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Abigail Nelson and Carrie Shockley
Mental health frontline workers can and do provide fundamental support in the wellness of people with serious mental illness. The City University of New York offered a…
Mental health frontline workers can and do provide fundamental support in the wellness of people with serious mental illness. The City University of New York offered a non‐credit Certificate in Wellness Coaching to this group. The purpose of this paper is to describe the certificate and the program outcomes.
Primary data collected through course evaluations, reports, and observations to describe perceptions of personal and professional usefulness and applicability, as well as challenges.
Participants reported using wellness concepts personally and professionally and perceived personal development in communication and leadership. Participants and faculty identified internal and external supports and barriers to transitioning into the role of wellness coach.
The paper presents a replicable model which taught frontline workers wellness concepts that benefit themselves and consumers and helped participants identify ways to expand capacity within their mental health agencies.
This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s…
This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.
The aim of this chapter is to define and explore the group of emotions known as self-conscious emotions. The state of the knowledge on guilt, shame, pride, and…
The aim of this chapter is to define and explore the group of emotions known as self-conscious emotions. The state of the knowledge on guilt, shame, pride, and embarrassment is reviewed, with particular attention paid to research on these four self-conscious emotions in work and organizational settings. Surprisingly little research on self-conscious emotions comes from researchers interested in occupational stress and well-being, yet these emotions are commonly experienced and may be a reaction to or even a source of stress. They may also impact behaviors and attitudes that affect stress and well-being. I conclude the review with a call for more research on these emotions as related to stress and well-being, offering some suggestions for areas of focus.