Wellbeing in higher education : harnessing mind and body potentialities
著者
書誌事項
Wellbeing in higher education : harnessing mind and body potentialities
（Routledge research in educational psychology）
Routledge, 2023
- : hbk
大学図書館所蔵 全1件
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Drawing on holistic research and professional practice, this book provides rich empirical, scientific, and clinical lenses to the discourse on wellbeing in higher education.
The authors have appraised the underlying, conceptual, empirical, and applied nature of existing mind-body programmes often utilized to cultivate wellbeing (e.g., seated meditation, yoga, Taijiquan, Pilates, Feldenkrais, biofeedback, and the Alexander technique). Higher education is touted as a sector that develops new ideas for the wider community as well as ensuring students are provided with the skills, knowledge, and attitudes to positively contribute to the wider community. Within this setting, there are numerous benefits (e.g., attaining a reputable qualification), but there are also risks (e.g., stressors associated with expectations). To ensure the higher education setting is a place of wellbeing in addition to achievement, several strategies are promoted to assist staff and students whilst working and studying. Chapters offer clear implications for research and practice, and explore effective strategies for enhancing wellbeing for students and staff.
The integrative mind-body programmes have considerable potential for developing wellbeing in the higher education settings. As such, this book will appeal to academics and researchers in the higher education sector, including scholar-practitioners, and teacher educators.
目次
1. Notions of Mind and Body 2. Physiological and Clinical Aspects of Mind and Body 3. Wellbeing and Higher Education 4. Mind-Body Interventions and the Higher Education Context 5. The Cost-Effectiveness of Mind-Body Wellbeing Initiatives with Implications for Higher Education 6. Mind and body potentialities for enhancing wellbeing in higher education: Concluding comments
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