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Wellbeing plays a key role in economic psychology, illustrating how psychological mechanisms impact on economic factors. Wellbeing is vital for occupational psychologists as it allows for the development of interventions to protect and improve workers health. The contribution of economic psychology has received little attention within occupational psychology to improve the measurements of individual wellbeing. The aim of this commentary paper was to bring forward a call to action of two methods that have been used in economic psychology that occupational psychologists can adopt to better measure wellbeing. This commentary paper is based on the insights of Kirchler and Hoelzl (2018) and both time-sample diaries and day reconstruction methods. The analysis showed that by using time-sample diaries, occupational psychologists could better understand the current mood, current mental state and objective characteristics of worker situations. This commentary article identified that by using day reconstruction method, occupational psychologists can have a better insight into employee experiences and feelings in a timely manner. This commentary article recommends that by using insights from economic psychology, occupational psychologists can better measure the wellbeing of workers using time-sample diaries and day reconstruction methods. The paper should, therefore, be of value to scholars and practitioners wishing to improve wellbeing. [ABSTRACT FROM AUTHOR]

This paper sheds light on the substantial challenges faced by schools today in the UK, especially in the aftermath of a negative school inspection report. Stigmatised and labelled as 'faliing' and with limited support, staff within these schools are often emotionally exhausted and professionally traumatised (Jeffrey & Woods, 1996), when they begin the arduous journey towards school improvement. A longitudinal study, implemented within a secondary school located in an economically and socially disadvantaged region of Wales, focuses on the outcomes of a school-wide talent development program, with a strong emphasis on coaching, made available to staff in all roles, from caretaking to leadership. Through the adoption of a data-driven, strategy-aligned, professional development programme, this paper describes how the internal talent of the whole school was harnessed and directed towards a transformative shift: one that took the school from an initial inspection assessment of 'in significant need of improvement' to a more favourable 'satisfactory' rating and beyond. Central to this programme was a coaching initiative aimed at bolstering staff self-efficacy, which over time resulted in significant improvements in staff wellbeing, team resilience and overall performance, benefiting both staff and students across the school. This study highlights the efficacy of an inclusive, school-wide approach to staff development, with coaching playing a pivotal role in driving positive change. [ABSTRACT FROM AUTHOR]

The article focuses on the diverse impact of Occupational Psychology through five distinct papers. Topics include using the world café method for nurturing environments and qualitative data, the critical role of reputation in leadership development, and the importance of supporting creativity for both performance and wellbeing.

This paper sets out how the Psychologically Informed Environments (PIE) model, which originated in the homelessness sector, can be applied to the complex medical environments of Neonatal and Paediatric Intensive Care (P/NICU). Whilst there are key differences between NICUs and PICUs, there exist so many commonalities, most notably the similarity of parent and staff experiences and the coexisting medical, psychological and developmental needs of babies and children. PIE provides a whole systems approach to improving psychological wellbeing in all those in the environment: babies, children, parents, families and staff. The paper explores how PIE methodology could be applied to P/NICUs; offering examples grounded in practice; and describing how PIE can meet the fundamental needs of babies and children, parents and staff and has the potential to prevent the challenging environment having a negative impact on those who are exposed to it. [ABSTRACT FROM AUTHOR]

Key digested message Grouping by ability is a contentious issue within research, yet this pedagogical practice continues to persist across education systems globally. The strong link between highly differentiated education systems and academic/social inequity requires deep consideration of the role of ability grouping in shaping how children experience teaching and learning in school. This mixed methodological study presents findings from analysis of data from a national survey with primary school teachers and three intensive case study schools. Key findings indicate that: ■ Ability grouping shapes the relational dynamics in the classroom, casting an 'invisible hand' over children's social worlds. ■ Demarcating the boundaries of ability in a classroom attributes value-ability to each group, accruing benefit for those assigned to the high ability group and resulting in exclusion for those in lower levels. ■ Grouping by ability maps out a geography of affect for how children feel and embody their identity as a learner, with pride attributed to being positioned as higher ability, and shame associated with being placed into lower ability groups. ■ The emotional labour in navigating the complex relational dynamics as shaped by the 'invisible hand' of ability grouping impacts on children's wellbeing, with profound implications for those assigned to the lower level. [ABSTRACT FROM AUTHOR]

The article introduces the first issue of Occupational Psychology Outlook (OPO) for 2023, focusing on bridging theory and practice in occupational psychology and promoting young talent in the field. While there was no specific theme, the selected papers in this issue revolve around the topic of employee wellbeing.

Wellbeing concerns increased during the Covid-19 pandemic, with university students being a population deserving special attention. Considering this, and the positive impact that coaching psychology can make in promoting wellbeing and resilience, we designed Time to Thrive (version 2022), a coaching psychology programme for undergraduate students based on an integrative model of cognitive-behavioural solution-focused coaching, positive psychology coaching and principles of neuroscience. This paper presents 1) the coaching psychology model used as a framework to structure the content of the programme. The model, called EMERALD, is based on the following domains for wellbeing and resilience: Emotions, Meaning and Engagement, Relationships, Achievements, Living better and Driving change; and 2) the co-creation approach that we used to design the programme and its upcoming evaluation, and a thematic analysis of semi-structured interviews with students after a pilot run. Voluntary response sampling was used to recruit first-year undergraduate students across the different faculties of the university. Preliminary results (N=6) indicate that the acceptability of Time to Thrive is high among undergraduate students. Participants commented on perceived outcomes from engaging with the programme, topic content, the virtual learning environment resources and materials, interaction with other students, structure and timeline, and recruitment strategies for increasing the visibility of Time to Thrive and reaching students more broadly. By presenting EMERALD and the initial results of this student-centred project, we hope to contribute to the work of other colleagues aiming to develop similar coaching psychology strategies to promote student wellbeing and resilience at universities and other educational settings. [ABSTRACT FROM AUTHOR]

An editorial is presented on learning and wellbeing being the core focus of educational psychology practice. Topics include supporting literacy and numeracy or text messaging for supporting parental/carer communication; children and young people being versed in using digital technologies for communication, research, learning, and entertainment; and supporting the trainee for making more effective use of supervision.

The article presents a systematic literature assessment of child self-report measures of emotional wellbeing of students during their transition to secondary school from primary school in the United Kingdom (UK). Other topics are the possible adverse effects of poorly managed transition like long-term mental health difficulties, and the changes in interpersonal relationships and other factors during said transition.

Few would dispute the importance of motivation and engagement as predictors of students' psychological functioning at university. However, there are at least two key issues in this area: 1) Few studies embrace a validated, 'multidimensional' framework, for motivation and engagement; and 2) few studies in this area control for wellbeing outcomes at baseline. In this study, a sample of first-year university students (N = 71) completed measures of motivation and engagement as well as psychological distress in Year 1, and their psychological distress was measured again in Year 2, one year later. It was found that after controlling for age, gender, and psychological distress (Time 1), motivation and engagement was predictive of psychological distress one year later. The findings demonstrate the importance of motivation and engagement in predicting psychological functioning among university students over the course of their studies. [ABSTRACT FROM AUTHOR]

This article describes a novel autoethnographically-informed approach to exploring participants' experiences of Converge (a UK university-based educational arts programme) as part of a wider research project focusing on mental health recovery. In addition to using traditional research methods, we developed an innovative and creative autoethnographically-informed approach. We trained 16 Converge students – who we named 'Storytellers' – to explore their experience of Converge using artistic approaches. Our Storytellers had frequent group sessions; one-to-one meetings with a research assistant; were offered the opportunity to be involved in the thematic analysis of their creations; and were involved in the dissemination of findings. Four major themes were constructed: the importance of community; recovery as a series of small steps; acceptance and belonging; and exchange of attitudes and values. Storytellers frequently reported profound lasting positive effects on their lives which they attributed to their participation, in particular the developing of friendships and feelings of accomplishment. The accessibility of research methods for participants may explain why our autoethnographically-informed design using a creative approach appears to be a particularly successful pathway for exploratory mental health research. [ABSTRACT FROM AUTHOR]

Through the lens of occupational psychology, this article sheds light on the mental health and wellbeing of staff working in intensive care units (ICUs), a vital component of healthcare. The article begins by discussing the work-related challenges encountered by ICU staff, including emotional burdens and poor working conditions, and the potential implications on mental health and patient care. It then delves into the specific effects of the Covid-19 pandemic on the mental health of ICU staff. The Job Demands-Resources model is presented as a framework to understand the interplay between the various working conditions of ICU staff and their effect on mental health outcomes. Finally, the article highlights the importance of developing tailored and whole-system interventions grounded in occupational psychology to address the work-related challenges faced by ICU staff and enhance their wellbeing.. [ABSTRACT FROM AUTHOR]

The focus on how Whiteness and racism exclude racialised individuals from entering the profession, and adversely impact the experiences of racialised trainees, has led to an oversight of the experiences of racialised, specifically Black, qualified clinical psychologists. The doctoral research this article is based on aimed to address this gap by exploring Black Clinical Psychologists' (BCPs') experiences of racism and its discussion at work and in the profession. The accounts provided illustrate the ways in which Whiteness continues to permeate the professional context and remain a consistent feature of the lives of our Black colleagues following their transition into qualified life. Their testimony highlights the detrimental impact of Whiteness and racism on their emotional and psychological wellbeing, and willingness to remain within the profession and the NHS. In sharing their experiences, they remind us that, although the profession is keen to celebrate its efforts to tackle racism during the pre-qualification phase, the work of addressing Whiteness and becoming anti-racist is far from complete; our Black qualified colleagues continue to endure ongoing harm. [ABSTRACT FROM AUTHOR]

The article offers information on the Association for Person Centred Creative ARTS (APCCA) 1st International Summer Conference held in July 2022, focusing on mental health, wellbeing, and creativity through the therapeutic use of creative arts. Topics include exploring the potential of creative arts in promoting authentic connection with others and with internal deeper aspects of self, the keynote speech on Creative Connections by Ani de la Prida.

Background: Recent national policy and strategic workforce commissioning has created quality-monitored low intensity working in children and young people's mental health (CYP-MH), that follows a stepped care model seen in adult services. This study explored the experiences of members of this new workforce to better understand factors that might support the effectiveness and sustainability of the role from a practitioner perspective. Methods: Interpretive Phenomenological Analysis was used to analyse (N=12) semi-structured interview transcripts from CYP Wellbeing Practitioners (CWPs) in London and the Southeast. Results: Five main themes emerged from analysis, suggesting practitioners value their role and its place within the workforce, but have concerns about the low intensity remit meeting high intensity demands, their professional identity and career progression within the speciality. Conclusions: Low-intensity services provide a welcome addition to CYP-MH services with encouraging outcomes so far. Themes that emerged from practitioner experience highlighted clearly defined service remits, careful integration into existing service provision, and professional recognition with career progression as factors that might support the sustainability of the low intensity CYP-MH workforce. [ABSTRACT FROM AUTHOR]

The Psychological Professions have undergone unprecedented workforce expansion in recent years. Growth of the new role of psychological wellbeing practitioner, provides us with an opportunity to learn about the factors that underpin successful implementation of the growing family of additional new psychological practitioner roles and consider what workforce and education development issues need attention in order to allow the psychological practitioners to grow and flourish with sustainability. [ABSTRACT FROM AUTHOR]

Aims: The project aimed to explore how the system (e.g. the work environment and role) affects staff resilience and how the system could support staff resilience. Background: Understanding factors impacting staff resilience and how staff can be supported is seen as important for improving staff wellbeing, increasing job satisfaction, staff retention and recruitment. Methods: Fifteen female participants working as staff members on a dementia ward were recruited to complete a qualitative questionnaire about their resilience. All participants were of working age. Responses were transcribed and analysed using thematic analysis. Results: Seven themes were identified from their responses as affecting resilience; staffing issues, staff stress, lack of support, not being listened to, not being valued, communication and feeling at risk. Staff also provided ideas for positive change and support that has previously been helpful which formed two additional themes. Recommendations and conclusions: Staff resilience was affected by different aspects of the system. Feedback suggested support that could be put in place to improve resilience such as drop-in sessions, debrief sessions and improved communication. [ABSTRACT FROM AUTHOR]