08. Health and Wellbeing Education
Paper
Somatic Experiencing Based Self-Care Practices for School Counselors Providing Suicide Interventions: “Look After Yourself”
Dilara Özel1, Dilşen Özden2, Didem Çaylak2, İlknur İnci2
1Middle East Technical University, Turkiye; 2Somatic Experiencing Turkey
Presenting Author: Özel, Dilara
Suicide prevention is a significant issue for all K12 schools. Stone (2021) indicated that every school counselor will provide mental health services to students who have suicidal thoughts or behaviours statistically. According to the Centers for Disease Control (CDC), suicide is the one of the most leading causes of death in individual between ages of 10-19 in the United States (CDC, 2020). In addition, deaths by suicide has increased 57.4% between 2007 to 2018 (Curtin, 2020). A recent report issued by Turkish Statistical Institute (TURKSTAT, 2022) highlights the suicide rates all over Turkey. The statistics demonstrated that the northern part of Turkey, especially the city Trabzon has the highest suicide rates than all over Turkey. According to TURKSTAT data, while the current suicide rate was 3.86 per hundred thousand in Turkey in 2022, this figure was 4.13 for Trabzon.
School counselors have a key role in preventing suicide in K 12 schools. In the line with American School Counseling Association (ASCA) Ethical Standard A.9 (2016) as well as the ASCA position statements (2020) related to suicide prevention/awareness and suicide risk assessment, school counselors are liable to assess suicidal risks of students at K12 schools.
Somatic Experiencing is a psychobiological approach that focuses on the improvement of capacity and resilience levels without prioritizing pathology. SE does not work on the traumatic event but works on the impact of the traumatic event on the body and autonomic nervous system (Levine, 1997, 2010; Payne, Levine & Crone-Godreau, 2015). The autonomic nervous system has two channels called sympathetic and parasympathetic. When a person encounters a stressful situation or a traumatic event and the trigger is too powerful, extreme activation can emerge in the sympathetic (SNS) and parasympathetic nervous systems (PNS). When SNS is overcharged; heart rate, blood pressure, and breathing rate increase, pupils dilate, and the digestive system and salivation decrease. When people are stuck on the parasympathetic level, they can undergo depression, dissociation, burnout, and numbness (Levine, 2010, 2015; Heller ve Heller, 2004). If such high activation continues for a long period, it becomes chronic and can lead to mental health disorders. Therefore, it is crucial to regulate the nervous system and increase the capacity for the containment of emotions and resiliency. A healthy nervous system works in the balance between SNS and PNS in a harmony. SE focuses on bodily sensations and approaches the impact of traumatic experience with titration, thus, it supports the person to process activation of traumatic events without retraumatizing him/her (Levine, 1997; 2010). SE can be used in working with trauma or stressful or adverse experiences and is an effective approach in emergencies to building coping mechanisms in a short time (Levine; 1997, 2010; Payne et. al, 2015).
The increase in the need for resources to build resilience and coping skills highlighted the need for approaches that will support people in need, especially in professions like teaching. Somatic Experiencing (SE) is an approach that addresses the problems of stress, negative life experiences, and trauma while focusing on the body and its reactions (Levine, 2010). This approach helps to understand the sensations in the body and to build the innate balancing capacity of the nervous system (Brom, et al., 2015; Levine, 2010). This study is aimed to see the effectiveness of SE on school counselors’ coping and self-care skills. Therefore, it aims to support school counselors dealing with most suicidal issues in Turkey.
Methodology, Methods, Research Instruments or Sources UsedThe effects of SE-based intervention sessions were evaluated in a within-group quasi-experimental design over two sessions with 3 month follow-up. The control group consisted of the teachers who did not want to attend the project. Thus, the potential short intervention was not planned for this group. The experimental group consisted of nine school counselors working at different schools in the northern part of Turkey. The study was announced through social media and the interested school counselors sent email to the researchers. Each potential group member interviewed two group leaders for an initial assessment. During these interviews, participants asked their demographic information (age, education level, job, etc.), situations about getting psychological health from a professional, their resources while coping with stress, and scaling questions about their stress level. Interviews took place during September 2022 and lasted 25 minutes to 40 minutes, with a mean of 35 minutes and a median of 32 minutes. Fourteen people contacted for the interviews and eleven people attended the interviews with the researchers. Nine participants attended the group sessions after the interview.
One of them was male and eight of them were females between the ages of 28 to 39 with a mean of 31 and a standard deviation of 1.6. All participants defined themselves as Turkish. Five of them are currently married and three of them have children. Two participants had their masters degree. The tenure of participants between the years of 6 to 11 with a mean of 8 and a standard deviation 2.3. Five participants received psychological help from a practitioner and ended this process before starting this SE project. Four participants were doing physical exercises such as volleyball and swimming which impacted body awareness.
The semi-structured interview protocol was developed by researchers to gain the perspective of participants after the SE meetings. Individual interviews with each group member were held during November 2022 and lasted 30 minutes to 45 minutes, with a mean of 40 and a median of 35.
Conclusions, Expected Outcomes or FindingsAs a result of the preliminary analysis of the semi-structured interviews, three main themes emerged as self-care, awareness, and coping skills. Participants described the self-care activities that they start to practice under the self-care theme. All participants stated that they are practicing the exercises done during the group work. Under the awareness theme, there are two codes as self-awareness and professional awareness. As a part of the self-awareness, six participants stated that they started to understand the connection between body and mind. Four participants stated that their somatic reactions (ie. allergic reactions, stomach ache, back pains) decreased. As a part of professional awareness, participants started to use SE based activities with students, teachers and families and realized the effects of SE on these school components. The third theme named coping skills referred by seven participants which includes expanding coping skills of participants after SE based sessions.
Interviews conducted after SE based sessions demonstrated that SE pave the way for huge difference on participants’ life regarding somatic complaints and coping skills in a short time.The study contributes to participants not only to reduce their somatic complaints and to raise new coping skills but also to contribute to people’s lives by providing them with a new tool box which they can use at schools. This study has several limitations beside its contributions. First of all, the number of participants is so small for quantitative analysis, male participant number is limited and the group process might be longer to develop the interaction between group members. On the other hand, this study is crucial to demonstrate the effect of SE with a short term intervention.
ReferencesAlver, B. Dursun, A. Zengin, Ö. ve Aydınlı, F. (2018). Okul Psikolojik Danışmanlarının Tükenmişlik Düzeylerinin İncelenmesi (Bursa-Yıldırım Rehberlik ve Araştırma Merkezi Örneği), International Journal of Education Technology and Scientific Researches, Issue: 7, pp. (176-187).
Centers for Disease Control and Prevention (CDC). (2020). 1991– 2019 high school youth risk behavior survey data. http://nccd.cdc.gov/youthonline/
Curtin, S. C. (2020). State suicide rates among adolescents and young adults aged 10–24: United States, 2000–2018. National Vital Statistics Reports, 69(11).
Dorociak, K. E., Rupert, P. A., & Zahniser, E. (2017). Work life, well-being, and self-care across the professional lifespan of psychologists. Professional Psychology: Research and Practice, 48(6), 429–437. https://doi.org/10.1037/pro0000160
Duabenmier, J. J. (2005). The Relationship of Yoga, Body Awareness, and Body Responsiveness to Self-Objectification and Disordered Eating. Psychology of Woman Quarterly, 29(2), 207-219.
Granello, P. F., & Zyromski, B. (2018). Developing a comprehensive school suicide prevention program. Professional School Counseling. https://doi.org/10.1177/2156759X18808128
Gündüz, B. (2012). Self-efficacy and burnout in professional school counselors. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1761–1767. https://eric.ed.gov/?id=EJ1000895
Heller, D. P. ve Heller, L. (2004). Somatic experiencing in the treatment of automobile accident trauma. U.S. Association for Body Psycho-Therapy Journal, 3(2), 42-52.
Levine, P. A. (1997). Waking the tiger: Healing trauma: The innate capacity to transform overwhelming experiences. Berkeley, CA: North Atlantic Books.
Levine, P. A. (2010). In an unspoken voice: How the body releases trauma and restores goodness. Berkeley, CA: North Atlantic Books.
Levine, P. A. (2015). Trauma and memory: Brain and body in a search for living in the past. Berkeley, CA: North Atlantic Books.
Payne, P., Levine, P. A., & Crane-Godreau, M. A. (2015). Somatic experiencing: using interoception and proprioception as core elements of trauma therapy. Frontiers in Psychology, 6, 93. https://doi.org/10.3389/fpsyg.2015.00093
Stone, C. (2021). Suicide assessments: The medical profession affirms school counselors’ truth. ASCA School Counselor.https://www.schoolcounselor.org/Magazines/July-August- 2021/Suicide-Assessments-The-Medical-Professional-Affir
Stutey, D. M., Cureton, J. L., Severn, K., & Fink, M. (2021). Suicide protective factors: Utilizing SHORES in school counseling. The Professional Counselor, 11, 16–30. https://doi.org/10.15241/dms.11.1.16
08. Health and Wellbeing Education
Paper
Primary School Teachers’ Perceptions about their own Social and Emotional Wellbeing at Work
Afroditi Ntouka, Eleni Nikolaou, Panagiotis J. Stamatis
University of the Aegean, Greece
Presenting Author: Ntouka, Afroditi;
Nikolaou, Eleni
During last decades there has been a growing interest in investigating teachers’ well-being. According to Dodge et al. (2012), wellbeing is defined as the state in which individuals have the necessary social, physical, and psychological capabilities they rely on to cope with a specific physical, social, and psychological challenge. Teachers’ wellbeing is considered to be inextricably linked to their educational effectiveness and the educational process as a whole. However, the meaning of wellbeing at work is often confused with occupational satisfaction and most of the research carried out focuses on this direction.
The purpose of this proposal is to study the primary education teachers’ perceptions regarding their wellbeing at work. Specifically, an attempt is made to study the teachers’ social and emotional wellbeing in their professional field. Social wellbeing refers to the supportive and collaborative teachers’ relationships within the context of the occupational environment. It also concerns the ability to express and manage concerns, personal perceptions, etc. parameters that affect 'school policy' or decision-making. For example, if teachers have created a bad relationship with their students or with their students’ parents, this condition will affect their social wellbeing negatively. Also, a bad or a good support from the school leadership will affect negatively or positively, respectively, the teachers’ social wellbeing.
Emotional wellbeing is defined as teachers' ability to manage their emotions. In fact, their efficiency is related to the successful management of their emotional reactions to both the behaviors of their students and other factors that are sources of stress. Difficulties in communication, lack of support, interpersonal relationships with colleagues, etc. are some examples of stress sources. In cases where teachers’ emotional wellbeing is reduced or non-existent, then they become distant and/or alienated from their teaching activities and lead to emotional exhaustion. Teachers’ emotional wellbeing is a priority for effective teaching, since there is no reason to study the students’ emotional health if teachers’ emotional wellbeing is not studied.
This proposal aims to study primary school teachers’ wellbeing, deploying the teachers’ perspectives. The results of the research are expected to elucidate the way primary school teachers' wellbeing is conceptualized and its effects on their work. Their wellbeing is not only their responsibility, but a collective responsibility that concerns all those involved in the workplace and is the key to the teachers’ progress and the school unit.
What do primary school teachers know about the concept and content of wellbeing at work? What level of wellbeing at work is considered ideal? What do primary school teachers know about social wellbeing? What do primary teachers know about emotional wellbeing? How social and emotional wellbeing relates to wellbeing at work? How is the primary school teachers’ wellbeing at work supported? With which suggestions do primary school teachers agree for improving wellbeing at work? Those are some of the questions that this research tries to answer.
Methodology, Methods, Research Instruments or Sources UsedThe methodology of the present research was based on bibliographical and research data. Specifically, in the first part of the research, short bibliographic research was attempted. Through this bibliographic study, useful data were extracted for teachers’ wellbeing at work. However, it appears that the wellbeing of primary school teachers has not been sufficiently studied. The researchers then followed up with a quantitative survey, with a sample of 103 primary school teachers, all of whom were female. All of them worked on the island of Rhodes, during the academic year 2022-2023.
The research data collection tool was a questionnaire of 25 questions, which was sent by e-mail and which they completed after they were informed of the purpose of the research and were assured of their anonymity. The first five questions were about the demographics data of the survey. The next five questions sought to elicit useful information about teachers' views for their wellbeing at work. The answers to these five questions were closed-ended, namely, the teachers had to answer the specific options that were given in the questionnaire. The next 15 questions were answered according to the Likert scale and more specifically, questions 10-14 concerned the teachers' views on social wellbeing, questions 15-19 their views on emotional well-being and questions 20-25 their views for the improvement suggestions presented to them in the questionnaire.
Then, after all the questionnaires were collected, the researchers statistically processed the data. The use of a structured questionnaire with specific options for response and the use of a Likert scale allowed the researchers to enter the data they collected into the SPSS statistical program. In this way, quantitative data were extracted using different graphs for each question of the questionnaire. Specifically, after extracting the graphs for the demographic data of the survey and the teachers' opinions about their wellbeing at work, graphs were also extracted for the teachers' opinions regarding their social and emotional wellbeing in their work environment.
Conclusions, Expected Outcomes or FindingsWithin the educational environment there are several factors, such as gender, age, nationality, etc. which affect teachers' wellbeing levels. Supporting the primary education teachers’ social and emotional wellbeing is the key to enhance and sustain the pedagogical outcomes produced by teachers.
The main purpose of this research was to explore teachers' own perceptions of their wellbeing at work, focusing mainly on their views on social and emotional wellbeing in their workplace. The results of the research are expected to highlight the importance of teachers' wellbeing, specifically their social and emotional wellbeing. Therefore, when primary school teachers are characterized by high levels of wellbeing, then the overall performance of school units will also improve, since they will experience positive emotions, develop healthy interpersonal relationships and improve themselves.
The study of primary education teachers’ social and emotional wellbeing in their workplace will contribute to the cultivation of their personal and professional development. Mainly, it will enable the formulation of permanent solutions to begin a continuous search to establish ways to develop, improve and manage their overall wellbeing. In this way, all the necessary conditions will be created for changes and the implementation of innovations in the educational process.
ReferencesAelterman, A., Engels, N., Van Petegem, K., & Pierre Verhaeghe, J. (2007). The well-being of teachers in Flanders: the importance of a supportive school culture. Educational Studies, 33(3), 285.
Aldrup, K., Klusmann, U., & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50, 21–30. https://doi.org/10.1016/j.learninstruc.2016.11.005.
Aldrup, K., Klusmann, U., Lüdtke, O., G ̈ollner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136.
Bhatnagar, J., (2012). Management of innovation: role of psychological empowerment, work engagement and turnover intention in the Indian context. The International Journal of Human Resource Management. 23, 921-951.
Bin, L.I., Hongyu, M.A., Yongyu, G.U.O., Fuming, X.U., Feng, Y.U. & Zhou, Z. (2014). Positive Psychological Capital: a New Approach to Social Support and Subjective Well-being. Social Behavior & Personality: an international journal, 42(1), pp. 135-144.
Dodge, R., Daly, A.P., Huyton, J., & Sanders, L.D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235
Konu, A., Viitanen, E., & Lintonen, T. (2010). Teachers' wellbeing and perceptions of leadership practices. International Journal of Workplace Health Management, 3(1), 44-57.
Mankin, A., Von der Embse, N., Renshaw, T. L., & Ryan, S. (2018). Assessing teacher wellness: Confirmatory factor analysis and measurement invariance of the Teacher Subjective Wellbeing Questionnaire. Journal of Psychoeducational Assessment, 36(3), 219–232.
Roffey, S. (2012). Pupil wellbeing – Teacher wellbeing: Two sides of the same coin? Educational Et Child Psychology, 29(4), 8-17.
School Mental Health Group. (2019). Teachers’ lack of wellbeing and mental ill-health in schools. Retrieved from https://teachwellallliance.com/research-teachers-and-wellbeing.
Taylor, M. J. (2018). Using CALMERSS to enhance teacher well-being: A pilot study. International Journal of Disability, Development and Education, 65(3), 243–261.
Vazi, M. L. M., Ruiter, R. A. C., Van den Borne, B., Martin, G., Dumont, K., & Reddy, P. S. (2013). The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa. SA Journal of Industrial Psychology, 39, 1–10.
Wigford, A., & Higgins, A. (2019). Wellbeing in international schools: Teachers’ perceptions. Educational and Child Psychology, 36(4), 46–103.
08. Health and Wellbeing Education
Paper
Effectiveness of Strategies in Promoting Teacher Wellbeing: A Mixed Methods Study
Marcus Horwood, Harsha Chandir, Julianne Moss, Kate Moncrieff
Deakin University, Australia
Presenting Author: Moss, Julianne
This research study investigates the nature and effectiveness of strategies in promoting teacher wellbeing via teacher education and policy reform around the world. Thus, this research has two objectives. The first is to develop and test a unifying wellbeing framework that contextualises the plethora of current educator and general wellbeing theories and frameworks. This unifying framework will be used as the basis for the required coding and thematic analyses of approaches toward promoting teacher wellbeing. The second purpose of this paper is to identify the different strategies and policy reforms targeting teacher wellbeing; determine what strategies effectively promote teacher wellbeing; and determine whether (or where) teacher wellbeing is being holistically supported. The unifying framework will be tested using survey responses from two samples, one reflecting a general population within the USA consisting of 1,524 adults, and one reflecting the occupational setting of 228 early childhood educators across New Zealand (this proportion of the study has been completed). Based on this framework, an international quantitative research synthesis, with meta analyses being conducted where feasible, of the impact identified teacher wellbeing interventions have on supporting teacher wellbeing in primary and secondary schools will be conducted. Drawing from three international databases (Scopus, EBSCOHOST, APA PsychInfo) yielded a total of 1,190 texts. 794 of these were removed during preliminary as they did not meet our predetermined criteria, leaving 396 texts for full text review.
Internationally nations are facing crisis level teacher shortages (Viac & Fraser, 2020). Teacher burnout is rampant, attrition is rising, and job satisfaction is in decline (Viac & Fraser, 2020). Yet this issue is not new, with above average levels of burnout and challenges facing the wellbeing of teachers being well documented for decades (Zee & Kooman, 2018). Indeed, in the wake of COVID19, a global shift is occurring, with more governments recognising the significance of mental health. Some examples include the Victorian government introducing workplace laws placing mental health hazard reduction requirements on par with physical hazards (Victoria State Government, 2021), and the Education staff wellbeing charter in the UK (Department for Education, 2021). With the velocity by which environments and practices can change, however, is a reactive, rather than proactive, approach to mental health going to successfully address these ever increasing, decades lasting crises facing our educators? A strengths based approach, informed by positive psychology, is becoming increasingly common in how we educate and care for our students. Yet such an approach appears rare when fostering educator health and wellbeing. Should we not ensure educators are equipped with the skills to allow them to thrive and be more resilient to adverse or ‘black swan’ events?
Lack of consensus, however, exists regarding how best to support teacher wellbeing. Within the last decade, for example, numerous different frameworks, and identification of indicators of teacher wellbeing have been published (e.g., Stoloff, Boulanger, Lavallee, & Glaude-Roy, 2020; Viac & Fraser, 2020; Beltman, Hascher, & Mansfield, 2022; Uusiautti et al., 2014; Brady & Wilson, 2021; Hobson & Maxwell, 2017). Thus, without a consistent approach or understanding, we surely cannot expect policy makers to effectively promote teacher wellbeing.
Methodology, Methods, Research Instruments or Sources UsedWe first present a unifying Tripartite Theory of Wellbeing. Drawing inspiration from Plato’s conception of Phronesis, we propose “Phronetic” as a third wellbeing component alongside Eudaimonic and Hedonic conceptualisations. Using the wellbeing indicators from the WB-Profile (Marsh et al., 2020), we psychometrically compare this tripartite and higher order factor model alongside one and two factor models reflecting current wellbeing conceptualisations, using a US general population sample (N = 1,524) and a New Zealand Early Childhood Educator sample (N = 228). The tripartite model yielded the best psychometric qualities with both populations. We then tested the impact of three wellbeing components, and the higher order factor, on basic psychological needs, and workplace specific outcomes. With this framework confirmed, we determine whether such a model can successfully incorporate all the teacher wellbeing indicators represented in the numerous teacher wellbeing frameworks aforementioned. Indeed all indicators across the varied teacher wellbeing frameworks fit well within the Tripartite Wellbeing Model (i.e., aligned to the three higher order wellbeing factors), thus indicating an appropriate guide for identifying, coding, and synthesising teacher wellbeing literature.
Adhering to the Campbell Collaboration systematic review research synthesis guidelines (Shlonsky et al. 2011), we will conduct an international quantitative research synthesis on the impact teacher wellbeing interventions, and education reform targeting wellbeing, have on supporting teacher wellbeing in primary and secondary schools. The aforementioned wellbeing framework will guide the syntax/inclusion criteria used for initial text searches on three international databases (Scopus, EBSCOHOST, APA PsychInfo). Using Covidence, three coders will conduct the preliminary abstract screening, and consequent full text review. Forwards and backwards referencing (Hinde & Spackman, 2015) will then be conducted to identify other relevant texts not identified in the initial database searches. Data from the texts will be extracted, including demographic information (e.g., location, sample size, school type) the strateg(ies) being adopted, the wellbeing component(s) being targeted, and the consequent impact on the wellbeing component on primary and secondary teachers (e.g., effect size, significance). The quality of each text will also be assessed (e.g., internal validity, risk of bias) Using the Cochrane Collaboration’s tool (Dreier, 2013). Inter-rater reliability will be progressively calculated using Krippendorff Alpha Coefficient (Hughes, 2021) for all screening and coding procedures. The identified wellbeing strategies will be thematically coded and assigned a group based on their specific nature. Meta analyses will be conducted to determine the impact of the different strategies on the different wellbeing components.
Conclusions, Expected Outcomes or FindingsGeneral wellbeing theories indicate that wellbeing is multi-dimensional (e.g., Marsh et al., 2020) and specific indicators associated with wellbeing belong to overarching higher order factors (Deci & Ryan, 2008). One must be supported in all wellbeing factors in order to thrive, or “optimally function”. Thus, to ensure teachers are supported, strategies must holistically support all higher order wellbeing factors. Identifying these factors is therefore vital to determine whether current approaches are effective, and how we design our strategies to ensure sustainable teacher wellbeing promotion. We expect our study will provide a holistic guide towards the measurement and promotion of holistic teacher wellbeing by developing a framework that encompasses major teacher and general wellbeing frameworks. Our research synthesis and meta analyses will: identify the current international policy and intervention strategies in promoting teacher wellbeing; ascertain whether/what current strategies holistically support teacher wellbeing, or what specific components are being emphasised and neglected; identify the strategies that materially affect teacher wellbeing; and gain insight the most effective approaches towards promoting holistic teacher wellbeing that are both context specific (e.g., specific demographic) and universally applicable. Such information is crucial for progressing our understanding in best supporting our teachers. Our findings will provide guidance to policy makers internationally with regards to best practice in wellbeing promotion. Our developed framework will allow schools and teachers themselves to ascertain the extent their wellbeing is holistically supported, and identify areas of support for specific wellbeing components lacking and amend their practices accordingly. With a holistic framework of teacher wellbeing, international researchers would be in a better position to collaborate, align and consequently progress our understanding of teacher wellbeing.
ReferencesBeltman, S., Hascher, T., & Mansfield, C. (2022). In the midst of a pandemic: Australian teachers talk about their well-being. Zeitschrift für Psychologie, 230(3), 253.
Brady, J., & Wilson, E. (2021). Teacher wellbeing in England: Teacher responses to school-level initiatives. Cambridge Journal of Education, 51(1), 45-63.
Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of happiness studies, 9(1), 1-11.Department for Education. (2021) Education staff wellbeing charter https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1034032/DfE_Education_Workforce_Welbeing_Charter_Nov21.pdf
Dreier, M. (2013). Quality Assessment in Meta-analysis. In: Doi, S., Williams, G. (eds) Methods of Clinical Epidemiology. Springer Series on Epidemiology and Public Health. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-37131-8_13
Hinde, S., & Spackman, E. (2015). Bidirectional citation searching to completion: an exploration of literature searching methods. Pharmacoeconomics, 33, 5-11.
Hobson, A. J., & Maxwell, B. (2017). Supporting and inhibiting the well‐being of early career secondary school teachers: Extending self‐determination theory. British Educational Research Journal, 43(1), 168-191.
Hughes, J. (2021). krippendorffsalpha: An R package for measuring agreement using Krippendorff's alpha coefficient. arXiv preprint arXiv:2103.12170.
Marsh, H. W., Huppert, F. A., Donald, J. N., Horwood, M. S., & Sahdra, B. K. (2020). The well-being profile (WB-Pro): Creating a theoretically based multidimensional measure of well-being to advance theory, research, policy, and practice. Psychological Assessment, 32(3), 294–313.
Shlonsky, A., Noonan, E., Littell, J. H., & Montgomery, P. (2011). The role of systematic reviews and the Campbell Collaboration in the realization of evidence-informed practice. Clinical Social Work Journal, 39, 362-368.
Stoloff, S., Boulanger, M., Lavallée, É., & Glaude-Roy, J. (2020). Teachers' Indicators Used to Describe Professional Well-Being. Journal of education and learning, 9(1), 16-29.
Uusiautti, S., Harjula, S., Pennanen, T., & Määttä, K. (2014). Novice teachers’ well-being at work. Journal of Educational and Social Research, 4(3), 177.
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. OECD.
Victoria State Government. 2021, May 14. Keeping Workers Safe From Psychological Harm. https://www.premier.vic.gov.au/keeping-workers-safe-psychological-harm
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015.
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