There has been an increased focus on the need to address the wellbeing and mental health challenges that affect humans across organizational settings, including the higher education sector.

This comprehensive Handbook is organized into three sections: student wellbeing, faculty and leader wellbeing, and wellbeing initiatives at institutional or systems-level. Scholars from around the globe discuss initiatives, practices, and structures that provide a positive outlook on individual and organizational flourishing in higher learning and offer lessons from efforts to promote positive emotional and social aspects for students, leaders, and faculty. Topics include student resilience and leadership, supervisory relationships, appreciative mentoring, student thriving, issues of mental and physical health, faculty and leader wellbeing, development of wellbeing interventions and health promotion frameworks, and international student wellbeing.

The interventions and experiences presented in The Emerald Handbook of Wellbeing in Higher Education are aimed at enhancing flourishing among students, faculty and staff, and across institutions. This Handbook will be helpful to higher education leaders and managers as they consider ways to promote and implement wellbeing strategies within their institutions, whilst encouraging all readers to adopt an appreciative, strengths-based, positive approach to teaching, learning, and leading in higher education contexts.

Positioning wellbeing at the heart of a well-functioning school community, this timely guide brings the debate on the escalating child and adolescent mental health crisis to a broad audience.

A research-informed yet accessible introduction to both the scholarly discourse and real-world cases of mental health in education, The BERA Guide to Mental Health and Wellbeing in Schools focuses on the UK while providing messages and practical tips for an international readership. Chapters examine policy approaches and the pivotal role schools have acquired within the government's settings-based approach to mental health. The first section presents the theoretical framework and policy context, and the second is dedicated to a selection of case studies from schools in the UK, drawing attention to current issues encountered in education, showcasing exemplars of good practice and sharing innovative approaches to tackling poor mental wellbeing.

Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

This book offers eight validated instruments on workplace bullying to support robust mixed methods approaches for social justice research. Workplace bullying is an excellent starting point from which scholars can consider social justice research. The data shows that marginalized and disenfranchised groups (minoritized groups, women, junior faculty, and the LGBTQ+ community) are disproportionately affected. The outcomes included career interruption and severe health disparities. Though there is a demand for workplace bullying instruments, the book also lays a foundation for creating surveys to address these populations more effectively.

COVID-19 has challenged the international environ of higher education teaching, leading colleagues and institutions across the globe to think outside the box and develop innovative practices suited for turbulent times. But often, these are confined to the local or regional levels.

Taking forward the notion of the scholar without borders, Global Higher Education Practices in Times of Crisis provides a critical review of the teaching practices in international higher education in the post-COVID era. Issues and debates about inclusivity, diversity, and cultural representation in the curriculum and classroom are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis.

The aspiration for universal nuanced teaching practices which reflect individual and national identities, along with newly emerging global ones that represent virtual academic citizenship that cross geographical and political borders, are presented as a foundation on which to instil borderless higher education.

Cultural perspectives impact governance, and certain cultures may prefer hierarchical and centralized forms of governance, while others may lean towards more democratic and participatory ones. Governance, guided by ethical worldviews, ensures transparency, accountability, and integrity in decision-making. Worldviews significantly impact leadership styles, and a leader who holds a collectivist perspective would prioritize team building and community outcomes. Leaders' values influence the institution's vision and mission and impact curriculum development, research, and innovation goals. Institutions' approaches to professional development are shaped by their worldviews on continuous learning and improvement. Organizations prioritizing innovation are more likely to allocate greater resources toward advanced training initiatives. Values shape the distribution of resources for capacity building.

The chapters presented here link theory, policy, and practice using various research methods. This volume on Worldviews and Values in Higher Education examines the profound influence of worldviews and values in shaping institutional governance, leadership, and capacity building. Integrating worldviews and values into institutional policies ensures that governance, leadership, and capacity building initiatives are coordinated and mutually supportive. Organizations have the ability to evaluate the effectiveness of governance, leadership, and capacity building programs by examining how closely they adhere to the declared values and objectives. This includes the assessment of student achievement, research outcomes, community influence, and the institution's long-term viability.

By acknowledging and carefully incorporating worldviews and values, higher education institutions may establish effective, streamlined, equitable, inclusive, and forward-looking settings.

The call for decolonising curriculum knowledge comes from across public and academic voices and educational organisations. Led by international educationalists across all phases of education, The BERA Guide to Decolonising the Curriculum is a powerful evocation, direction, and call to action for epistemological equity in knowledge production, teaching, and learning.

The chapters draw on significant international literature from across the fields of decoloniality, race, gender, history, sociology, and philosophy, and real-world cases, with multiple examples from international academic leaders, academics, and teachers to address concerns about the ideological and political orientation of educational policy discourse bounded by Eurocentric epistemology.

Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

This monograph is an extension of the earlier monographs dealing with the application of the new modified involuted manifold model. This monograph has two objectives. Firstly, it seeks to integrate neuronal organization with cognitive functionalities. Secondly, it tries to formalize a structural template of cognitive functionalities. It is based on the postulate that cognitive functionalities are essentially natural phenomena and therefore amenable to formal naturalistic description. Therefore, it employs a topological model of spacetime proposed earlier to define a new framework wherein neuronal networks occupy the four-dimensional configurations of spacetime, and cognitive functionalities occupy higher dimensional configurations of spacetime. Using the Darwinian conception of natural selection, the monograph outlines a model of natural selection operating at more than one level. Thus, natural selection at the four-dimensional configurations of spacetime leads to structural agnosticism so prevalent in neuronal organization. At the same time, natural selection at the higher dimensional configurations of spacetime leads to natural selection of cognitive functionalities. Since the proposed model offers a new computational paradigm formalized in another monograph, this monograph provides a new way to formalize cognitive computations.

Humour is officially recognized in positive psychology as one of the 24 'character strengths'. However, laughter has an uneasy relationship with positive psychology, despite being key to communicating joy and happiness.The Positive Psychology of Laughter and Humour corrects this disconnect by combining academic insight with real-world experience. Drawing on the authors' diverse backgrounds and expertise, this is the first academic volume dedicated to the rarely discussed topic of laughter and humour in positive psychology.

Freda Gonot-Schoupinsky, Merv Neal and Jerome Carson demonstrate how laughter and humour differ, and how both can be applied within positive psychology to boost mood and maintain positive outcomes.The Positive Psychology of Laughter and Humour includes case studies and real-world insight as well as providing a methodological and theoretical background to the topic, giving rigorous theoretical and methodological insight for researchers, and including pedagogical sections in each chapter useful for teachers and researchers.

Offering aspiring leaders a chance to learn from the experience of deans, vice presidents, and presidents who have served at different types of institutions around the country, Leadership Talks: Candid Conversations with Academic Leaders, presents a half dozen extended interviews with current and former administrators that cover their paths to leadership, how they navigate evolving challenges in higher education, and how they have learned from failure. These leaders come from diverse backgrounds and have worked at a mix of public and private institutions. Their campuses ranged from two-year, open access institutions to selective four-year research universities in six states across the U.S.

As colleges and universities face intensifying challenges, Leadership Talks offers a new model of seven essential skills and qualities for 21st century academic leadership. Many campus leaders will need to navigate a looming enrolment cliff, campus protests, increasing public scrutiny, budget cuts, and new court decisions and state legislation curtailing efforts to increase diversity. Each chapter offers insights about how campus leaders have addressed those challenges in the past and hope for how campuses can thrive in the future.

Presenting a diverse and inclusive overview of academic leadership, this timely work will be of use and interest to current, future, and aspiring leaders in higher education, along with higher education scholars and students.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. This edited collection explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, Worldviews and Values in Higher Education delves into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution's ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution's mission, vision, and values statements.

The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities. They also explore how broad forces, such as globalization and internationalization, have accelerated cross-border education and impacted the presumptive universality of rights and responsibilities. The chapters demonstrate, through different countries' perspectives, how educational rights are evolving across the academic landscape. This book is for any educator interested in higher education institutions' educational development.

This edited book considers the impact of neoliberalism on music teaching, research and scholarship in a higher education context. As a subject that bears little resemblance to other university practical disciplines, and fares poorly in a model driven by economics, the book considers whether musicology is a 'public good' or a threatened species. It contemplates what musicology can usefully contribute to a paradigm driven by economics, and questions whether it is ever possible to recover an ideal civil subject in neoliberal music academia. Contributions investigate what it means to build music research capacity in innovative ways, such as forging cross-cultural relationships, subverting conventional notions of quality and value, replacing them with knowledges and values that guide Indigenous intellectual traditions, and whether interventions into the legacy of colonialism are truly ever possible in neoliberal higher education institutions that celebrate difference and diversitywhile reinforcing social inequities. The book also explores the relationships between gender and music, music research training and scholarship, and whether the interdisciplinarity championed by the university is ever workable. Finally, it undertakes a cross-disciplinary, new materialist reading of a canonical musical work, offering a radically new perspective. The book will appeal to students and scholars of music education, musicology, higher education studies and the creative arts more broadly.

This book explores language teachers' identity learning through the lens of teacher emotions. This qualitative study, utilizing a longitudinal case study design, sets out to trace how four college English teachers at the case study university in East China respond emotionally towards the curriculum reform, how teacher identity learning takes place, and how emotions interact with the identity learning processes. Guided by the theoretical framework, this book adopts diversified methods to collect data across one academic year of curriculum implementation. It also discusses the findings which reveal that curriculum reform poses great emotional challenges for English as a Foreign Language (EFL) teachers, teachers who traverse across emotional geographies, orient to feeling rules, and perhaps translate emotion work into emotional capital. This book explores language teachers' identity learning.

This book helps the researchers, policymakers, and other stakeholders involved in highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts.

Over the last 20 years, so-called regression-based normative methods have become increasingly popular. In this approach, regression models for the mean and the residual variance structure are used to derive the normative data. The regression-based normative approach has some important advantages over the traditional normative approach, e.g., it allows for deriving more fine-grained norms and typically requires a substantially smaller sample size to derive accurate norms.

This book focuses on regression-based methods to derive normative data. The target audience are psychologists and other researchers in the behavioral sciences who are interested in deriving normative data for psychological tests (e.g., cognitive tests, questionnaires, rating scales, etc.). The book provides the essential theoretical background that is needed to understand the methodology, with a strong emphasis on the practical/real-life application of the methodology. To this end, the book is also accompanied by an open-source software package (the R library NormData) that is used to exemplify how normative data can be derived in several case studies.

Recent data indicates that the psychological distress of college students is on the rise. College students are increasingly culturally diverse and psychological distress in some areas is greater for minoritized students. College Student Mental Health and Wellness addresses this phenomenon that has been referred to in the popular media as the 'college mental health crisis' in a comprehensive and data-driven way.

Jeffrey A. Hayes moves us forward in our understanding of these issues so that we might more effectively work with our students and those who support them. Chapters cover theories of college student development and common psychological problems among college students (including anxiety, depression and substance abuse), and important aspects of college student well-being (such as identity, peer relationships and career preparedness).

Drawing on a large amount of data collected from both students in the general population as well as those seeking mental health services at U.S. colleges and universities, College Student Mental Health and Wellness illuminates the types of distress on the rise, the potential underpinnings of this distress and how administrators, educators, mental health professionals and others might better understand and work with these issues.

This SpringerBrief is an extension of the article "Parallelization: the fourth leg of cultural globalization theory" (Integrative Psychological and Behavioral Science, 2021) by Dr. Bjoern Boman. The original article consisted of four main examples of parallelization, and has been expanded to include chapters on Korea, Russia-Ukraine, and Georgia. This book points to the relations between oppositely directed processes and the need for theoretical modelling of complex societal processes.

This book examines mindfulness-based programs for children and adolescents with diverse needs as well as their parents and other family members. It addresses how a mindfulness approach has been translated to this specific population. Chapters explore theories and evidence in this growing field of interest, adaptations for children and teens with different diagnoses and their families, mindful parenting in relation to the developmental needs of children, implementation issues in everyday life, and the required competencies of mindfulness instructors.

Key areas of coverage include:

• Application of mindfulness-based programs to address the developmental tasks and diverse needs of children and adolescents encountering challenges in mental health and social care.
• Mindfulness-based programs for parents and teachers and their impacts on children.
• Implementation science and ethics of mindfulness training across child developmental stages.

Mindfulness for Children, Adolescents, and Families is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and allied practitioners in developmental psychology, school psychology, child and adolescent psychology, social work, public health, pediatrics, complementary and alternative medicine, and all related disciplines.

This book explains why universities, and academics within them, must engage with the diversity of knowledges and knowers that exist in the world. Through philosophical perspectives, theoretical frameworks and practical examples from around the world, the book searches for opportunities for renewal and inclusion in universities. It explains how higher education can better serve the purposes of social justice by re-evaluating the types of knowledge it promotes. Going beyond the identification and analysis of injustices in ways of knowing in academia, the book offers insights and examples of practices in teaching, research and work with the community which aim to move towards justice on an epistemic level. It argues that inclusion in the domain of knowledge can lead to the generation of knowledges and understandings that are more robust and better equipped to address the pressing needs of the plural worlds outside the university.

Contributions are included from authors working in varied disciplinary and cultural contexts in universities, who describe and explicate their work towards identifying epistemic injustice and finding spaces to advance knowledge justice in theory and in practice. The book will be beneficial to academics and those with an interest in the role of universities in serving the public good.

From a theoretical perspective, this book discusses a variety of advantages and disadvantages transdisciplinary educators may encounter, and promotes educators' development of their own vision of this area. Although the concept of special needs is often over-generalized, this book relates to the most common types of special needs among learners who study in inclusive schools: learners from different cultural background, learners with Attention Deficit Hyperactive Disability (ADHD), learners with Autism Spectrum Disorder (ASD), and learners with sensory or motor challenges. A special chapter is dedicatedto each of those groups in order to closely examine how teachers can teach those learners according to the transdisciplinary approach in practice, in inclusive classrooms. While each chapter presents different perspectives of learners with special needs, the book's summary integrates them all and highlights the commonalities between the various needs.

Rethinking Identity Fusion presents a critique of Identity Fusion Theory, an identity-based social psychological approach to understanding pro-group extremism. It scrutinises the theory's main theoretical claims and research methods, exposing serious inconsistencies and gaps in how the theory handles the concept of identity and in its research programme. The book demonstrates the flattening of the theory's main concept, "identity fusion", and the general state of confusion in the recent literature as to the theory's claims and predictions.