Literaturnachweis - Detailanzeige
| Autor/in | Walker, Charles T. R. |
|---|---|
| Titel | Wellbeing in Higher Education: A Student Perspective |
| Quelle | In: Pastoral Care in Education, 40 (2022) 3, S.310-320 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0264-3944 |
| DOI | 10.1080/02643944.2022.2093963 |
| Schlagwörter | Student Welfare; College Students; Clergy; Counseling; Social Bias; Negative Attitudes; Student Behavior; Higher Education; Psychological Services; Mental Health; Health Services; Christianity; Religious Factors |
| Abstract | The move from secondary education into higher education is an important life event for many young people, and such a dramatic change in environment and responsibility can bring with it significant new challenges. Reports and surveys outlining low levels of wellbeing amongst students are becoming more and more prevalent. Many universities provide a broad range of support provisions, yet outcomes for students generally remain poor. The way in which pastoral care and guidance is signposted and communicated plays an important role in engaging young people, particularly in an environment where perception and stigma can be significant in influencing behaviour. Ensuring that wellbeing support is delivered in a convenient and sustainable way is a valuable tool in encouraging young people to come forward. Wellbeing should be reflected in every aspect of strategy for higher education providers, and a culture of proactive advice rather than reactive support should be the norm. Most importantly, reflecting on the voice of young people and creating student-led schemes will go a long way in ensuring that wellbeing support is open, accessible and effective. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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