The only book currently available that focuses and multicultural, cross-cultural and international perspectives of stress and coping A very comprehensive resource book on the subject matter Contains many groundbreaking ideas and findings in stress and coping research Contributors are international scholars, both well-established authors as well as younger scholars with new ideas Appeals to managers, missionaries, and other professions which require working closely with people from other cultures
Issues in Sociology and Social Work—Aging, Medical, and Missionary Research and Application: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Social Work. The editors have built Issues in Sociology and Social Work—Aging, Medical, and Missionary Research and Application: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Social Work in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Sociology and Social Work—Aging, Medical, and Missionary Research and Application: 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
Supporting Student and Faculty Wellbeing in Graduate Education recognizes new pressures impacting graduate students and their supervisors, teachers, and mentors globally. The work provides a range of insights and strategies which reflect on wellbeing as an integral part of teaching, learning, policy, and student-mentor relationships. The authors offer a uniquely holistic approach to supporting the wellbeing of both students and academic staff in graduate education. The text showcases optimized approaches to self-care, self-regulation, and policy development, as well as trauma-informed, arts-based, and embodied pedagogies. Particular attention is given to the challenges faced by minority groups including Indigenous, international, refugee, and immigrant students and staff. Providing a timely analysis of the current issues surrounding student and faculty wellbeing, this volume will appeal to scholars and researchers working across the fields of higher education, sociology of education, educational psychology, and student affairs.
This book brings together research relating to the economics of higher education in Ireland and presents evidence that will help support policy decision making. It provides an analysis of prominent issues within the higher education sector from an economic viewpoint, discussing the relevant theory and offering an empirical analysis. The book examines three broad themes with a specific focus on issues related to undergraduate education: participation and preferences, progression and outcomes, and benefits and financing. Each chapter presents an accessible, non-specialist analysis of the topic of interest, making it relevant to a wider audience. In doing so, the book provides an important addition to our current knowledge and understanding of higher education in Ireland from an economic perspective. Key chapters discuss the factors influencing institution choices, student retention in higher education, and policy debates surrounding student finance. The book will serve as a useful and up-to-date resource for policymakers, researchers, academics and students across a range of disciplines, both in Ireland and internationally.
While blatant forms of racism and discrimination have largely been condemned in our society, systematic oppression and racism can be manifested in a less obvious form, as ‘microaggressions’. The term, originally developed in the 1970s by Chester Peirce to describe the ways in which Black people were "put down" by their White counterparts, has since been expanded to describe both conscious and unconscious acts that reflect superiority, hostility, and racially inflicted insults and demeanors to marginalized groups of people. This book provides a platform for social work researchers, scholars, and practitioners to present their research, ideas, and practices pertaining to ways in which microaggressions and other subtle, but lethal forms of discrimination impact marginalized populations within social work and human services. Contributors discuss the impact of microaggressions in social work as they relate to race; gender and gender expression; sexual orientation; class; and spirituality. The book also examines curriculum, pedagogy, and the academic climate as targets for intervention in social work education. This book was originally published as a series of special issues of the Journal of Ethnic and Cultural Diversity in Social Work.
This book provides nurses, clinicians, practitioners, educators and students working with vulnerable and underserved populations with essential information on effective wellness strategies to address inadequate nutrition, promote physical activity, and reduce perceived stress through an integrative health nursing framework. It begins with an overview of cultural humility, health inequities, and social justice, establishing the need for an integrative health nursing framework. In turn, the book addresses a broad range of interventions; particular attention is given to wellness strategies designed to prevent the adverse effects of poor nutrition, perceived stress, and lack of physical activity. Written by respected experts in the field, the book offers readers valuable insights into strategies for working with vulnerable populations. Accordingly, it will appeal to researchers working to diminish health inequities among vulnerable populations, and will be of particular interest to nursing educators, practitioners, and students.
Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being. The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.
School, apart from being a place of education and transmission of new knowledge, should also be a place of personal development and enhancement of students' well-being and mental resilience, while protecting mental health and preventing teacher burnout. The current covid-19 pandemic has made the need for psychological support for students and teachers more urgent than ever. The science of positive psychology has offered many tools and methods that are particularly effective in the school environment and in educational contexts in general. New tools, methods, and practices are needed to enhance the well-being and psychological resilience of students, teachers, and parents in a time of challenges such as the current pandemic and inflation that cause stress, uncertainty, and an increase in psychopathology.
Depression is one of the most common mental health disorders, affecting 14% of all people at some point in their lifetime. Women are twice as likely to become depressed as men, but beyond gender there are a variety of risk factors that influence the prevalence and likelihood of experiencing depression. Risk Factors in Depression consolidates research findings on risk factors into one source, for ease of reference for both researchers and clinicians in practice. The book divides risk factors into biological, cognitive, and social risk factors. This provides researchers with the opportunity to examine the interface among different theoretical perspectives and variables, and to look for the opportunity for more complex and explanatory models of depression. - Allows reader to compare and contrast the relative states of development of different models and their databases - Examines the predictive power of these models related to various phases of clinical depression, including onset, maintenance, and relapse - Provides an examination of the therapeutic implications of comprehensive and integrative models of depression
