Melbourne Graduate School of Education

Search Results

Now showing 1 - 10 of 26

Chinese international students' conceptualizations of wellbeing: A prototype analysis

Huang, L ; Kern, MLL ; Oades, LGG (FRONTIERS MEDIA SA, 2022-08-24)

Wellbeing can mean different things to different people, even in the same culture with the same language. People living at the intersection of two languages and cultures, such as Chinese students studying in an English-speaking nation, not only speak a different language than their host country, but also may have different conceptualizations of wellbeing itself. This study investigated Chinese international students' (aged 18-39, N = 123) conceptualizations of wellbeing using a modified prototype analysis, which provided insights on people's underlying structure of the construct as revealed through language. Chinese international students' conceptualizations of wellbeing were prototypically structured; key components of wellbeing included positive relationships, security, positivity/optimism, physical health, and self-strength. The findings broaden the understanding of layperson wellbeing conceptualizations, provide insights into the wellbeing related concepts and language that are most used by international Chinese students, and inform strategies that tertiary education institutions might adopt to effectively support Chinese international students' wellbeing.
Well-being literacy: Language use as a way to contextualize the process of positive education

Oades, L ; Hou, H ; Francis, J ; Baker, L ; Huang, L ; Allen, K-A ; Furlong, M ; Vella-Broderick, D ; Suldo, S (Routledge, 2022)

The Handbook of Positive Psychology in Schools offers the most current and comprehensive insights into how positive psychology principles provide a framework for young people to become active agents in their own learning.
Wellbeing literacy and early childhood education

Baker, LM ; Oades, LG ; Raban, B (Childforum Research Network, 2021)
Wellbeing literacy as an emancipatory and transformative capability

Oades, LG ; Taylor, JA ; Francis, J ; Baker, LM ; White, MA ; McCallum, F (Routledge, 2021-05-19)

Wellbeing Literacy (WL) is conceptualised as the habitual, intentional language use about and for the wellbeing of self and the wellbeing of others. It is language use capability, what we can be and what we can do, with language, for the sake of wellbeing of oneself or others. We argue that this capability can be transformative and emancipatory for individuals and communities, enabling one to live a life with value, freedom and wellbeing. Wellbeing literacy, and its six modes of communication, link well with existing literacy curriculum and structures within education systems. An opportunity exists amongst the crisis to change education broadly and, specifically, wellbeing and resilience education through the intentional use of language about and for wellbeing, during times of adversity and change. This chapter discusses wellbeing literacy, as a model and capability for transforming wellbeing and wellbeing education, both during and post the COVID-19 pandemic.
Positive Psychology Coaching – a model for coaching practice

Passmore, J ; Oades, LG (Wiley, 2022-04-22)
Positive psychology techniques - Random acts of kindness and consistent acts of kindness and empathy

Passmore, J ; Oades, LG (Wiley, 2022-05-13)
Positive psychology techniques - Active constructive responding

Passmore, J ; Oades, LG (Wiley, 2022-05-13)
Positive psychology techniques - Positive case conceptualisation

Passmore, J ; Oades, LG (Wiley, 2022-05-13)
Positive psychology techniques - Three good things

Passmore, J ; Oades, LG (Wiley, 2022-05-13)
Positive psychology techniques - Gratitude

Passmore, J ; Oades, LG (Wiley, 2022-05-13)

Melbourne Graduate School of Education - Research Publications

Permanent URI for this collection

Filters

Date

Author

Type

Settings

Sort By

Results per page

Statistics

Citations

Search Results