Sense of Accomplishment: A Global Experience in Student Affairs and Services

Seifert, Tricia A.; Perozzi, Brett; Li, Wincy

doi:10.1080/19496591.2022.2041426

Cited by 9 publications

(11 citation statements)

References 20 publications

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“…For example, engagement in work has been conceptualised and quantitatively measured as involving interest and pride (Simpson, 2009). However, interest and pride are also considered to be positive emotions (Fredrickson, 1998) and a sense of accomplishment in academic settings can generate feelings of pride (Seifert et al, 2022).…”

Section: Existing Wellbeing Practises and Knowledgementioning

confidence: 99%

Flourish-HE: An online positive education programme to promote university student wellbeing

2023

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Student mental health and wellbeing is both a priority and area of challenge within Higher Education, with providers seeing an increased demand for mental health, counselling and wellbeing support. The current paper argues that an effective preventative approach to supporting university student wellbeing is one that: (a) addresses student wellbeing using a holistic approach; (b) is underpinned by a comprehensive wellbeing theory; (c) aims to promote key dimensions of individual and collective wellbeing; and (d), can align with HE structures and strategies. Consequently, we describe and evaluate a multi-faceted 8-week online wellbeing programme—Flourish-HE—which follows a positive education ethos and is underpinned by the PERMA-H theory of wellbeing. The mixed method evaluation of Flourish-HE employs an explanatory sequential design with matched pre-post quantitative surveys (N = 33) and follow up qualitative interviews (N = 9). The surveys examine pre-post changes in PERMA-H wellbeing facets, mental health outcomes and sense of community with quantitative results indicating significant increases in positive emotion, positive relationships, meaning or purpose in life, overall mental wellbeing and sense of (course) community following participation in the programme, alongside decreases in depressive symptomology. The qualitative findings supported, and provided further explanation for, the pre-post-test differences and highlighted several barriers to engagement in the programme (e.g., unfavourable preconceptions) and future considerations (such as supporting longer-term effects). The evaluation provides evidence to suggest Flourish-HE is an effective wellbeing programme that can be delivered to students in Higher Education.

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Section: Existing Wellbeing Practises and Knowledgementioning

confidence: 99%

Flourish-HE: An online positive education programme to promote university student wellbeing

2023

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“…Global SAS practitioners come from myriad backgrounds and prior experiences (Seifert et al, 2014) ranging from primary school education to engineering, with credentials often in an academic discipline, or an area of counseling (Seifert et al, 2014). Seifert et al (2014) found that next to educational attainment the three preferences for professional development of global SAS respondents were (1) training workshops or conferences, (2) reading, and (3) networking and collaboration.…”

Section: Discussionmentioning

confidence: 99%

Professionalization in student affairs and services across the globe

Perozzi,

Shea

2023

New Drctns for Student Srvcs

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This article explores the concept of Student Affairs and Services (SAS) as a global profession, how it is positioned and positions itself in the context of what it means to be a profession and reflects on the ways in which SAS has and can professionalize. The literature related to professionalization is presented along with a discussion of the outcomes of the review, which provides direction for SAS as a global profession.

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“…Many researchers and student service professionals have written and researched the role of professional development within this profession (Carpenter & Simpson, 2007;Janosik et al, 2006;Ludeman et al, 2009;Seifert et al, 2014). In all aspects of that research, the role of professional associations was recognized as critical.…”

Section: Discussionmentioning

confidence: 99%