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Dr EDWARD SELLMAN's Outputs (3)

The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence (2023)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2023). The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence. Person-Centered and Experiential Psychotherapies, 25(4), 461-474. https://doi.org/10.1080/14779757.2023.2255634

A considerable body of relevant literature has grown up around the theme of authenticity, showing the critical role it has in relation to a variety of indicators of individual well-being. The personal benefits of authenticity are now well documented.... Read More about The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence.

Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers (2023)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (in press). Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers. Pastoral Care in Education, https://doi.org/10.1080/02643944.2023.2254792

In Spring Term 2021 following the second school closure and third lockdown in England, educational recovery and catch-up were key concerns for secondary schools. Following teacher interviews regarding wellbeing in secondary school teaching practice i... Read More about Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers.

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives (2023)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2023). ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives. British Educational Research Journal, 49(5), 987-1004. https://doi.org/10.1002/berj.3878

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can... Read More about ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives.