Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-03T08:42:51.516Z Has data issue: false hasContentIssue false

Chapter 21 - Positive Tertiary Education in a Residential Setting

Kooloobong Village

from Section 3 - Beyond Services: What Would a Recovery-Supporting and Wellbeing-Targeted Society Look Like?

Published online by Cambridge University Press:  31 March 2017

Mike Slade
Affiliation:
King's College London
Lindsay Oades
Affiliation:
University of Melbourne
Aaron Jarden
Affiliation:
Auckland University of Technology
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323370.CrossRefGoogle Scholar
Baumeister, R., & Tierney, J. (2011). Willpower: Rediscovering the greatest human strength. London, UK: Penguin.Google Scholar
Blimling, G. (1989). A meta-analysis of the influence of college residence halls on academic performance. Journal of College Student Development, 30(4), 298308.Google Scholar
Blimling, G. (1993). The influence of college residence halls on students. In Smart, J. (Ed.), Higher Education: Handbook of Theory and Research 9 (pp. 248307). New York, NY: AgathonPress.Google Scholar
Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program’s effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77(6), 10421054. doi:10.1037/a0017671.CrossRefGoogle ScholarPubMed
Bowen, W. G., Chingos, M. W., & Mcpherson, M. S. 2009. Crossing the finish line: Completing college at America's public universities. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
Cameron, K. S. (2008). Positive leadership: Strategies for extraordinary performance. San Francisco, CA: Berrett-Koehler Publishers.Google Scholar
Cameron, K., Dutton, J. E., & Quinn, R. E. (Eds.) (2003). Positive organizational scholarship: Foundations of a new discjpline. San Francisco, CA: Berrett–Koehler Publishers.Google Scholar
Cook, A., Friedli, L., Coggins, T., Edmonds, N., Michaelson, J., O’Hara, K., et al. (2011). Mental wellbeing impact assessment: A toolkit for well-being, 3rd ed. London, UK: National MWIA Collaborative.Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405432.CrossRefGoogle ScholarPubMed
Foresight Mental Capital and Wellbeing Project (2008). Final project report. The Government Office for Science, London.Google Scholar
Govinji, R., & Linley, P. A. (2007). Strengths use, self-concordance, and wellbeing: Implications for strengths coaching and coaching psychologists. International Coaching Psychology Review, 2(2), 143153.CrossRefGoogle Scholar
Green, L. S., Robinson, P., & Oades, L. G. (2012). Positive psychology and coaching psychology in schools. In van Nieuwerburgh, C. (Ed.), Coaching in Education (pp. 115132). London, UK: Karnac.Google Scholar
Green, L. S., Oades, L. G., & Grant, A. M. (2006). Cognitive-behavioural, solution-focused life coaching: Enhancing goal striving, well-being and hope. Journal of Positive Psychology, 1(3), 142149. Available at http://www.wheelofwellbeing.org/.CrossRefGoogle Scholar
Jungert, T., Alm, F., & Thornberg, R. (2014). Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers. Journal of Education for Teaching, 40(2), 173185.CrossRefGoogle Scholar
Lee, W., & Reeve, J. (2012). Teachers’ estimates of their students’ motivation and engagement: Being in synch with students. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(6), 727747.CrossRefGoogle Scholar
Linley, P. A. (2008). Average to A+: Realising strengths in yourself and others. Coventry, UK: CAPP Press.Google Scholar
Linley, P. A., Garcea, N., Hill, J., Minhas, G., Trenier, E., & Willars, J. (2010). Strengthspotting in coaching: Conceptualisation and development of the Strengthspotting Scale. International Coaching Psychology Review, 5(2), 165176.CrossRefGoogle Scholar
Madden, W., Green, S., & Grant, A. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6(1), 7183.CrossRefGoogle Scholar
NEF (2011). Five ways to wellbeing: New application, new ways of thinking. London, UK: New Economics Foundation/NHS Confederation.Google Scholar
Oades, L. G., Crowe, T. P., & Nguyen, M. (2009). Leadership coaching transforming mental health systems from the inside out: The Collaborative Recovery Model as person-centred strengths based coaching psychology. International Coaching Psychology Review, 4(1), 6475.CrossRefGoogle Scholar
Oades, L. G., Deane, F. P., & Anderson, J. (2012). Peer support in a mental health context. In King, R., Lloyd, C., Meehan, T., Deane, F. P., & Kavanagh, D. (Eds.), Handbook of Psychosocial Rehabilitation: Practitioner Toolbox. Oxford, UK: Wiley.Google Scholar
Oades, L. G., & Passmore, J. (2014). Positive psychology coaching, in Passmore, J. (Ed.), Mastery in Coaching: A Complete Psychological Toolkit for Advanced Coaching (pp. 1540). London, UK: KoganPage.Google Scholar
Oades, L. G., Robinson, P., Green, S., & Spence, G. (2011). Towards a positive university. Journal of Positive Psychology, 6(6), 432439.CrossRefGoogle Scholar
Parameswaran, A., & Bowers, J. (2014). Student residences: From housing to education, Journal of Further and Higher Education, 38(1), 5774. doi:10.1080/0309877X.2012.699515.CrossRefGoogle Scholar
Pascarella, E., Terenzini, P., & Blimling, G. (1994). The impact of residential life on students. In Schroeder, C., & Mable, P. (Eds.), Realizing the Educational Potential of Residence Halls (pp. 2252). San Francisco, CA: Jossey-Bass Publishers.Google Scholar
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford, UK: Oxford University Press.Google Scholar
Proctor, C., Maltby, J., & Linley, P. A. (2011). Strengths use as a predictor of wellbeing and health-related quality of life. Journal of Happiness Studies, 12(1), 153169.CrossRefGoogle Scholar
Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Fox Eades, J., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and wellbeing of adolescents. Journal of Positive Psychology, 6(5), 377388.CrossRefGoogle Scholar
Rusk, R. D., & Waters, L. (2015). A psycho-social system approach to well-being: Empirically deriving the five domains of positive functioning. Journal of Positive Psychology, 10(2), 141152. doi:10.1080/17439760.2014.920409.CrossRefGoogle Scholar
Salmela-Aro, K., & Upadyaya, K. (2014). School burnout and engagement in the context of demands–resources model. British Journal of Educational Psychology, 84, 137151.CrossRefGoogle ScholarPubMed
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293311. doi:10.1080/03054980902934563.CrossRefGoogle Scholar
Williams, V., Oades, L. G., Deane, F. P., Crowe, T. P., & Ciarrochi, J. (2013). Improving implementation of evidence-based practice in mental health service delivery: Protocol for a cluster randomised quasi-experimental investigation of staff-focused values interventions. Implementation Science, 8, doi:10.1186/1748-5908-8-75.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×