SP24-0123 Wellbeing defined and the impact of social context

Wellbeing defined and the impact of social context 

DATE:      Monday, 15th April 2024
TIME:       7.00 pm to 8.00 pm
VENUE:   Online Via Zoom

Target Audience: Early Years Educators, Special Needs Assistants, Primary Teachers, Post Primary Teachers and Further Education

Even when there is common ground about the importance of wellbeing, there are significant differences about what aspects are included (or indeed how to measure them), because this involves social preferences and underlying value judgements (WHO, 2020). What constitutes the maximization of welfare will, therefore, depend on the objectives and unstated ideals of a particular society.” This quotation from the WHO (2020) underlines the notion that wellbeing is subjective and multifaceted.  However we choose to define wellbeing, international research highlights it is impacted by many factors social factors in individual societies across the world, including childhood bereavement and loss, homelessness, poverty, the impact of seeking asylum, unemployment and lack of social and emotional capital.

This session considers how wellbeing is defined and examines how social context e.g. bereavement, homelessness impacts wellbeing.

As UNESCO highlights, ‘Our humanity and planet Earth are under threat. The pandemic has only served to prove our fragility and our interconnectedness. Now urgent action, taken together, is needed to change course and reimagine our futures…’ (UNESCO 2021)

Bio of Presenter - Dr Gerard Farrelly

Dr. Gerard Farrelly is a lecturer in the area of Social Personal and Health Education and the Course Leader of the MEd in the Leadership of Wellbeing in Education in Mary Immaculate College, Limerick. He is a former primary school teacher and teaching principal, and also a health and wellbeing advisor with PDST (Oide) for the Department of Education. Gerard has a particular interest in the areas of bullying, emotional and physical well-being, SPHE/Relationships and Sexuality Education and child protection. He is a passionate advocate and trainer of Restorative Practice, which is used to help restore harmony when conflict and bullying arises, and to nurture and develop relationships in schools and communities. His doctoral research background is in the area of homophobic bullying in primary schools in Ireland and the response made by school leaders to this difficult and complex form of behavior.