incorporating well-being into your projects angela clow
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Incorporating well-being into your projects
Angela Clow
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Descriptions of well-being
“……Well-being means that I have hopes and goals. I have self-esteem, authenticity and confidence. I can be creative
and spiritual.
I have energy and vitality which flows freely. I am relaxed and at ease.
It is about being content with life, accepting myself, knowing my limitations and the reality and risks of life.
Well-being is more than feeling and thinking – it affects DOING
Schickler, 2005
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Positive relationships
Personal growth
Autonomy
Some core components of well-being
Ryff and Singer 2008
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Happiness
Genetic predisposition
and personality related = relatively
stable
Well-being
Eudaimonia
Dimensions of well-being
self-development,
personal growth & purposeful engagement
Affected by social and structural environment
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The NEF dynamic model of psychological well-being
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Feeling and doing well-being affect each other and health and interact with the environment and policy
Personal well-being
Functional well-being
The Environment and Policy:
Workplace, Community, Urban, Natural World
Feeling & thinking self
Physical self/health
Social interactions
Behaviours Intellectual engagement
Opportunities for intervention?
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Individual and community wellbeing
Individual thinking
and feeling
Individual thinking
and feeling
Individual thinking
and feelingIndividual
thinking and
feeling
Individual thinking
and feeling
Individual thinking
and feeling
?
??
?
-ve
-ve
+ve
+ve
BehavioursBehaviours
Behaviours
Behaviours
Community, social capital
Neighbourhood characteristics?
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Individual or population approach to mental health?
Huppert, 2005, 2009
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Huppert 2009Huppert 2009
Individual or population approach to mental health?
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Foresight Report, Beddington et al, 2008
Well-being and mental capital across the lifespan
Important to consider positive as well as negative factors and outcomes
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Questions
• Think of examples of individual behaviours that affect community well-being.
• What individual thoughts and feelings can result in these behaviours.
• Think of examples of environmental/policy factors that can affect these individual characteristics.
• For your specific project what are the opportunities for intervention?
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Self-acceptanceHigh scorer: Possesses a positive attitude toward the self; acknowledges and accepts multiple aspects of self including good and bad qualities; feels positive about past lifeLow Scorer: Feels dissatisfied with self; is disappointed with what has occurred in past life; is troubled about certain personal qualities; wishes to be different than what he or she isPositive relations with othersHigh scorer: Has warm, satisfying, trusting relationships with others; is concerned about the welfare of other others; capable of strong empathy, affection, and intimacy; understands give and take of human relationshipsLow scorer: Has few close, trusting relationships with others; finds it difficult to be warm, open, and concerned about others; is isolated and frustrated in interpersonal relationships; not willing to make compromises to sustain important ties with othersPersonal growthHigh scorer: Has a feeling of continued development; sees self as growing and expending; is open to new experiences; has sense of realizing his or her potential; sees improvement in self and behavior over time; is changing in ways that reflect more self-knowledge and effectivenessLow scorer: Has a sense of personal stagnation; lacks sense of improvement or expansion overtime; feels bored and uninterested with life; feels unable to develop new attitudes or behaviors
Purpose in lifeHigh scorer: Has goals in life and a sense of directedness; feels there is meaning to present and past life; holds beliefs that give life purpose; has aims and objectives for livingLow scorer: Lacks a sense of meaning in life; has few goals or aims; lacks sense of direction; does not see purpose of past life; has no outlook or beliefs that give life meaningEnvironmental masteryHigh scorer: Has a sense of mastery and competence in managing the environment; controls complex array of external activities; makes effective use of surrounding opportunities; able to choose or create contexts suitable to personal needs and valuesLow scorer: Has difficulty managing everyday affairs; feels unable to change or improve surrounding context; is unaware of surrounding opportunities; lacks sense of control overexternal worldAutonomyHigh scorer: Is self-determining and independent; able to resist social pressures to think and act in certain ways; regulates social pressures to think and act in certain ways; regulates behavior from within; evaluates self by personal standardsLow scorer: Is concerned about the expectations and evaluations of others; relies on judgments of others to make important decisions; conforms to social pressures to think and act in certain ways
Definitions of dimensions of eudaimonic well-beingRyff and Singer 2008