Informing the structure of subjective well-being through examining changes in life satisfaction, positive affect, and negative affect

Subjective well-being (SWB) refers to how individuals evaluate and experience their lives in positive ways, and encompasses global judgments of life satisfaction (LS), as well as the frequency of positive and negative affect (PA and NA, respectively) in one’s life. To inform the current ambiguity concerning the structure of SWB, the aim of this Masters thesis was to evaluate the structure of SWB based on whether the three components of SWB change together or independently naturally, over time and following experimental manipulation. In Study 1, associations among changes in LS, PA, and NA were evaluated using a longitudinal approach tracking natural changes in the components over periods of three months and three years. Results indicated that change in one component was related to change in the other two components. In Study 2, an experimental design was used to manipulate each SWB component individually, and evaluate changes in all three components following each manipulation. Manipulation materials designed to target LS only were effective (i.e., led to heightened focus on LS, and not PA or NA) and created an increase in both LS and PA. Manipulation materials designed to target PA and NA only were not effective (i.e., led to heightened focus on the target component, as well as on LS). Furthermore, in both studies the strength of an individual’s SWB (assessed in terms of structural consistency and structural ambivalence in Study 1 and Study 2, along with subjective ambivalence in Study 2) did not consistently moderate the degree to which changes in the components were associated with one another. Together, these findings indicate that the structure of SWB may be complex and dynamic, rather than static. Alternatively, the components of SWB may not be easily manipulated in isolation of one another. Implications for existing structural models of SWB are discussed.

Mindfulness Practices and Children’s Emotional and Mental Well-Being: Activities to Build and Strengthen Everyday Resilience Adapted for Primary School Teachers

This project reviewed current research on mental health and Canadian children, and then examined the practice of mindfulness as a means of supporting well-being and circumventing the potential detrimental effects of mental health problems. By contextualizing these findings within the recently released educational vision of the Ontario Ministry of Education (2014), which identifies well-being as one of the core principles of education in Ontario, this project investigated how mindfulness-based practices can be brought into the primary grade classroom. The ultimate purpose of this project is the development of a handbook for Ontario teachers of students in grades 1 to 3 (ages 6 to 8). This resource was developed from a comprehensive literature review and provides educators with easy-to-follow activities to use in the classroom to encourage the development of resilience and emotional well-being through mindfulness. The handbook also includes additional information and resources regarding both mindfulness and mental health that may be helpful to teachers, students, and parents.

Student Perspectives of the Context of Recess; Implications for Student Well-Being

With most students in Canada spending approximately 180 days a year in school, averaging more than six hours a day (Morrison & Kirby, 2011), Wei, Szumilas and Kutcher (2011) argue that this places educational institutions in an unique position in terms of influencing the health and well-being of students. This brings forth the need for school environments to be utilized in ways that are conducive to promoting student development. Much of the educational and developmental components embedded within the school system as well as experiences within greatly influence student’s health and well-being. A national statement was made a concerning American children’s education and mental health that is greatly applicable to the Canadian school system. It was stated that schools “must be active partners in the mental health care of our children” because of the “important interplay between emotional health and school success” (Lazarus & Sulkowski, 2011, pp. 15-16). This identifies the need to ensure that all students, as much as possible, are being provided with safe environments and sufficient support in order to encourage positive developmental trajectories of student health and well-being.

Exploring Perceptions of Accessibility, Necessity and Use of Social Support for Wilderness Therapy Field Instructors

Organizations offering therapeutic wilderness programming have a responsibility to ensure the well-being of their front line employees. A system of social support that is formed through communication with others, either personally or professionally, can assist field instructors in effectively managing the demands arising from their work. Phenomenological analysis of semi-structured interview transcripts from seven participants provided insight on perceptions of necessity, accessibility and use of social support. Fourteen main themes and thirteen subthemes emerged from the data. Findings are presented using the six components of Parsons’ (1980) staff development model and strongly suggest program managers consider and apply specific measures aimed at increasing the social support for front line field instructors in a wilderness therapy work context.