Book chapter
Applying Prevention Science to Influence a Cultural Revolution in Higher Education
The Mindfulness-Informed Educator, pp.207-214
Routledge
2016
Handle:
https://hdl.handle.net/2376/122805
Abstract
The landscape of higher education continues to change, and pressures such as those related to achieving enrollment goals, demonstrating the value added of a college degree, and meeting regulatory and accreditor standards, can easily pull the focus of higher education leaders away from the core of colleges and universities: its students. This book has aimed to refocus the attention of administrators, faculty, professional staff that provide student support, and other interested parties on the promotion of student well-being, which is especially important given the relationship between student functioning and key outcomes such as academic performance and persistence/retention (e.g., Arria et al., 2013; Hartley, 2013). Specifically, Chapter 1 described the need to attend to student mental health and well-being, and the compilation of chapters in Part 3 included descriptions and supporting evidence for the application of mindfulness-and acceptance-based interventions for a variety of student populations.
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Details
- Title
- Applying Prevention Science to Influence a Cultural Revolution in Higher Education
- Creators
- L. Cardaccioto (Author)LAURA GRINER HILL (Author) - Washington State University, Office of the ProvostJennifer Block-Lerner (Author)A. Biglan (Author)
- Publication Details
- The Mindfulness-Informed Educator, pp.207-214
- Academic Unit
- Human Development, Department of
- Publisher
- Routledge
- Identifiers
- 99900871832801842
- Language
- English
- Resource Type
- Book chapter