Researcher Mental Health COST Action
Published January 12, 2023 | Version v1
Conference paper Open

OSCAR: Development of the Mental Well-being Training Framework for Academics

Creators

  • 1. Instante Falante – RUMO.Solutions

Description

This abstract aims to present the mental health framework developed for Project OSCAR (Online, open learning recommendations and mentoring towards Sustainable research CAReers), funded by ERASMUS+ Key Action 204 Higher Education. OSCAR aims to support the professional development of researchers, through the development of an online training and mentoring tool on mental health and career management. The tool uses AI based learning recommendations, to researchers across Europe. The training element of this initiative involves (not exclusively) the development of transversal skills from the mental health and well-being domain. In fact, there are growing concerns in recent years about the mental health of academics and the negative impact of academic workplaces and its demands on researchers’ mental health and well-being (Houston, Meyer, & Paewai, 2006; Winefield & Jarrett, 2001; Eisenberg et al., 2007; Badri, 2019). Therefore, it is essential for researchers to learn how to manage stressful situations in their careers and improve their mental well-being. Taking that into account, the framework related to mental health was developed by the authors in order to propose and clarify the relevant and specific mental health skills that researchers can acquire and train, fostering their psychological well-being, allowing them to better deal with the demands of the academic workplaces and to create sustainable careers.

Notes

This document is part of the Book of Abstracts of the ReMO 2022 Conference that was organized within the framework of COST Action CA19117 - "Researcher Mental Health".

Files

Gaspar et al..pdf

Files (348.2 kB)

Name Size Download all
md5:a8c31da1c0b87c807a6d0d17a754cb09
348.2 kB Preview Download

Additional details

References

  • Badri, S. K. Z. (2019). Affective Well-Being in the Higher Education Sector: Connecting Work-Life Balance with Mental Health, Job Satisfaction and Turnover Intention Issues inside the Academia Setting, International Journal of Happiness and Development, 5, 225-241. https://doi.org/10.1504/IJHD.2019.103382
  • Bergsteiner, H. (2012). Accountability Theory Meets Accountability Practice. Emerald Group Publishing.
  • Bergsteiner, H. & Avery, G.C. (2003). Responsibility And Accountability: Towards An Integrative Process Model. International Business & Economics Research Journal , 2, 31-40. https://doi.org/10.19030/iber.v2i2.3763
  • Davis, M.H. (1996). Empathy: A social psychological approach. Boulder, CO: Westview Press.
  • Delecta, P. (2011). Work-Life Balance. International Journal of Current Research, 3, 186-189
  • Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.
  • Diener, E. (2009). The science of well-being: The collected works of Ed Diener (Vol. 37). New York, NY: Springer Science & Business Media
  • Eisenberg, D., Gollust, S.E., Golberstein, E., & Hefner, J.L, (2007). Prevalence and Correlates of Depression, Anxiety, and Suicidality Among University Students. American Journal of Orthopsychiatry, 77, 534-542. DOI: 10.1037/0002-9432.77.4.534
  • Eisenberg, N. (2002). Empathy-Related Emotional Responses, Altruism, and Their Socialization. In R. J. Davidson & A. Harrington (Eds), Visions of Compassion: Western Scientists and Tibetan Buddhists Examine Human Nature (p.131-164). Oxford University Press: New York.
  • Frost R.O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14: 449-68. https://doi.org/10.1007/BF01172967
  • Goodman, F. R., Doorley, J. D., & Kashdan, T. B. (2018). Well-being and psychopathology: A deep exploration into positive emotions, meaning and purpose in life, and social relationships. In E. Diener,S. Oishi, & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers.
  • Grant, A. M., Franklin, J., & Langford, P. (2002). The Self-Reflection and Insight Scale: a new measure of private self-consciousness. Social Behavior and Personality: An International Journal, 30(8), 821–835. doi:10.2224/sbp.2002.30.8.821
  • Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271–299. doi:10.1037/1089-2680.2.3.271 Harms, P. L., & Roebuck, D. B. (2010). Teaching the art and craft of giving and receiving feedback. Business Communication Quarterly, 73(4), 413-431. DOI: 10.1177/1080569910385565
  • Hayes, S. C., Strosahl, K., Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. New York: Guilford Press.
  • Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (2012). Acceptance and Commitment Therapy: the process and practice of mindful change (2nd edition). New York, NY, Guilford Press.
  • Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A New Measure of Perfectionism: The Perfectionism Inventory. Journal of Personality Assessment, 82, 80–91. doi:10.1207/s15327752jpa8201_13
  • Houston, D., Meyer, L.H., & Paewai, S. (2006) Academic Staff Workloads and Job Satisfaction: Expectations and values in academe. Journal of Higher Education Policy and Management, 28, 17-30. DOI: 10.1080/13600800500283734
  • Lieberman, M.D., Eisenberger, N.I., Crockett, M.J., Tom, S.M., Pfeifer, J.H., & Way, B.M. (2007). Putting Feelings Into Words. Psychological Science, 18, 421–428. doi:10.1111/j.1467-9280.2007.01916.x
  • Mayer, J. D. (2004). "What is Emotional Intelligence?". UNH Personality Lab. 8.
  • Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007). Psychometric Properties of the Trait Emotional Intelligence Questionnaire: Factor Structure, Reliability, Construct, and Incremental Validity in a French-Speaking Population. Journal of Personality Assessment, 88, 338–353. doi:10.1080/00223890701333431
  • Neff, K. (2003). The Development and Validation of a Scale to Measure Self- Compassion. Self and Identity, 2, 223-250.
  • Pearson, J.C. (1979). A factor analytic study of the items in the Rathus Assertiveness Schedule and the Personal Report Communication Apprehension. Psychological Reports, 45, 491-497. https://doi.org/10.2466/pr0.1979.45.2.491
  • Ryff, C. & Keyes, C. (1995). The Structure of Psychological Well-Being Revisited. Journal of personality and social psychology. 69. 719-27. 10.1037/0022-3514.69.4.719.
  • Segal, E.A. (2011). Social Empathy: A Model Built on Empathy, Contextual Understanding, and Social Responsibility that Promotes Social Justice. Journal of Social Service Research, 37, 266-277. doi:10.1080/01488376.2011.564040
  • Shrauger, J. S. & Schohn, M. (1995). Self-confidence in College Students: Conceptualization, Measurement, and Behavioral Implications. Assessment, 2, 255–278. https://doi.org/10.1177/1073191195002003006
  • Steger, M. F., Dik, B. J., & Duffy, R. D. (2012). Measuring Meaningful Work: The Work and Meaning Inventory (WAMI). Journal of Career Assessment, 20, 322–337. doi:10.1177/1069072711436160
  • Winefield, A.H., Jarrett, R. (2001). Occupational Stress in University Staff. International Journal of Stress Management, 8, 285–298. https://doi.org/10.1023/A:1017513615819