. Task- and ego-orientation in Sport Questionnaire, the Jackson Psychological Collectivism Measure and the Goal-setting in Sport Questionnaire. Findings – The results reveal that the team and players are task-oriented, collectivist and possessing professional and personal goal habits. The correlations between questionnaire outcomes indicate that, when the team wants to set goals, it should consider the players’ orientation and the team’s collectivism. Thus team goal-setting is more than only goal-setting, because of the need for task-orientation and collectivism. Research limitations/implications – The research was conducted using three teams in a specific sports and thus cannot be generalised to the general sports environment. Yet, certainly the strength of the findings indicate that the results and conclusions may be used in a wider sports or business setting. Practical implications – This research paper should provide managers and coaches with insight into the complexity of team goal-setting. It also should provide insight into the chosen process related to human resources. Originality/value – The paper adds and demonstrates to the literature on team goal-setting the importance of task-orientation and collectivism as goal-setting mediators.
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Kanfer, Ruth. "It's a Goal, Goal, Goal Setting World". Contemporary Psychology: A Journal of Reviews 36, n.º 10 (octubre de 1991): 847–48. http://dx.doi.org/10.1037/030241.

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Henley, Michael. "Goals, Goal‐setting, Appraisal and School Improvement". School Organisation 9, n.º 1 (enero de 1989): 143–56. http://dx.doi.org/10.1080/0260136890090112.

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Tesis sobre el tema "Goal setting"

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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко, Iryna Volodymyrivna Liashenko y Krivoshey Y. O. "Goal Setting in Sport". Thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72496.

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Goal setting is defined as what the person is trying to achieve. This is an object or purpose or action. In modern definitions, reaching goals often means achieving a standard or competence in a task. Goals usually reflect unconscientious intentions or goals. Goals are regulated and accepted behavior.
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Rosencrantz, Holger. "Goal-setting and goal-achieving in transport policy". Licentiate thesis, Stockholm, 2006. http://www.diva-portal.org/kth/theses/abstract.xsql?dbid=3995.

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Isley, Shane D. "Toward a functional approach to goal setting". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5162/.

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A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.
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Moss, Sara Anne. "Hope and goal outcomes: The role of goal-setting behaviors". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513865199503514.

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Luzhnica, Doruntina. "Goal setting for innovation : Exploring the relation to operational goals". Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24516.

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Goal setting is proven to affect the choices and focus of the employees towards certain tasks, therefore it has been suggested for ensuring that sufficient focus and attentions is direct towards explorative activities (Lund & Magnusson, 2015), which are otherwise at risk of being down prioritized (Levinthal & March, 1993). Such effects of goal setting can though not be expected in situations where there is low commitment to the goal program (Latham, 2004). A factor which is important for increasing the goal commitment, is having clear rationales for the goals set. However, because there are few studies on goal setting for innovation, rationales for establishing innovation goals and hinderers affecting goal commitment have still not been researched from an innovation perspective. Moreover, much of the existing goal setting theory has derived from research related to productivity aspects (Latham & Yukl, 1975;Lund & Magnusson, 2015) which have more in common with operational activities, than innovation activities. The purpose of this study is to identify rationales- and hinders to goal commitment when establishing innovation goals, and to examine how goal setting features for exploration (referred to as innovation goals) differs from goal setting features for exploitation (referred to as operational goals). This research has been conducted as case study at Sandvik Coromant, where both qualitative and quantitative data was collected. Interviews and surveys were done with the help of 32 managers from different departments and managerial levels. The findings are limited to R&D manager’s perceptions of goal setting. Findings show that rationales for establishing innovation goals are; to directing attention towards- and inspire exploration, to bring innovation to a concrete level and create knowledge, to satisfy prerequisites of innovation and/or innovation culture, to come up with new ways of working or improving processes, and to generate new ideas or/and present and implementing them. Hinders affecting goal commitment were identified as the following; misconceptions about innovation from defining it as output only, failing to convince individuals that the goal program is important and lack of resources. Further, according to this study goals for innovation differ from goals for operational activities. Goal features preferred for the two were opposites to each other. Goal features for operational activities aim to reduce variance and control the performance outcome, whereas goal features for innovation aim to trigger essential parts of innovation such as creativity, learning and experimentation, and therefore increases variance.
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Jelassi, Ramzi. "Hur påverkar goal-setting och self-efficacy prestationer på uppgifter med olika grad av komplexitet?" Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144547.

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Många motivationsteorier existerar vilka försöker beskriva drivkraften bakom våra handlingar. En sådan är goal-setting teorin enligt vilken specifika svåra mål skapar bättre prestationer. Self-efficacy påverkar dessutom influensen av mål eftersom individer med hög self-efficacy tenderar att engagera sig mer kring uppsatta mål. Effekten av mål verkar även bero på nivån av komplexitet i en uppgift. Syftet med studien var därför att vidare undersöka hur goal-setting och self-efficacy tillsammans påverkar prestationer på uppgifter med olika grad av komplexitet. En enkätundersökning med 145 undersökningsdeltagare genomfördes där prestation på två olika uppgifter testades med och utan mål samt relaterades till generell self-efficacy. Resultaten visade dock inga signifikanta skillnader i prestation mellan grupper som blev tilldelade specifika svåra mål och grupper som inte blev tilldelade tydliga mål. Ingen signifikant påverkan av self-efficacy kunde heller påvisas för de olika betingelserna. Resultaten antas främst bero på uppgifternas korta tidsspann, deltagarnas egen förmåga och uppgifternas svårighetsgrad.
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Cale, Andrew. "Goal setting, multidimensional anxiety and performance". Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/7124.

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The primary purpose of the experiments carried out within this thesis was to examine the relationships between goals, the perceptions of individuals towards those goals, the performance environment and the eventual performance outcome. More specifically, what are the changes in selected goal setting variables and what is the anxiety response within individuals, when objective goal difficulty is manipulated under various environmental conditions? Four laboratory-based experiments were carried out in this research. The primary purpose of the first experiment was to establish an appropriate experimental design and measure of task performance that would allow an investigation of selected goal setting variables. Whilst the primary objectives were achieved, one important factor emerged that needed to be considered in the design of the subsequent experiments. Goal setting needed to be based around the ability of the individual rather than group norms. Experiment 2 was designed not only to further investigate the theoretical framework underlying goal setting, but also to examine the nature of the multidimensional anxiety response associated with that framework. Again, the main objectives of Experiment 2 were achieved, but the experimental design adopted did not allow for investigation of changes in goal setting and anxiety under different performance environments. Consequently, Experiment 3 was designed in an attempt to extend the investigation of the above framework towards 'real-life' situations. A complex design attempted to approximate the environmental conditions encountered by athletes in low versus high stress situations, such as those encountered in practice and in competition. The results were complex and the major finding to emerge was that it was difficult to approximate 'real-life' situations when using a novel performance task and competitive instructions as a potential stressor. Experiment 4 attempted to address these issues and required university basketball players to perform a basketball free-throw task under 'low stress' and 'high stress'conditions. Although there were expected differences for the goal setting and anxiety variables between different goal groups, there were no differences on any of the variables when performing under the different environmental conditions. The series of experiments contained within this thesis attempted to establish a theoretical framework, albeit in a laboratory setting, which may form the basis for future, more ecologically valid, investigations into the many 'real-life' sporting situations which inherently contain aspects relating to goal setting, anxiety and performance .
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Dyck, Patricia Sarah. "The effects of goal setting method on goal attributes and adherence to physical activity and nutrition goals". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34308.pdf.

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Greco, Lindsey Michelle. "Professional identification and career goals: goal setting in the role transition process". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2085.

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The question of the development and content of personal career goals has received little attention and relatively little is known about the factors influencing career goals and when and how career goal setting occurs. Drawing from Ashforth’s (2001) model of role transitions, I propose that professional identification is an important precursor to the development of career goals. The primary research objectives of this dissertation are to explore how identity motives drawn from experiences in graduate school relate to professional identification and how professional identification relates to both short- and long-term career goals for graduate students. I investigated my conceptual model and research hypotheses using a mixed-methods design. The stage 1 qualitative analysis was used to (1) identify measures corresponding to Ashforth’s (2001) four psychological motives (i.e., identity, control, meaning, and belonging) as antecedents of identification and (2) representative measures of career goals for graduate students. Forty-eight graduate students responded to open-ended questions about graduate school experiences, challenges, and career goals. Content analysis revealed measureable constructs for graduate students that align with Ashforth’s control and belonging motives; graduate students elicited support from advisors (i.e., career and psychosocial mentoring), peers (i.e., peer support), and colleagues (i.e., networking) to provide a framework for identification with their new professional roles. In terms of outcome goal variables, graduate students’ goals reflected two major content themes: extrinsic needs and status attainment. The responses from the Stage 1 qualitative survey along with social identity theory (Tajfel & Turner, 1979) and the goal setting literature served as the basis for the development of the Stage 2 quantitative survey assessing both short-term and long-term career goals. Based on a sample of 312 (short-term career goal model) and 243 (long-term career goal model) graduate students from 28 different universities in fields across both hard and social sciences, results show that one individual characteristic (need for identification) and actions of faculty advisors (psychosocial mentoring) are positively related to professional identification. Professional identification was related to goals in two main ways. First, higher professional identification positively related to short-term career goals which were high quality – that is, the goals were specific, difficult, and graduate students were committed to achieving them. Second, professional identification was positively related to both short-and long-term extrinsic goals, suggesting that graduate students who have internalized the goals and objectives of the profession see that a way to solidify their professional standing is to pursue a position that presents opportunities for high wages and external rewards. Overall, the research findings have implications for theory related to identification motives and identification in role transition processes. The study also contributes to the literature on careers and goal setting, especially as it relates to professional workers. From a practical perspective, faculty advisors should emphasize positive psychosocial mentoring experiences such as counseling and friendship to create a sense of professional identity for students, and professional associations and faculty should consider that identification with a profession is primarily related to career goals associated with high financial success.
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Meacham, Kristina A. "The Role of Attention in Goal Setting". Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9917.

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This study examined the role of attention in goal setting theory, using techniques adapted from selective attention research. Specifically, it explored activation and suppression of goal related information in the presence of two conflicting assigned goals. Pre vs. post goal completion and goal commitment were examined as moderators of these attentional effects. In addition, exploratory analyses looked at the impact of individual differences on attention (goal preference & action-state orientation). Analyses were conducted using three-level hierarchical linear modeling (HLM), where repeated measures occur within trials, which are nested within individuals. In general, results failed to support the hypotheses. However, weak support was found for attentional effects when commitment was also taken into consideration. Further, while commitment was not found to have the strong moderating influence on attention that was hypothesized, there is some evidence for its overall importance to the attentional mechanism of the goal/performance relationship.
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Libros sobre el tema "Goal setting"

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Rouillard, Larrie A. Goals and goal setting. Menlo Park,Calif: Crisp Pubns., 1993.

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Rouillard, Larrie A. Goals and goal setting. Menlo Park, Calif: Crisp Publications, 1993.

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Rouillard, Larrie. Goals and goal setting. Menlo Park, Calif: Crisp Publications, 1998.

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Wilson, Susan B. Goal setting. New York: American Management Association, 1994.

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Mutrie, Nanette. Goal setting. Edinburgh: Scottish Sports Council, 1985.

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Rouillard, Larrie. Goals and goal setting: Revised. Menlo Park, Calif: Crisp Publications, 1998.

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Keith, Ellis. The magic lamp: Goal setting for people who hate setting goals. New York: Three Rivers Press, 1998.

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Kemp, Nan. Effective goal setting. London: Edward Arnold, 1988.

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DeStefano, Christopher. Complete Goal Setting Guide: Life Goal Setting, Goal Setting for Work, Financial Goal Setting and Setting Relationship Goals. Independently Published, 2018.

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Setting Goals And Supporting Goal Setting. Pfeiffer & Company, 2010.

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Capítulos de libros sobre el tema "Goal setting"

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Smyth, Lucinda. "Goal setting". En Practical Physiotherapy with Older People, 42–53. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3031-6_3.

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Beckner, Mark. "Goal Setting". En The Coder's Path to Wealth and Independence, 149–61. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0421-4_10.

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Latham, Gary P., Deshani B. Ganegoda y Edwin A. Locke. "Goal-Setting". En The Wiley-Blackwell Handbook of Individual Differences, 577–87. Oxford, UK: Wiley-Blackwell, 2013. http://dx.doi.org/10.1002/9781444343120.ch21.

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Hennecke, Marie. "Goal Setting". En Encyclopedia of Gerontology and Population Aging, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_99-1.

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Chun, Julia, Tyler Tingley y William Lidwell. "Goal Setting". En The Elements of Education for School Leaders, 40–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-20.

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Parker, Madhavi Nawana. "Goal setting". En The Resilience and Wellbeing Toolbox, 165–87. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003044062-8.

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Nicholls, Adam R. "Goal Setting". En Psychology in Sports Coaching, 35–44. 3a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003201441-9.

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Nottage, Cindy y Virginia Morse. "Goal Setting". En IIM, 6. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003264804-2.

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Hennecke, Marie. "Goal Setting". En Encyclopedia of Gerontology and Population Aging, 2202–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_99.

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Sanguras, Laila Y. "Goal Setting". En Ready-to-Use Resources for Grit in the Classroom, 21–40. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237617-4.

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Actas de conferencias sobre el tema "Goal setting"

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Mol, Stefan, Vladimer Kobayashi, Gábor Kismihók y Catherine Zhao. "Learning through goal setting". En the Sixth International Conference. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2883851.2883859.

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Gall, Kevin C., Wheeler Ruml y Sarah Keren. "Active Goal Recognition Design". En Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/559.

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In Goal Recognition Design (GRD), the objective is to modify a domain to facilitate early detection of the goal of a subject agent. Most previous work studies this problem in the offline setting, in which the observing agent performs its interventions before the subject begins acting. In this paper, we generalize GRD to the online setting in which time passes and the observer's actions are interleaved with those of the subject. We illustrate weaknesses of existing metrics for GRD and propose an alternative better suited to online settings. We provide a formal definition of this Active GRD (AGRD) problem and study an algorithm for solving it. AGRD occupies an interesting middle ground between passive goal recognition and strategic two-player game settings.
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Ekhtiar, Tina, Armağan Karahanoğlu, Rúben Gouveia y Geke Ludden. "Goals for Goal Setting: A Scoping Review on Personal Informatics". En DIS '23: Designing Interactive Systems Conference. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3563657.3596087.

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Chen, Shin-Guang. "On Setting Business Goal in Corporations". En 2018 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2018. http://dx.doi.org/10.1109/ieem.2018.8607672.

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Yamada, Etsuko. "Teaching Goal-Setting in English Learning". En The European Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2188-1162.2023.110.

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Gibson, E. y S. C. Oveson. "Team goal setting to reduce employee isolation". En Innovation in Technology Management. The Key to Global Leadership. PICMET '97. IEEE, 1997. http://dx.doi.org/10.1109/picmet.1997.653394.

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Perham, A. J., A. R. Garlick y J. H. Forster. "Goal-Setting Regulation: Truly Cost-Effective Safety?" En Offshore Europe. Society of Petroleum Engineers, 1993. http://dx.doi.org/10.2118/26710-ms.

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Taylor, B. G. S. "A Goal-Setting Approach to Offshore Regulations". En Offshore Europe. Society of Petroleum Engineers, 1993. http://dx.doi.org/10.2118/26745-ms.

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Louvigné, Sébastien, Neil Rubens, Fumihiko Anma y Toshio Okamoto. "Utilizing Social Media for Observational Goal Setting". En Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-022.

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Peters, Rifca, Joost Broekens y Mark A. Neerincx. "Guidelines for Tree-based Collaborative Goal Setting". En IUI'17: 22nd International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025171.3025188.

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Informes sobre el tema "Goal setting"

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Smith, Caleb, Cami Rasmussen, Lily Sronkoski, Phuong Nguyen-Hoang y Travis Kraus. Maquoketa City Council Goal Setting and Governance. Iowa City, Iowa: University of Iowa, mayo de 2022. http://dx.doi.org/10.17077/rep.006455.

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None, None. Hydrogen program goal-setting methodologies: Report to Congress. Office of Scientific and Technical Information (OSTI), agosto de 2006. http://dx.doi.org/10.2172/1217824.

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Dobronyi, Christopher, Philip Oreopoulos y Uros Petronijevic. Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment. Cambridge, MA: National Bureau of Economic Research, agosto de 2017. http://dx.doi.org/10.3386/w23738.

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McLaren, Joyce A. City and County Solar PV Training Program, Module 1: Goal Setting and Clarification. Office of Scientific and Technical Information (OSTI), febrero de 2018. http://dx.doi.org/10.2172/1421600.

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Kildahl, Stephen. Effects of feedback and goal setting on job attitudes and productivity : a field study. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5697.

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Long, Judith, Shreya Kangovi, Nandita Mitra, Lindsey Norton, Rory Harte, Tamala Carter, Xinyi Zhao y David Grande. Collaborative Goal Setting with or without Community Health Worker Support for Patients with Multiple Chronic Conditions. Patient-Centered Outcomes Research Institute (PCORI), julio de 2019. http://dx.doi.org/10.25302/7.2019.ad.131007292.

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Hodges, Nancy. Impact of Goal-setting on Motivation as Affected by the Joint Influence of the Attributional Dimensions of Causality, Stability, and Control. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6735.

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KISELEVA, G. y O. TURYANSKAYA. EFFECTIVE MANAGEMENT OF AN EDUCATIONAL INSTITUTION AS A CONDITION FOR QUALITY ASSURANCE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-76-84.

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The author in his article highlights the main ways of effective management of an educational institution. He refers to the main methods of goal setting, planning, organization, control and regulation. The author reveals the structural elements of the management model, which is also reflected in the Development Program of the educational institution.
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Chalmers, Seth. Reducing Human Driver Error and Setting Realistic Expectations with Advanced Driver Assistance Systems. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, julio de 2023. http://dx.doi.org/10.4271/epr2023016.

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<div class="section abstract"><div class="htmlview paragraph">Thousands die or are injured each year in automobile crashes. Reducing the number of these tragedies requires reframing our approach to vehicle- and human-based transportation mobility and depends on whether the mobility industry and individual human drivers take a more aggressive approach to saving lives and preventing injuries. Bringing automated driving systems technologies into the advanced driver assist systems (ADAS) and connected vehicle space will help humans drive more safely and better prepare us for automated vehicles (AVs). </div><div class="htmlview paragraph"><b>Reducing Human Driver Error and Setting Realistic Expectations with Advanced Driver Assistance Systems</b> discusses the recent Partnership for Analytics Research in Traffic Safety report which shows that ADAS can indeed work. The path forward requires combining ADAS and ADS implementation with infrastructure engineering, law enforcement, education, emergency response, and public policy, with the goal of reaching zero deaths and serious injuries. It also requires fully embracing the US Department of Transportation Federal Highway Administration’s Safe System approach, backed by the addition of public policies that incorporate and expand ADAS’s role in achieving that safe system.</div><div class="htmlview paragraph"><a href="https://www.sae.org/publications/edge-research-reports" target="_blank">Click here to access the full SAE EDGE</a><sup>TM</sup><a href="https://www.sae.org/publications/edge-research-reports" target="_blank"> Research Report portfolio.</a></div></div>
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Vescio, Talia, Courtney Walshe y Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, abril de 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.

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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.
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