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In the current study, we explored the prison design and infrastructural changes that Canadian correctional officers consider to be essential in the construction of a new provincial correctional institution intended to replace Her Majesty's Penitentiary (HMP) in the Canadian province of Newfoundland and Labrador. Analyzing 28 semi‐structured interviews conducted with correctional officers employed at HMP, we found the poor working conditions within HMP are, at least in part, related to the physical design of the prison, including inadequate lighting, poor air quality and temperature, high sound levels, and other spatial limitations. Building on the prison design literature, findings suggest that while prison design requires attention to physical security at the forefront, there are ways to improve the space, recognizing how an uncomfortable workplace and living conditions also pose a potential threat to the well‐being and safety of correctional officers and people who are incarcerated. Key messages: Correctional officers at HMP believe poor working conditions within the prison in part are affected by the physical design of the prison.Safety for both officers and prisoners is at risk due to infrastructure, technology, and air quality issues within the prison.Carceral space, particularly the physical design of a prison, should contribute to the well‐being of all its occupants, prisoner or staff. [ABSTRACT FROM AUTHOR]

Climate change poses a dire threat to human health. Within Canada, extreme heat events are contributing to cardiovascular disease, poor air quality is causing respiratory distress, and changing precipitation patterns are resulting in the spread of vector‐borne illness. To minimize these negative health outcomes, adaptation strategies targeted to protecting health are essential. Yet, despite a recognition of this need across levels of government, health‐focused adaptation efforts have been slow to progress. The aim of this short viewpoint paper is to provide a primer for decision makers. Researchers within the public health and environmental science fields have identified several barriers that contribute to this lag in progress, including a lack of understanding within the general public regarding the health risks of climate change, and confusion over jurisdiction and responsibility. Shifting community perceptions and improving intergovernmental coordination may help reduce these barriers, and therefore support Canadians to become more resilient to climate change moving forward. Key messages: Adaptation can reduce the negative health outcomes associated with climate change; however, health‐focused adaptation in Canada has been slow to progress.Insufficient understanding of climate‐related health risks results in public ambivalence; unclear roles and jurisdiction over health adaptation across levels of government further impede action.Shifting community perceptions through public health messaging and improved intergovernmental coordination is needed to bolster progress. [ABSTRACT FROM AUTHOR]

Well-being has been recognized as a basic human right, a core determinant of success in education, and a skill that can be developed. In language education, the literature suggests that higher well-being is likely to lead to more classroom engagement and ultimately greater success for learners. For English language teachers, there is a need to understand what learners know about well-being, what kinds of support they feel they need, and how best to integrate such support into regular language teaching practice. This paper reports on a qualitative study using focus group data that set out to understand the well-being literacy of a group of 42 Austrian learners of English as a foreign language (EFL) in their final year of school. The findings reveal five categories in which learners demonstrated knowledge of well-being: conceptual understanding of well-being, factors impacting well-being, coping strategies, the role of systemic factors, and issues in the English language teaching context specifically. Based on analysis of these data, we present an initial practical framework for evaluating and guiding EFL student well-being literacy development. [ABSTRACT FROM AUTHOR]

This paper describes a model for thinking of how participants make sense of temporal aspects of their lived experience. The paper argues for the valuable input that interpretative phenomenological analysis (IPA) can make to exploring this experiential timeline. After a brief introduction to IPA as an experiential research methodology, I will describe the growing interest in longitudinal research among qualitative researchers and outline recent thinking on this by leading researcher Bren Neale. I will then point to the distinctive contribution IPA can make to understanding personal experience of time and change. I will present a taxonomy of my IPA research engaging with it and illustrate each study type with research I have been involved in. During the paper we will see the way in which there are indeed two time-travelers involved in this process: researcher and the participant. [ABSTRACT FROM AUTHOR]

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Drawing on the aesthetics of engagement proposed by the philosopher Arnold Berleant, this article sets out an environmental aesthetic approach to the human geographic debate about ruins. By adopting a relational understanding of self and world, the focus is on the immersive and multisensory experience of ruins including (im)material, bodily and cognitive accounts. Sensitive recording is introduced as a method to make experiences accessible in their situativity and fragility. Based on an empirical case study in the derelict Beelitz sanatorium in Germany, the article reveals three central qualities of experience that can be encountered in the ruins: emotive, challenging and irritating qualities. Such experiential qualities bring to light the significance of situative tensions at the threshold of absence and presence, past and present, familiar and unfamiliar, or vitality and lifelessness. By describing such tensions, we gain greater insight into the disruption of the familiar. Therefore, we can assess the emergent qualities of experience with the concepts of ‘haunting’ and ‘uncanny’. Furthermore, we discover that encounters with the derelict place reveal qualities of wellbeing and connectedness. [ABSTRACT FROM AUTHOR]

Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Un travail de recherche qui ne progresse pas, une supervision insatisfaisante, des perspectives de carrière incertaines ou encore le sentiment de ne pas appartenir à une communauté scientifique, telles sont les difficultés que rencontrent nombre de thésards pendant leur doctorat. Si ces difficultés font l'objet d'un nombre croissant de publications, peu de travaux se sont attachés à mettre en lumière les déterminants du vécu positif du doctorat. En effet, le vécu d'une thèse peut être extrêmement enrichissant. Dans cette revue de la littérature, notre objectif est d'exploiter les connaissances actuelles permettant d'envisager l'expérience du doctorat comme positive pour en extraire des pistes susceptibles d'améliorer cette expérience. Dans un premier temps, nous exposons les éléments de la littérature qui démontrent que, bien que le doctorat puisse être vécu comme une épreuve difficile, il peut également être vécu comme une expérience très positive. Dans un second temps, nous proposons des pistes d'améliorations de l'expérience du doctorat. Dans l'ensemble, cet article, présente un intérêt pour les doctorants désireux d'approfondir leurs réflexions sur leurs conditions de travail, mais aussi pour tous ceux qui les entourent, tels les directeurs de thèse, les directeurs d'unités de recherche, et les directeurs d'écoles doctorales. A research work that does not progress, an unsatisfactory supervision, an uncertain career prospects or the feeling of not belonging to a scientific community, these are the difficulties that many PhD students encounter during their doctoral studies. If these difficulties are the subject of a growing number of publications, very few studies have focused on the determinants of the positive experience of the doctorate. Indeed, the experience of a thesis can be extremely enriching. In this review of the literature, our objective is to exploit the current state of knowledge that enables to consider the doctorate as positive experience in order to extract helpful cues that could improve this experience. First, we present evidence issued from the scientific literature that shows that, although the doctorate can be a difficult experience, it can also be a very positive one. Secondly, we propose promising lines to improve the doctoral experience. Overall, this article is of interest to doctoral students who wish to deepen their thoughts on their working conditions, but also to all those who surround them, such as, the thesis directors, the research unit directors, and the doctoral school directors. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ce travail de recherche part du constat de l’impensé de la santé des populations, ici des travailleurs, dans les planifications touristiques (Fleuret & Jouault, 2018). Cet article propose d’appréhender l’espace vécu par les travailleurs de la restauration en contexte touristique à travers leurs déterminants de santé, à partir d’une étude de cas réalisée au sein de l’espace touristique insulaire de Majorque, aux Baléares, en Espagne.Quelles sont les caractéristiques socio-spatiales de l’espace touristique capables d’influencer la santé des travailleurs du tourisme ? Pour répondre à cette problématique, les travailleurs de la restauration sont utilisés comme prisme des travailleurs du tourisme. Des éléments de réponses à cette question sont proposés en s’appuyant sur un travail de terrain de sept mois sur l’île de Majorque, en Espagne, qui a donné lieu à une étude qualitative basée sur les techniques de l’observation directe (Arborio & Fournier, 2021) et la conduite d’entretiens semi-directifs. Cette étude qualitative s’appuie sur un cadre analytique construit à partir de la liste des déterminants de la santé utilisés dans leur dimension socio-spatiale.

Comparer les mécanismes et l'efficacité d'interventions basées sur la pleine conscience et sur la psychologie positive dans la réduction de la symptomatologie dépressive modérée à sévère. Vingt-sept patients (âge moyen : 44 ans) souffrant de dépression répartis en 3 groupes : 2 groupes expérimentaux (intervention Pleine conscience, PC ; intervention Psychologie positive, PP) et un groupe contrôle bénéficiant d'ateliers psychoéducatifs et de régulation des émotions (traitement habituel). Les patients ont répondu à des questionnaires avant (T1), après (T2) et un mois après l'intervention (T3), mesurant les symptômes dépressifs, le désespoir, le bien-être, le bonheur durable, la procrastination, la flexibilité psychologique et l'orientation de l'attention. Ces données ont été complétées par des entretiens semi-directifs en T2. 1) Amélioration significative des participants des groupes PC et PP concernant les symptômes dépressifs, le désespoir, le bien-être, le bonheur durable, la flexibilité psychologique et l'orientation de l'attention ; 2) Diminution de la procrastination pour le groupe PP ; 3) Améliorations maintenues un mois après la fin des programmes (sauf pour une variable) ; 4) Les patients rapportent l'acquisition d'une plus grande ouverture attentionnelle et un changement d'attitude envers eux-mêmes (groupe PC) et envers les autres (groupe PP). Les interventions PC et PP entraînent une amélioration de l'état des patients et l'activation de processus utiles au maintien de l'amélioration (flexibilité psychologique, rééquilibrage de l'attention). The aim of this pilot comparative study was to compare the efficacy and the processes of two third wave psychotherapy interventions (a Mindfulness Based Intervention and a Positive Psychology Intervention) in the reduction of moderate to severe depression. Twenty-seven patients (mean age = 44 years old) suffering from moderate to severe depression were recruited in a psychiatric clinic in the South-Est of France. They were randomized to either a Mindfulness Based Intervention (MBI; n = 10) or a Positive Psychology Intervention (PPI; n = 12) and compared to a Treatment As Usual (TAU; n = 5) group who benefited from psychoeducational and classical cognitive behavioral emotion regulation workshops. The interventions were based on existing validated mindfulness and positive psychology interventions (MBCT and CARE). Participants completed questionnaires before (T1), after (T2) and one month after the intervention (T3). These questionnaires measured depressive symptoms, hopelessness, well-being, authentic-sustainable happiness, psychological flexibility, procrastination, and attention orientation towards the positive aspects of life. These data were completed by qualitative data collected through semi-directed interviews at T2 in order to assess to what extent each participant had found the intervention useful and adapted to their needs. These interviews also assessed how much participants expressed motivation to continue the practices learnt. Participants showed reduced depressive symptoms and hopelessness, enhanced well-being, authentic-sustainable happiness, psychological flexibility, and attention orientation towards positive aspects of life at T2 in both interventions, which were maintained at T3. Procrastination significantly decreased at T2 only for the PPI group. The TAU control group only showed a significant increase in well-being at T2. The results from the semi-directed interviews underlined that the patients perceived the interventions as useful in terms of increased openness and self-kindness (MBI) as well as altruistic attitudes (PPI). Although the interventions are distinct, the effects appear to be similar in terms of efficacy and mechanisms of action, apart from a greater behavioral activation in the PPI intervention. The mindfulness based intervention group intervention and the positive psychology group intervention carried out in this study appeared to be adapted to the patients and mostly positive psychology practices were reported to be easily used outside the sessions. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Context: This study followed a quantitative study that showed the positive effects of a 15-hour psychoeducational intervention aimed at the wellbeing of 3rd year pre-clinical medical students. Aim: To explore what students believe to be the source of these observed positive effects on their wellbeing. Methods: A thematic qualitative analysis was conducted on 192 texts sent by 192 students. Results: The qualitative content of the texts is consistent with and clarifies the positive effects observed in the quantitative study. Different processes could be identified as potentially causing these effects. The factors influencing the students' wellbeing can be grouped into three areas: at an intrapersonal level, the discovery of the self-regulation process and the content and tools learned through the intervention; at an interpersonal level, the development of a culture of sharing vulnerabilities among students; at the environmental level, the trainer's attitudes and the pace and safe space of the intervention seem to explain the positive effects observed on the students. Conclusion: The qualitative study allowed us to go one step further by identifying, within the students' texts, processes that may be responsible for the benefits identified quantitatively on their wellbeing. Further quantitative studies would allow us to meaningfully test these identified processes in order to help health educators identify the levers to ensure the wellbeing of their students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has significantly impacted families across Canada; however, rural low-income mothers and their families have experienced significant challenges due to historical and current social, economic, cultural, and health inequities. These inequities complicated mothers' ability to navigate the pandemic. This paper is based on a study that used a grounded theory framework to explore the implications of the COVID-19 pandemic on rural, low-income mothers in Nova Scotia, Canada, while supporting their families' wellbeing during the pandemic. Through 29 interviews with rural low-income mothers, and three focus groups with community organizations serving these mothers, this study found that mothers and their families were deeply impacted by the first and second waves of the COVID-19 pandemic. Factors such as inadequate internet and internet access, limited and unaffordable transportation options, food insecurity, social isolation, and mental health challenges emerged from these interviews. Three focus groups with service providers to low-income rural mothers also informed the final results. The inequities faced by rural mothers created additional barriers to accessing services and resources to support their families' wellbeing during the pandemic. The results of the study connect to the importance of addressing inequities through a holistic social determinants of heath model. As a result, the findings of this study have implications on the actions of service providers, policymakers, and researchers, as little has been written about this demographic in relation to social determinants of health and in the context of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Community Mental Health is the property of Canadian Periodical for Community Studies Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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L'ikigai, concept originaire du Japon, s'apparente à la raison d'être et s'est révélé être impliqué dans de nombreuses études liées à la santé physique et mentale. Il ne commence que très récemment à être utilisé dans les études occidentales, par le biais du questionnaire Ikigai-9, développé au Japon. L'objectif de notre étude est la validation française de l'Ikigai-9. Une analyse factorielle exploratoire sur 170 participants a donné lieu à une structure Ikigai-9 à trois dimensions : « attitudes envers l'avenir », « reconnaissance de sa propre existence » et « émotions envers la vie ». Une analyse factorielle confirmatoire sur un échantillon indépendant de 1205 participants nous permet de basculer un item vers la dimension appropriée. Les indices de fiabilité interne des trois dimensions confirment la validation française de l'Ikigai-9. La version française de l'Ikigai-9 permet de réaliser des études interculturelles à plus grande échelle et d'approfondir la compréhension du concept d'Ikigai en zone francophone. Ikigai, a concept originating in Japan, is related to life purpose and has been found to be involved in many studies related to physical and mental health. It is only very recently that it has started to be used in Western studies, through the Ikigai-9 questionnaire, developed in Japan. The objective of our study is the French validation of the Ikigai-9. An exploratory factor analysis on 170 participants resulted in a three-factor structure of the Ikigai-9: "attitudes toward the future", "acknowledgement of one's own existence" and "emotions toward life". A confirmatory factor analysis on an independent sample of 1205 participants allows us to switch an item to the appropriate dimension. The internal reliability indices of the three dimensions confirm the French validation of the Ikigai-9. The French version of the Ikigai-9 allows for larger-scale cross-cultural studies and a better understanding of the concept of Ikigai in Western geographical areas. [ABSTRACT FROM AUTHOR]

With a myriad of associated health, ecological and social benefits, urban greening has become a prominent policy strategy to renew historically neglected sites in cities, so popular that its implementation often eludes scrutiny. Utilising resident interviews, this paper investigates the distribution of 'wellbeing' narratives and objectives in such transformations. We demonstrate how affinities with nature are utilised to hasten green happy-futures, whilst neglecting to address ongoing questions of social and environmental justice. This paper foregrounds these injustices by attending to the affective dimensions of past and present experiences of environmental damage, advocating for the prioritisation of caring-futures over happy-futures in urban greening imaginaries. [ABSTRACT FROM AUTHOR]

There are various ways of assessing the effectiveness of family leisure. On a psychological level, the emotional effects of family leisure are of great importance. In fact, it has been widely demonstrated that socio-educational phenomena such as this have an impact on the integral development of students in stages as sensitive and important as adolescence. With the main purpose of identifying whether there is a significant relationship between family satisfaction and family leisure, a study was designed in which 1054 adolescents from the Region of Murcia participated by filling in the ad hoc questionnaire “Evaluation of family leisure practices. Questionnaire for adolescents”. The results highlight that conflicts during leisure time have a negative impact on family satisfaction, while all the descriptors related to the strengths of family leisure are identified as positive conditioning elements. In terms of typology, sport-, gastronomic-and tourist-related leisure are held to be the most beneficial. As for the agents involved, the most important is the family itself. In this way, the importance of family leisure practices within the field of psychology as an entity of personal and family development is highlighted, which must be considered by administrations and research centers in order to ensure its promotion and recognition. [ABSTRACT FROM AUTHOR]

Drawing from a human development framework, this paper uses the 2014 and 2016 waves of the longitudinal Health and Retirement Study (HRS) with contextual data from the American Community Survey (ACS) and classification scales of the Economic Research Service of the U.S. Department of Agriculture to examine whether county-level rural and non-rural status is associated with changes in life satisfaction and perceived decrease in health among U.S. residents aged 65 and older. Controlling for individual declines in function (cognition, gross motor function and/or fine motor function), other individual characteristics, and additional county-level characteristics, we find that functional decline has a relationship to perceived health change and life satisfaction, but that the most substantial community and individual level characteristics are related to health not life satisfaction. Aside from the walkability of the county, no other county characteristics were predictive of change in life satisfaction. We calculate that the average predicted probability that someone experienced a decrease in health was highest (0.32) among older adults who experienced functional decline and who live in a rural county. This offers useful context for communities, and we discuss the implications for these findings as they relate to understanding how functional decline may be experienced differently for older adults across different types of places and what this may mean about the experience of disability. [ABSTRACT FROM AUTHOR]

Copyright of Movement & Sport Sciences / Science & Motricité is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Movement & Sport Sciences / Science & Motricité is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

I propose a theoretical economic model in which privatizing an Indigenous reserve by dividing it up into individual fee simple plots can lower the welfare of Indigenous groups. Drawing on the demonstrated effects of the erosion of Indigenous culture and communal property rights, I suggest one partial explanation for why the self-assessed subjective well-being of Indigenous Peoples in North America is the worst among all demographic groups. Although recognizing the complex nature of Indigenous economies, for analytic purposes I set out a simple model with only two produced goods, food and a cultural good. I show that a community's well-being can be higher with communal property than with private property, despite the standard free-riding problem associated with communal property—a result that is consistent with the Theory of the Second Best. This theory suggests why the 1887 Indian General Allotment Act (Dawes Act) in the United States and similar attempts in Canada reduced the welfare of Indigenous individuals and have lessons for current policy initiatives in Canada, such as that pertaining to Indigenous land rights policy. I also argue that the consequences of privatizing Indigenous reserve land could be far more serious than what can be captured in the simple model presented here using neoclassical tools. [ABSTRACT FROM AUTHOR]

This paper synthesizes theories and concepts related to rurality, health and wellbeing, and governance to propose a new conceptual framework for researching health and wellbeing in rural communities. The framework emphasizes positive framing of health and wellbeing; the influence of governance concepts; considering impact of decisions on diverse populations; responding to change through resilience, adaptation, and transformation; fostering creativity and collaboration; maintaining a focus on health; and ongoing capacity building. [ABSTRACT FROM AUTHOR]

Introduction. Selon la théorie de l'élargissement et de la construction des émotions positives, les émotions positives contribuent à élargir les pensées et les comportements des individus, ce qui se traduit par une accumulation de ressources (comme la résilience) qui catalysent des spirales ascendantes de bienêtre. Or il y a pénurie relative de travaux portant sur cette hypothèse de spirales ascendantes dans le contexte de l'adolescence. Méthodologie. Des adolescents (n = 4 064) d'écoles secondaires canadiennes ont été interrogés chaque année pendant trois ans dans le cadre de l'étude COMPASS. Les associations réciproques entre émotions positives et résilience ont été analysées comme prédicteurs de l'épanouissement. Résultats. Les adolescents qui ont connu des émotions positives plus fréquemment que d'habitude ont déclaré avoir des niveaux plus élevés de résilience un an plus tard. De même, les adolescents avec des niveaux plus élevés de résilience ont déclaré avoir davantage d'émotions positives l'année suivante. Les niveaux élevés de résilience et d'émotions positives ont prédit positivement l'épanouissement. Conclusion. Les émotions positives entraînent une cascade de résultats bénéfiques, notamment une résilience et un bienêtre accrus, ce qui catalyse une spirale ascendante vers l'épanouissement. Les opportunités d'accroître ces émotions positives au début de l'adolescence pourraient contribuer à la construction de ressources susceptibles de placer les élèves sur la voie d'un bienêtre accru. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of the Canadian Association for Curriculum Studies is the property of Journal of the Canadian Association for Curriculum Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The turn of the twenty-first century was characterised by 'spiritual revolution', with claims that interest in New Age spirituality was eclipsing religion and would continue to do so in the future. Since then, scholars of religion have been more focused on religious diversity and the rise of the non-religious. While interest in spirituality, uptake of spiritual practices, and identification as 'spiritual but not religious' have continued to grow, spirituality is typically not taken as seriously as religion, at least in political spheres or by academia. This article examines the history and contemporary dynamics of spiritual complexity in Australia, drawing on the findings of two Australian Research Council–funded studies 'The Worldviews of Australia's Generation Z' and 'Religious Diversity in Australia' and on a recent project '(Con)spirituality, Science and COVID-19 in Australia'. It argues that it is certainly time for spirituality to be taken more seriously in this country and globally, given spirituality's concern with personal and planetary wellbeing, and also the potential risks spirituality can pose due to its association with dis/misinformation, neoliberalism, and violence. [ABSTRACT FROM AUTHOR]

Les effets bénéfiques de la marche et la pleine conscience sur le bien-être ont déjà été démontrés dans de précédentes recherches. Dès lors, notre objectif de recherche était de vérifier si une marche en pleine conscience engendrait aussi un effet positif sur le sentiment de bien-être. Au niveau méthodologique, nous avons comparé un échantillon de 63 participants en bonne santé, divisé en deux groupes : un groupe test de marche en pleine conscience (n = 34) et un groupe contrôle de marche classique (n = 29). Chaque groupe a dû marcher quotidiennement pendant au moins 20 min, pendant deux semaines. Le groupe test écoutait des instructions de pleine conscience pendant leurs marches quotidiennes, tandis que le groupe contrôle marchait « normalement », sans consigne particulière de pleine conscience. Le bien-être considéré, correspondant au bien-être subjectif selon Diener (1984), a été mesuré au moyen de l'échelle de satisfaction de vie et de l'échelle d'affects positifs et négatifs, avant et après les deux semaines. Tous les participants ont également passé le questionnaire des cinq facettes de la pleine conscience à deux reprises. Nos résultats ne montrent aucune différence significative entre les deux groupes concernant le bien-être. Cependant, des régressions linéaires ont montré que la pleine conscience prédisait significativement le bien-être pour l'ensemble de notre échantillon. Pour conclure, il semblerait que la marche en pleine conscience n'améliore pas davantage le bien-être que la marche classique, sans consigne particulière. The benefits of walking and mindfulness on well-being have already been demonstrated in previous research. So, our research objective was to check whether walking in full consciousness also had a positive effect on the feeling of well-being. At methodological level, we compared a sample of 63 healthy participants divided in two groups: a mindfulness walk/experimental group (n = 34) and a classic walk/control group (n = 29). Both groups had to walk daily for at least 20 min during two weeks; and the mindfulness walk group was listening a pre-recorded mindfulness instruction set thorough their daily walks, whilst the control group walked "normally", without mindfulness instruction. Well-being considered, corresponding to subjective well-being according to Diener (1984), was assessed through the Satisfaction with Life Scale - SWL and the Positive and Negative Affect Schedule –PANAS before and after the two-weeks session. All participants also underwent the Five Facets Mindfulness Questionnaire -FFMQ twice. Our results show no significant differences between the two groups regarding well-being for the PANAS and SWL. However, linear regression highlighted that mindfulness, assessed with the FFMQ, was a significant predictor for wellbeing across our whole sample. To conclude, it seems that walking in full consciousness does not improve well-being any more than classical walking, without specific instructions. [ABSTRACT FROM AUTHOR]

Copyright of Sociologia, Problemas e Práticas is the property of Centro de Investigacao e Estudos de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

this article presents the results of qualitative research conducted with 16 kindergarten teachers. The overall goal was to identify the perceived priority in-service training needs related to the development of social-emotional competencies. To further explore the data collected, the teachers were interviewed in a semi-structured format. The results reveal, among other things, needs related to relational skills, one of the areas identified in several works of the Collaborative for Academic, Social, and Emotional Learning [CASEL] (Zins et al., 2004). These results will make it possible to formulate hypotheses for reflection and action that can be implemented in the context of the inservice training of kindergarten teachers, in order to ensure not only their well-being, but above all, positive interpersonal relationships with all the partners involved in this so-called relational work. [ABSTRACT FROM AUTHOR]

how do teachers' practices contribute to students well-being in the classroom? Do teachers' views of student well-being match students' views? We seek to apprehend the subjective well-being of students in the classroom, and to compare it with the views of teachers. We show that teachers' practices associated with students' well-being are mainly linked to the following dimensions: allowing students to participate in the lesson, making the lesson explicit, and developing a positive relationship with students. Student success and reduced pressure to work are also mentioned. [ABSTRACT FROM AUTHOR]

first, we define the concepts of well-being and happiness at school. Then, we explore well-being at school from the perspective of the teacher-student relationship, both from the point of view of the students and of the teachers. To do this, the main results of two studies carried out in 2019 and 2020, mainly in Quebec, are presented. Finally, the two perspectives, that of the pupils and that of the teachers, are confronted. The results of our analysis highlight the importance of the teacher-student relationship both in the student's school experience and in the teacher's professional practice. The affective nature of the relationship seems to occupy a major place. Suggestions and recommendations for optimizing the quality of the teacher-student relationship, for the happiness of learning or teaching, are proposed. [ABSTRACT FROM AUTHOR]

the well-being of learning and of being taught is a fundamental question that can arise for school teachers. When is this questioning good for teachers. We will analyze the memories of students from 2016 to 2021 in order to highlight the specificities of appropriation of this question of the good for future school teachers. We will compare the pre-health crisis to the research conducted during this crisis. By the methodology of the textometric analysis of memories and by the analysis of the countertransference elements of the teacher-researchers, we will seek to specify the blocking points and the blind zones linked to the anxieties around this notion of the well-being to be learned and to teach. [ABSTRACT FROM AUTHOR]

the rise of ill-being is spreading to schools and worrying politicians. It questions our educational models beyond learning about well-being and happiness at school, particularly pedagogical approaches and teacher training; which « happy » teacher to « make a student happy »? Based on research on the components of student well-being and resilience first and case studies of pedagogical approaches « re-enchanting school », this article underlines the emotional capital and "enabling leadership" teaching style, and an essential well-being approach focused on potentials and vitality; approach that we analyze from a positive and eudaimonic well-being perspective, through the "bienvivance" paradigm. [ABSTRACT FROM AUTHOR]

the analysis of two surveys of teachers during the TNE (Territoire Numérique Éducatif) programme of the French state (2021) as part of the recovery plan after the first confinements, allows us to study the links between well-being, stress and relations with pupils, from the point of view of the conditions of their digital praxis with regard to the model proposed by Viac and Fraser (OECD, 2020). À double statistical analysis was carried out. The salient result is that the conditions of the environment of the professional practices of the primary school teacher, at home and at school, and his or her digital practice anchored in an « ordinary » praxis, are influencing factors on his or her declared well-being and stress. [ABSTRACT FROM AUTHOR]

Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since 2017, the Homework Done in Colleges program has been in place to help every student succeed. But what success are we talking about? In this article, we refer to educational success, referring to academic criteria as well as to well-being, self-confidence, sociability or personal development. To measure this success, we are building on area 2 (work organisation and cooperation) of the common curriculum of knowledge, skills and culture. We seek to identify how Homework Done promotes student educational success. In this review, the results of research and reports highlight the impact of this device on student behaviour, leading to progress and a sense of well-being. This is made possible by working conditions, by interactions between pupils or between pupils and teachers and by the importance attached to continuity between school and family times. [ABSTRACT FROM AUTHOR]