Developments since the 20th century indicate that the wellbeing of communities makes for healthy national welfare in strong countries. Community wellbeing is thus a priority for policy makers and service providers. Conceptualization of a meaningful, holistic multidimensional measurement of community wellbeing at micro (community) level has been lacking. Such a concept and its measurement are essential when addressing social exclusion and development issues in the enhancement of community wellbeing is to produce worthwhile results. There is growing recognition that earlier understanding of community wellbeing failed to address development needs and processes at community level. Outsider stakeholder driven top-down one-dimensional community wellbeing (‘silo’) measurements did not address human development needs at community level. Meaningful measurement requires integrated frameworks addressing multidimensional issues conceptualizing wellbeing measurement at community level. Such measurement needs to be combined with the integrated inclusion of social capital influence through ‘insider-outsider’ partnerships. The research study purpose was to develop a community driven holistic, integrative wellbeing assessment model. This model could assist ‘insiders’ (community members) and ‘outsiders’ (policy makers, service providers and community development practitioners) in developing and implementing community driven initiatives towards improved wellbeing. The two main research questions were: 1) which macro level wellbeing assessment factors to consider in an aligned micro level wellbeing assessment? and 2) what is the associative relationship between wellbeing and social capital? Two descriptive sample surveys were conducted utilizing a structured questionnaire. Primary data findings contributed to finalization of a community level wellbeing assessment model. This model would enable estimation of the potential (push and pull) factors that influence the targeted success of suggested community development processes. The assessment model is community driven and owned, with spider and quadrant diagram graph tools indicating first the status of community wellbeing and social capital, then the associative relationships of wellbeing and social capital in ‘insider-outsider’ initiatives for wellbeing enhancement. / Development Studies / D. Phil. (Development Studies)

There is evidence of a prospective association between wellbeing and health outcomes including disease risk and longevity. The aim of this thesis was firstly to further explore whether wellbeing is a risk factor for specific chronic physical diseases, and secondly, to identify potential mediators and moderators of the association between wellbeing and disease risk or longevity. Chapter 1 provides an overview of research into associations between wellbeing and physical health. In addition, we outline theoretical models of how the experience of high wellbeing might impact physical health. In chapters 2 and 3, we build on research into wellbeing and chronic physical disease risk. In these chapters, we tested whether the association between wellbeing and disease risk was similar across different types of disease, and, whether different theoretical domains of wellbeing varied in their association with disease risk. We found particularly strong associations - that were not explained by demographic or health behaviour differences - between higher wellbeing and lower risk of arthritis, diabetes or chronic lung disease. In chapter 4, we further explore the association between wellbeing and arthritis risk using mediation analysis. Specifically, we tested whether this association was mediated by inflammatory biomarkers. We found that the biomarker C-reactive protein accounted for a small proportion of the association between wellbeing and a reduced risk of arthritis. The focus of the next two chapters was on potential moderators of the association between wellbeing and mortality risk. In chapter 5, we examined whether the association between higher wellbeing and lower mortality risk varied across individualist and collectivist cultures. We found a significant interaction between individualism and wellbeing such that the association between wellbeing and risk of mortality from cardiovascular disease was stronger in more individualistic countries. In chapter 6, we examined how positive affect (a subdomain of wellbeing), interacted with another psychosocial factor, namely subjective stress. Here, we tested Pressman and Cohen's (2005) stress buffering hypothesis that positive affect may be most strongly related with health under stressful conditions. In support of this hypothesis, we found that the association between positive affect and all-cause mortality risk was stronger in people reporting higher stress. In the final chapter, we summarise our findings, discuss the limitations of our approach and make recommendations for future research.

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With the emergence of ubiquitous computing and biosensing technologies, there is a growing interest to explore wellbeing within design research. This paper unpacks the notion of wellbeing from somaesthetic and feminist perspectives. Through a series of evocative first-person design explorations, a soma-based design workshop, and a cultural probes study, I re-think wellbeing along the concept of the ever-changing body, a continuously and holistically changing organism with human and non-human features which is influenced by society, culture and economy. This contributes to a new understanding on how we relate to wellbeing and to practices of care and wellness, and how might we design technologies for awareness and understanding of our wellbeing. As the process unfolds, I discuss alternative design approaches for digital wellbeing considering aspects of touch and discomfort, materiality as a probe and care for the more-than-human. I argue that the slowness and openness of somaesthetic design paired with the open-ended character of cultural probes reveal tensions that exist between individuals and wellbeing and facilitate a greater diversity of bodies and minds. With this project, I propose an open-ended design approach to wellbeing building on the soma design space that can be used in the design of biosensing technologies for wellbeing. / Med framväxten av allestädes närvarande datorer och bioavkänningssensing-teknologier finns det ett växande intresse för att utforska välbefinnande inom designforskning. Denna artikel tar upp begreppet välbefinnande på en individuell berikad med andras förstapersonsupplevelser ur somestetiska samtoch feministiska perspektiv. Genom en serie stämningsfulla designutforskningar i första person, en soma-baserad designworkshop och en kulturell probesstudie utforskarstuderar jag välbefinnande längs konceptet ever-changing body, en kontinuerligt och holistiskt föränderlig organism med mänskliga och icke-mänskliga egenskaper som påverkas av samhälle, kultur och ekonomi. Detta bidrar till en ny förståelse för hur vi förhåller oss till välbefinnande och till praxis för vård och välbefinnande, samtoch hur vi kan utforma teknologier för medvetenhet och förståelse för vårt välbefinnande. Jag hävdar att långsamheten och öppenheten ihos somestetisk design i kombination med den öppna karaktären hos kulturella undersökningar avslöjar spänningar som finns mellan individer och välbefinnande vilkeoch underlättar en större mångfald av kroppar och sinnen. Allt eftersom processen utvecklas, jag diskuterar alternativa designmetoder för digitalt välbefinnande med tanke på aspekter såsomav beröring och obehag, materialitet som en sond och mer än mänsklig design i åtanke. Med det här projektet föreslår jag en öppen designstrategi för välbefinnande som bygger på soma-designutrymmet som kan användas vid utformningen av bioavkännings-teknologier för välbefinnande.

The relevance of this topic is connected to the fact, that the ability to fulfill the interests of other people on the way to personal wellbeing is still not researched enough. Can he be tolerant, can tolerance as a characteristic of a person be helpful to gain subjective wellbeing. Also, the question of borders of tolerance is highly discussed. The theoretical part of the work presents the analysis of terms «Subjective wellbeing» and «Tolerance», also as the review of the present data in the research of subjective wellbeing and tolerance in students. In the empirical part the following psychological instrumentarium is used: The neuropsychical stability questionnaire (LVMA im. S. M. Kirova), Express-questionnaire «tolerance index» (G. U. Soldatova, O. A. Kravtsova, O. E. Huhlaev, L. A. Shaigerova), The technique of diagnostics of communicative tolerance (V. V. Boyko), The technique of diagnostics of tolerance to uncertainty (S. Badner), The scale of subjective wellbeing (adaptation of NPC «Psychodiagnostica» Jaroslavl state university im. P. G. Demidov), SAN technique. The results of the research. The person, that is subjectively positive, has a high neuropsychical stability, low tolerance to uncertainty and low personal tolerance. It may be also supposed, that high marks of subjective wellbeing are achieved by high communicative and low tolerance to uncertainty. Between the subjective wellbeing and ethnic, social and basic tolerance no significant interrelations were found. / Актуальность темы связана с тем, что недостаточно изучено насколько человек в стремлении к своему счастью готов учитывать интересы других людей, быть терпимым к ним и способствует ли толерантность как личностное качество субъективному благополучию. Так же сейчас достаточно остро стоит вопрос о границах толерантности. В теоретической части представлен теоретический анализ понятий «Субъективное благополучие» и «Толерантность», а также обзор имеющегося опыта исследования субъективного благополучия и толерантности у студентов. В эмпирической части использован следующий психодиагностический инструментарий: Опросник оценки нервно-психической устойчивости (ЛВМА им. С. М. Кирова), Экспресс-опросник «индекс толерантности» (Г. У. Солдатова, О. А. Кравцова, О. Е. Хухлаев, Л. А. Шайгерова), Методика диагностики общей коммуникативной толерантности (В. В. Бойко), Методика определения толерантности к неопределённости (С. Баднер), Шкала субъективного благополучия (адаптация НПЦ «Психодиагностика» Ярославского государственного университета им. П. Г. Демидова), Методика САН. Результаты исследования. Субъективно благополучный индивид обладает высокой нервно-психической устойчивостью, низкой толерантностью к неразрешимости и низкой личностной толерантностью. Можно также предположить, что высоким показателям субъективного благополучия способствуют высокая коммуникативная толерантность и низкая толерантность к неопределённости. Между субъективным благополучием и этнической, социальной, а также общей толерантностью значимых взаимосвязей не выявлено.

Community resilience (CR) has been studied as an indicator to measure how well a given community copes with a given disaster and provides policy directions on what aspects of the community should be improved with high priority. Although the impact of the COVID-19 has been serious all over the world and every aspect of our daily life, some countries have handled this disaster better than others. In this thesis, I aim to assess the effect of various news and Tweets collected during the COVID-19 pandemic on community functionality and resilience. First, we measure the community resilience (CR) in five different countries using Tweeter data and investigated how each country shows different trends of the CR, which is measured based on real or fake Tweets. We use Tweets generated in Australia (AUS), Singapore (SG), Republic of Korea (ROK), the United Kingdom (UK), and the United States (US) for Mar.-Nov. 2020 and measured the CR of each country and associated attributes for analyzing the overall trends. In the next step, we scrap and manually clean 4,952 full-text news articles from Jan. 2020 to Jun. 2021 and classify them into real, mixed, and fake news by fact-checking. Then we retrieve Tweets from 42,877,312 Tweets IDs from the same period and classify them into real, mixed, and fake Tweets using machine learning classifiers. We compare CR measured from news articles and Tweets based on three categories, namely, real, mixed, and fake. Based on the news articles and Tweets collected, we quantify CR based on two key factors, community wellbeing and resource distribution. We evaluate community wellbeing by assessing mental wellbeing and physical wellbeing while evaluating resource distribution by assessing economic resilience, infrastructural resilience, institutional resilience, and community capital. Based on the estimates of these two factors, we quantify CR from both news articles and Tweets and analyze the extent to which CR measured from the news articles can reflect the actual state of CR measured from Tweets. / M.S. / The COVID-19 pandemic has severely harmed every aspect of our daily lives, resulting in a slew of social problems. It is critical to accurately assess the current state of community functionality and resilience under this pandemic to recover from it successfully. To accomplish this, various types of social sensing techniques, such as Tweeting and publicly released news, have been employed to understand individuals’ and communities’ thoughts, behaviors, and attitudes during the COVID-19 pandemic. However, some portions of the released news are fake and can easily mislead the community to respond improperly to disasters like COVID-19. In this thesis, I aim to assess the effect of various news and Tweets collected during the COVID-19 pandemic on community functionality and resilience. First, we measure the community resilience (CR) in five different countries, i.e., Australia (AUS), Singapore (SG), Republic of Korea (ROK), the United Kingdom (UK), and the United States (US), for Mar.-Nov. 2020 and measured the CR of each country and associated attributes for analyzing the overall trends. In the next step, we compare CR measured from news articles and Tweets based on three categories, namely, real, mixed, and fake. We quantify CR based on two key factors, community wellbeing and resource distribution. We evaluate community wellbeing by assessing mental wellbeing and physical wellbeing while evaluating resource distribution by assessing economic resilience, infrastructural resilience, institutional resilience, and community capital.

Globally there seems to be an increase in psychosocial problems in school communities. This tendency can largely be contributed to the increasing complexity of modern society. Research studies indicate that for an organisation like a school to survive and improve the wellbeing of its members, it should become more flexible and adjustable to all sociological changes. In this study, it is reasoned that the complexity of human behaviour as well as the complex nature of a school community are not always fully realised. Leadership is thus not always able to make adjustments to enable the school to adjust to an ever-changing complex modern society. Internationally, most governments address this problem by the implementation of programmes and policies that acknowledge the necessity to view a school community as being part of broader eco-systems. The introduction of whole-school approaches in schools addresses this interaction and the dependency between systems. The reasoning is that change is more likely to occur when the whole community shares a collective vision about their plans, aspirations, and goals. Despite policies that support multi-dimensional interactive approaches, it is unfortunately plagued by systemic problems due to a lack to fully accommodate an understanding of complexity of human behaviour and systems. Although the holistic and collective principles are implicated in policies, the importance of the dynamic nature of relationships does not always receive the necessary attention. This purpose of this study is to focus on the potential of dynamic relationships in order to create a more humanised school community by utilizing dynamic interactive relational processes in the promotion of relational wellbeing. The emphasis is therefore on the role that school leaders can play to promote relational wellbeing by utilising this dynamic nature of relationships as a means to influence and change rigid authoritative leadership control by adopting a more transformative leadership style. Unless school leaders of the future become more sophisticated in their understanding of the complexity and the dynamic relational processes of human behaviour, it is unlikely that relational wellbeing in schools will be promoted. The researcher found it necessary to focus primarily on the current perceptions of leaders at all levels in a secondary school community. The challenge was an attempt to gain a better understanding of their experiences and thoughts about the restraining factors that affected the promotion of relational wellbeing can be addressed and challenged. Accordingly, a single qualitative research case study, consisting of an appreciative inquiry (AI), which was followed-up by a working session, was conducted at this school. In view of the findings of study, several recommendations were made for practice and policy development. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

The present fast-changing economic environment contributes to the daily challenges faced by organisations in their attempts to maintain a competitive edge. Employees need to be innovative continuously and maintain high levels of productivity in order to reach organisational goals. From a global perspective, a lot of research has been done concerning personal financial wellbeing, yet very little research on this topic could be found in the South African context. Seeing that intellectual capital is regarded as one of the most important assets of any organisation, the current study set out to determine the impact of personal financial wellbeing on employee productivity and absenteeism as part of total employee cost. For this purpose, a confidential online questionnaire was completed voluntarily by sampled employees (n=872) from the manufacturing industry. The results showed that financial interference is an outcome of the level of financial wellbeing; therefore, financial wellbeing does have an impact on financial interference. It was also determined that financial interference, in turn, does have an impact on both productivity and absenteeism. According to the results, personal financial wellbeing also affects both productivity and absenteeism directly. One recommendation for future research is to use this study as a basis from which to more generally improve financial wellbeing in the South African context. Also, more research could be conducted on suitable financial educational programmes to improve financial wellbeing in the South African workplace, as well as on determining a monetary value of the impact of financial wellbeing on productivity and absenteeism. / MCur, North-West University, Potchefstroom Campus, 2015

The importance of promoting the health and wellbeing of children in educational contexts are recognised in national and international policy developments. However, according to international and local research, many challenges regarding the promotion of relational wellbeing prevail, despite various efforts to improve relationships within school communities. The continuous media and research reports on the escalation of violence in schools suggest that there are certain vices that act as barriers to the promotion of relational wellbeing in school communities, restraining relationships between all those involved in the school community. However, challenges relating to relational wellbeing are often construed as a matter to be addressed by professionals either in the service of the government or in private practice, who are expected to work with individuals who experience relational problems. Limited attention is given to barriers that might arise within the everyday interactions between the members of the school communities. The need to understand what hinders the promotion of wellbeing in school communities as interactive spaces was therefore evident. The aim of this study, therefore, was to explore perceived barriers to the promotion of relational wellbeing of children in South African school communities. In order to explore such barriers to the promotion of relational wellbeing, a group of postgraduate students, enrolled for a master’s or doctoral programme in Psychology and who work in various school contexts, was involved in a World Café event with a focus on relational wellbeing in school contexts. A combination of theoretical perspectives was applied as a basis for understanding the educational context in which the study was situated. In order to secure the capturing of the complex nature of relationships and relational wellbeing, a qualitative, interpretive descriptive research design was applied. The application of the World Café method created a context suitable to the interpretive and descriptive nature of the research and granted participants the opportunity to render rich and vigorous descriptions of how they perceived the relational wellbeing of children in South African school communities. Twelve postgraduate students were selected through purposive and convenience sampling to take part in the World Café event, hosted in collaboration with a senior research professor on campus. The data gathered during the World Café event was used as the main data source. In addition, three semi-structured Skype interviews were conducted, following the thematic analysis of the data gathered during the World Café event. In order to ensure that the data was trustworthy, crystallization was applied throughout the data collection process. Thematic analysis was conducted and three main themes with subthemes were identified. Firstly, the participants identified a predominant focus on academics. They perceived this uncontested focus on academic results within the school community as a barrier to the enhancement of relational wellbeing in their places of work. The main concern was that this unequivocal focus on academic results held certain consequences for both teachers and learners. One of the consequences of this focus on academics is the stress that it creates for teachers. The participants indicated that the most attention in their school environments was paid to delivering good academic results and that the development of other needs of learners, such as emotional needs, were not deemed important. In addition, the participants indicated that they were most often appraised and rewarded according to the academic performance of their learners and to the extent to which they reached predetermined departmental goals within their schools. In addition to academic pressures to perform, teachers are often over-burdened with additional duties which leave them emotionally drained. As a result of their tapped emotional energy, teachers felt that they could not invest in connecting and caring for learners as they would like to, due to the overwhelming amount of other responsibilities. Furthermore, the participants indicated that, in addition to too little time to connect and care for learners and develop healthy relationships, they also experienced little collegial support. The participants also indicated that, in addition to the stress caused by the predominant focus on academic achievement, the consequence of this stance created the following: limited capacity to develop learners’ social-emotional skills; situations where harm to learners’ self-concept was experienced; and a general problem-focused approach in addressing challenges experienced by learners. Secondly, adults seemed to have a limited capacity to promote relational wellbeing. The participants indicated that, in the contexts and places where they worked, adults, such as teachers and parents, who were mainly responsible to guide and equip learners to create, develop, and maintain healthy and meaningful relationships, were perceived to lack the necessary skills themselves in order to engage in meaningful relationships with one another. With regard to parents’ capacities, the participants argued that the lack of social skills displayed by children in their classrooms might be ascribed to the home environment and the specific contextual challenges that parents and caregivers have to face, in addition to a general limited ability of parents to equip their children with the necessary social and emotional skills to be able to establish healthy and meaningful relationships. Concerning teachers’ capacities, the participants indicated that some teachers were not equipped with adequate knowledge to develop healthy relationships with children and therefore lacked skills to promote relational wellbeing of children in general. In addition to inadequate knowledge, the participants felt that teachers’ attitudes about relationships also played a role in the lack of promoting healthy relationships. Although inadequate knowledge and negative attitudes by teachers were perceived to compromise the development of healthy relationships, participants indicated that, even if teachers had the desire to develop healthy relationships, there were few or no opportunities created for them by their schools to focus on developing healthy relationships; there was also little opportunity to be models of healthy relational beings, due to a lack of time or system-related support, as well as personal contextual restraints. Thirdly, the perception of the participants was that unresolved conflict between role-players often created a barrier to the promotion of healthy relationships. The participants indicated that the conflict between role-players in the school communities were often excessive and remained unresolved, and that the conflict existed on all levels of interrelatedness. The unresolved conflict was perceived as a serious barrier to the promotion of relational wellbeing within their school environments; this conflict was mainly experienced between teachers and learners, teachers and staff, as well as between parents and teachers. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Globally there seems to be an increase in psychosocial problems in school communities. This tendency can largely be contributed to the increasing complexity of modern society. Research studies indicate that for an organisation like a school to survive and improve the wellbeing of its members, it should become more flexible and adjustable to all sociological changes. In this study, it is reasoned that the complexity of human behaviour as well as the complex nature of a school community are not always fully realised. Leadership is thus not always able to make adjustments to enable the school to adjust to an ever-changing complex modern society. Internationally, most governments address this problem by the implementation of programmes and policies that acknowledge the necessity to view a school community as being part of broader eco-systems. The introduction of whole-school approaches in schools addresses this interaction and the dependency between systems. The reasoning is that change is more likely to occur when the whole community shares a collective vision about their plans, aspirations, and goals. Despite policies that support multi-dimensional interactive approaches, it is unfortunately plagued by systemic problems due to a lack to fully accommodate an understanding of complexity of human behaviour and systems. Although the holistic and collective principles are implicated in policies, the importance of the dynamic nature of relationships does not always receive the necessary attention. This purpose of this study is to focus on the potential of dynamic relationships in order to create a more humanised school community by utilizing dynamic interactive relational processes in the promotion of relational wellbeing. The emphasis is therefore on the role that school leaders can play to promote relational wellbeing by utilising this dynamic nature of relationships as a means to influence and change rigid authoritative leadership control by adopting a more transformative leadership style. Unless school leaders of the future become more sophisticated in their understanding of the complexity and the dynamic relational processes of human behaviour, it is unlikely that relational wellbeing in schools will be promoted. The researcher found it necessary to focus primarily on the current perceptions of leaders at all levels in a secondary school community. The challenge was an attempt to gain a better understanding of their experiences and thoughts about the restraining factors that affected the promotion of relational wellbeing can be addressed and challenged. Accordingly, a single qualitative research case study, consisting of an appreciative inquiry (AI), which was followed-up by a working session, was conducted at this school. In view of the findings of study, several recommendations were made for practice and policy development. / MA (Psychology), North-West University, Potchefstroom Campus, 2015