| 1 |
Why we don't always say what we mean: Linguistic Politeness and Intercultural Competence
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Reflections from the peer-supported writing and wellbeing program, write smarter feel better
|
|
|
|
In: Research outputs 2022 to 2026 (2022)
|
|
Abstract:
Purpose: This paper aims to provide an overview of a peer-supported writing and wellbeing pilot program for higher degree by research (HDR) students in Australia. It proposes a six-month program is a beneficial service to HDR students that improves not only their productivity and writing confidence but assists with their perceived mental wellbeing as well. Design / Methodology / Approach: This paper offers a perspective of the piloted writing and wellbeing program for HDR students during the recovery period during the COVID-19 global pandemic. It includes generalized reflections of participation, content, and structure alongside future directions and further implementation. Findings: This research includes generalized, anonymous data regarding the success of the writing and wellbeing pilot program for HDR students and components to improve upon. It suggests that the overwhelming response from participants was positive, especially during various COVID-19 related lockdowns and travel restriction measures. Research limitations / Implications: As this paper involves a small cohort of preliminary impressions from the pilot study, results will lack generalizability. Therefore, it is acknowledged that further research will ensue to examine the program further. Practical implications: The success, measured by adherence and wellbeing improvements, of the Write Smarter: Feel Better program can influence the way in which universities address and protect mental wellbeing of their HDR students. Originality / Value: This paper fulfills an identified and growing need for mental wellbeing to be strengthened among HDR students.
|
|
Keyword:
Education; Mental wellbeing; postgraduate; Psychology; research; Social and Behavioral Sciences; student; workshop
|
|
URL: https://doi.org/10.1080/07448481.2022.2026362
https://ro.ecu.edu.au/ecuworks2022-2026/105
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Reflections from the peer-supported writing and wellbeing program, write smarter feel better
|
|
|
|
In: Research outputs 2022 to 2026 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach
|
|
Jefferies, Willow. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
|
|
In: Theses: Doctorates and Masters (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Student Wellbeing at Junior-Cycle Level: Teachers’ Perceptions of Relevant Policies and Curricula
|
|
|
|
In: Other resources (2018)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The Role of a Smartphone App for Providing Feedback on Midwifery Training
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
United for Wellbeing: Using Appreciative Inquiry to Increase Social Cohesion and Student Wellbeing in an Ethnically Diverse Rural School District
|
|
|
|
In: Master of Applied Positive Psychology (MAPP) Capstone Projects (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
