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Descriptors:
Females; Social Justice; Cultural Pluralism; Well Being; Foreign Countries; Social Change; Correlation; Freedom; Gender Differences; Guidelines; Personal Narratives; History; Cultural Context; Sex Fairness

Abstract:
The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers' well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Sexuality; Females; Well Being; Sexual Identity; Homosexuality; Depression (Psychology); Self Esteem; Least Squares Statistics; Interpersonal Attraction; Social Support Groups; Anxiety; Correlation; Scores; Prediction; Rating Scales

Abstract:
Identity-based conceptualizations of sexual orientation may not account adequately for variation in young women's sexuality. Sexual minorities fare worse in psychosocial markers of wellbeing (i.e., depressive symptoms, anxiety, self esteem, social support) than heterosexual youth; however, it remains unclear whether these health disparities exclusively affect individuals who adopt a sexual minority identity or if they also may be present among heterosexually-identified youth who report same-sex attractions. We examined the relationship between sexual attraction, sexual identity, and psychosocial wellbeing in the female only subsample (weighted, n = 391) of a national sample of emerging adults (age 18-24). Women in this study rated on a scale from 1 (not at all) to 5 (extremely) their degree of sexual attraction to males and females, respectively. From these scores, women were divided into 4 groups (low female/low male attraction, low female/high male attraction, high female/low male attraction, or high female/high male attraction). We explored the relationship between experiences of attraction, reported sexual identity, and psychosocial outcomes using ordinary least squares regression. The results indicated sexual attraction to be predictive of women's psychosocial wellbeing as much as or more than sexual identity measures. We discuss these findings in terms of the diversity found in young women's sexuality, and how sexual minority status may be experienced by this group. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Well Being; Caring; School Security; Fear; Foreign Countries; School Safety; Student Needs; Mental Health; School Health Services; Social Development; Emotional Development; Student Behavior; Interpersonal Relationship

Abstract:
In the aftermath of the school shootings in Newtown, Connecticut this past December, people experienced the world around them as less safe--understandably so. In response to such a tragic event, there is a degree of fear instilled in all people that for many was at its peak in the New Year as they prepared to send their children back to school. School Boards across the United States and Canada reacted to the threat to school safety by investing in increased security strategies such as surveillance cameras, on-site police officers and security guards, enhanced lockdown procedures (all school entrances and classroom doors are locked at all times), and regular lockdown drills much like the fire drill practices. In the wake of recent events it is not surprising that there are increased calls for enhanced safety measures in schools. However, these calls have diverted attention away from attending to student needs and safety issues that occur in schools in the day-to-day every day. Many children and youth require (sometimes intensive) school-based supports for social, emotional, behavioral, and relationship problems. Children's Mental Health Ontario determined that over half a million children in the province grapple with mental health problems. The consequences of leaving such problems unattended or untreated are well known and include school failure, substance abuse, violence and suicide. All young people need trusting relationships and effective support services and initiatives throughout their school experience. Children and youth need and have the right to social, emotional, behavioral and relational support services provided by highly skilled caring professionals. However, the politics of fear are being used to substantiate increased funding for school security measures. To create a safe school environment in which young people are treated fairly and with dignity and respect there is a need to ensure that the voices of children and youth are included in developing solutions, implementing change and evaluating the results of school support services and safety measures. It is incumbent upon schools to purposefully attend to the complex needs of all students and provide skilled support services within a caring school environment. The well-being--the lives--of children and youth depends on it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Intervention; Well Being; Bullying; Foreign Countries; Counseling Effectiveness; Outcomes of Treatment; Program Evaluation; Longitudinal Studies; Scores; Peer Relationship; Comparative Analysis; Emotional Response

Abstract:
Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age = 12.5, standard deviation = 2.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p less than 0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale (-0.25, p less than 0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered. (Contains 2 tables, 3 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Questionnaires; Construct Validity; Predictive Validity; Educational Environment; High School Students; Statistical Analysis; Validity; Educational Change; Social Capital; Bullying; Well Being; Academic Achievement

Abstract:
This article describes the development and validation of a six-scale survey to assess school climate in terms of students' perceptions of the degree to which they feel welcome and connected, together with a scale to assess students' perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive review of research related to school climate to identify components that can be considered important for effective schools made up of diverse students; 2) elucidating the scales identified in step one; and 3) writing individual items within the scales. Items from previously validated questionnaires were examined and, if appropriate, adapted. We used Trochim and Donnelly's (2006) framework for construct validity to guide the validation of the new questionnaire. When the questionnaire was administered to a sample of 4067 high school students from eight schools, various statistical analyses ensured the questionnaire's discriminant, convergent, concurrent and predictive validity. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Well Being; Physical Health; Foreign Countries; Job Satisfaction; Stress Variables; Employees; Least Squares Statistics; Measures (Individuals); College Faculty; Mental Health

Abstract:
Extensive change is evident in higher education in the People's Republic of China but there have been few studies of the effect of work stress on wellbeing in the higher education sector. The main aim of this study is to test and refine the ASSET ("An Organizational Stress Screening Tool") model of occupational stress in a sample of 150 academic and non-academic employees in a Chinese higher education institute. Using partial least squares modelling, the findings showed that job stressors predicted job dissatisfaction but, surprisingly, did not predict perceived commitment. Employees who reported job dissatisfaction tended to perceive that their organisation was less committed towards them and report less commitment towards the organisation. Job stressors resulted in poorer psychological wellbeing. Greater psychological wellbeing was associated with greater physical wellbeing. The findings suggest that university management should introduce strategies aimed at minimising job stressors as these would result in higher level of job satisfaction, higher level of commitment and ultimately resulted in an improvement in physical health. (Contains 3 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Older Adults; Creativity; Retirement; Well Being; Quality of Life; Cross Cultural Studies; Aging (Individuals); Attitudes; Predictor Variables; Mental Health; Health Conditions; Interviews; Mandarin Chinese; Chinese; Group Activities; Physical Activities; Measures (Individuals)

Abstract:
This study examined a total of 140 elderly Chinese from China and the United States to investigate the relationship between attitude toward aging, daily activities, general health, education, and other demographics and rated creativity as measured by collage making and storytelling. The result of this study shows that creativity declines with age. However, education, general health status, daily activities, and the attitude toward aging are also found to be decisive factors of creativity. The implications of the findings are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Psychology; Well Being; Psychological Patterns; Theory Practice Relationship; Research and Development; Allied Health Occupations Education

Abstract:
As a growing movement in the larger field of mental health, positive psychology has much to offer the art therapy profession, which in turn is uniquely poised to contribute to the study of optimal functioning. This article discusses the relationship of positive psychology to art therapy and its capacity to mobilize client strengths, to induce experiences of flow and positive emotions, and to express life purpose and meaning as well as positive emotions. Suggested research and practical applications illuminate the potential of positive art therapy to move individuals, groups, and communities beyond solely the relief of suffering to a state of flourishing. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Tests; Students; Anxiety; Classroom Environment; Scientific Concepts; Constructivism (Learning); Grade 10; Well Being; Interests; Secondary School Students; Experiments; Genetics; Correlation; Scores; Science Education; Foreign Countries

Abstract:
We examined selected situational emotions (interest, well-being and anxiety) experienced by 291 secondary school tenth graders during a hands-on gene technology lesson. Two different instruction groups (I-1, I-2) participated in the same teaching unit, in which four basic gene technology experiments were performed. Using a modified "constructivist teaching sequence", a teacher confronted group I-2 with the alternative conceptions of their peers regarding central issues and processes of gene technology in addition to providing the scientific concepts. The pupils within the I-2 group scored higher in the positive emotions of interest and well-being. The negative emotion anxiety was almost absent in both instruction groups. Furthermore, our results indicate a potential influence of interest and well-being upon learning success. Pupils who felt fine and worked with interest in the experimental lessons scored significantly higher on the cognitive achievement test. Eliciting pupils' alternative conceptions and using them in a wide variety of teaching contents is therefore advisable. By doing so, teachers could help create a classroom environment where pupils feel safe and confident. Also, a pupil's interest regarding the choice of material needs to be taken into account if positive emotions need strengthening and the learning achievement needs improvement. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Conflict; Parent Child Relationship; Student Motivation; Peer Relationship; Questionnaires; Goal Orientation; Statistical Analysis; Qualitative Research; Well Being; Predictor Variables; Classroom Techniques

Abstract:
Students in class are sometimes torn between following the lesson and engaging in off-task behavior. In this paper, instead of classifying it as a form of deviant behavior, off-task behavior is reconstructed as a manifestation of students multiple motivations in the classroom. The study examines whether parental monitoring, peer value orientations, students' personal goals, and their value orientations determine students' motivational interference in these conflict situations. Participants were 348 students (mean age 15.24) from 16 classes of four high schools. A self-report questionnaire was used that combined a qualitative assessment of personal goals with a quantitative approach. Qualitative answers were coded and data was analyzed in a series of hierarchical linear models. As hypothesized, relationships between motivational interference and parental monitoring, peer achievement and well-being value orientations, students' school- and leisure-related goals, as well as students' achievement and well-being value orientations were demonstrated. Students' own value orientations emerged to be the strongest predictor of motivational interference and mediated between parental monitoring and motivational interference. The results suggest that teachers should help students to reconcile their multiple values and goals in the classroom. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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