This text 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.
This text 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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Sneana Obradovi¿-Ratkovi¿ is a research officer and instructor in the Faculty of Education, Brock University, Canada. Mirjana Bajovic is an assistant professor in the Faculty of Education, Brock University, Canada. Ayse Pinar Sen is a Ph.D. candidate, instructor, research assistant, and Mindful Writing Facilitator in the Faculty of Education, Brock University, Canada. Vera Woloshyn is a professor in the Faculty of Education, Brock University, Canada. She is Director of the Canadian Culture and Education Studies and Leadership in Community-based Education programs. She is also a Registered Psychotherapist (RP). Michael Savage is an associate professor of education in the Faculty of Education, Brock University, Canada. He is Director of the MEd program and Undergraduate Educational Studies. He is also a licensed clinical psychologist (C. Psych).
Inhaltsangabe
Introduction: Defining "Wellbeing" for Students and Faculty in Graduate Education. PART I: Conceptualizing Student and Faculty Wellbeing in Graduate Education Globally. 1. Graduate Student Mental Health and Wellness: What We Know from Global Perspectives. 2. Indigenous and Immigrant Voices for Healing and Wellness in Graduate Education. 3. Promoting Communal Care for Wellbeing in Graduate Education: Community Building, Belonging, and Navigating the COVID-19 Pandemic. PART II: Teaching, Learning, and Policy for Supporting Student and Faculty Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic Practice in Graduate Education: Scholarly Reflections on Playbuilding, Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental Health: An Environmental Scan of Mental Health Policies and Strategies in Ontario Universities. Part III: Individual and Relational Strategies for Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to Support the Mental Health and Wellbeing of International Female Graduate Students. 8. Self-care as an Essential Part of Trauma-informed Educational Practice and Policy in Graduate Education. 9. Learning with and from One Another: Valuing Self-care as a Part of the Higher-Degree Research Student and Supervisor Relationship. 10. A Closer Look at the Experiences of International Graduate Students during the COVID-19 Pandemic: Connections to Wellbeing. 11. Conclusion: Leading the Way.
Introduction: Defining "Wellbeing" for Students and Faculty in Graduate Education. PART I: Conceptualizing Student and Faculty Wellbeing in Graduate Education Globally. 1. Graduate Student Mental Health and Wellness: What We Know from Global Perspectives. 2. Indigenous and Immigrant Voices for Healing and Wellness in Graduate Education. 3. Promoting Communal Care for Wellbeing in Graduate Education: Community Building, Belonging, and Navigating the COVID-19 Pandemic. PART II: Teaching, Learning, and Policy for Supporting Student and Faculty Wellbeing. 4. Building Intercultural Mentorship, Wellbeing, and Wholistic Practice in Graduate Education: Scholarly Reflections on Playbuilding, Storytelling, and the Arts. 5. Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education: Exploring the Role of Skilled Helpers. 6. Roadmaps of Mental Health: An Environmental Scan of Mental Health Policies and Strategies in Ontario Universities. Part III: Individual and Relational Strategies for Supporting Student and Faculty Wellbeing. 7. A Self-Regulation Framework to Support the Mental Health and Wellbeing of International Female Graduate Students. 8. Self-care as an Essential Part of Trauma-informed Educational Practice and Policy in Graduate Education. 9. Learning with and from One Another: Valuing Self-care as a Part of the Higher-Degree Research Student and Supervisor Relationship. 10. A Closer Look at the Experiences of International Graduate Students during the COVID-19 Pandemic: Connections to Wellbeing. 11. Conclusion: Leading the Way.
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