Caitlin Fox-Harding1,2, Melanie Carew3, Karra Harrington4. 1. School of Medical and Health Sciences, Edith Cowan University, Perth, Australia. 2. Exercise Medicine Research Institute, Edith Cowan University, Perth, Australia. 3. The Florey Institute of Neuroscience and Mental Health, Parkville, Australia. 4. Center for Healthy Aging, The Pennsylvania State University, University Park, PA, USA.
Abstract
PURPOSE: This paper aims to provide an overview of a peer-supported writing and wellbeing pilot program for higher degree by research (HDR) students in Australia. It proposes a six-month program is a beneficial service to HDR students that improves not only their productivity and writing confidence but assists with their perceived mental wellbeing as well. DESIGN/METHODOLOGY/APPROACH: This paper offers a perspective of the piloted writing and wellbeing program for HDR students during the recovery period during the COVID-19 global pandemic. It includes generalized reflections of participation, content, and structure alongside future directions and further implementation. FINDINGS: This research includes generalized, anonymous data regarding the success of the writing and wellbeing pilot program for HDR students and components to improve upon. It suggests that the overwhelming response from participants was positive, especially during various COVID-19 related lockdowns and travel restriction measures. RESEARCH LIMITATIONS/IMPLICATIONS: As this paper involves a small cohort of preliminary impressions from the pilot study, results will lack generalizability. Therefore, it is acknowledged that further research will ensue to examine the program further. PRACTICAL IMPLICATIONS: The success, measured by adherence and wellbeing improvements, of the Write Smarter: Feel Better program can influence the way in which universities address and protect mental wellbeing of their HDR students. ORIGINALITY/VALUE: This paper fulfills an identified and growing need for mental wellbeing to be strengthened among HDR students.
PURPOSE: This paper aims to provide an overview of a peer-supported writing and wellbeing pilot program for higher degree by research (HDR) students in Australia. It proposes a six-month program is a beneficial service to HDR students that improves not only their productivity and writing confidence but assists with their perceived mental wellbeing as well. DESIGN/METHODOLOGY/APPROACH: This paper offers a perspective of the piloted writing and wellbeing program for HDR students during the recovery period during the COVID-19 global pandemic. It includes generalized reflections of participation, content, and structure alongside future directions and further implementation. FINDINGS: This research includes generalized, anonymous data regarding the success of the writing and wellbeing pilot program for HDR students and components to improve upon. It suggests that the overwhelming response from participants was positive, especially during various COVID-19 related lockdowns and travel restriction measures. RESEARCH LIMITATIONS/IMPLICATIONS: As this paper involves a small cohort of preliminary impressions from the pilot study, results will lack generalizability. Therefore, it is acknowledged that further research will ensue to examine the program further. PRACTICAL IMPLICATIONS: The success, measured by adherence and wellbeing improvements, of the Write Smarter: Feel Better program can influence the way in which universities address and protect mental wellbeing of their HDR students. ORIGINALITY/VALUE: This paper fulfills an identified and growing need for mental wellbeing to be strengthened among HDR students.