Wellbeing Literacy Theory and Practice Through Multidisciplinary and Transdisciplinary Lenses

1. Empowering Conversations: Exploring the Potential of Wellbeing Literacy Narelle Lemon, Lindsay G. Oades, and Jacqui Francis 

2. What is the theory underpinning wellbeing literacy? Lindsay G. Oades, Narelle Lemon, and Jacqui Francis 

3. Measuring Wellbeing Literacy Hanchao Hou 

4. Fostering Wellbeing Literacy in and Through Second Language Learning: "Forward Planning" and "Looking Back Approaches"
Antonella Strambi, Riccardo Amorati, Antonia Rubino, and John Hajek 

5. Deconstructing wellbeing literacy: Rebuilding a multidimensional hierarchical model Janet M. Clinton and Laura E. Smith 

6. Cultivating Wellbeing Literacy through Untranslatable Words Tim Lomas 

7. Wellbeing in Vocational Competency Taxonomies Daniel Loton, Matthew Iasiello, and Arnaldo Barone 

8. Exploring an Indigenous approach to wellbeing literacy through the work of Aboriginal Community Controlled Health Services Emma Carlin, Shannon Cowdrey-Fong, Zaccariah Cox, Kristen Orazi, and Pat Dudgeon 

9. Measuring and studying wellbeing literacy: Research and methodological horizons Tyler Pacheco, Joël Gagnon, and Simon Coulombe 

10. Wellbeing Literacy: A Social Discourse Approach to Lay Concepts Annalise Roache, Elizabeth Du Preez, and Lindsay G. Oades 

11. Exploring the Intersection of Wellbeing Literacy and Storying Methods Rachel Colla, Paige Williams, and Lindsay Oades 

12. Language, literacy and wellbeing in the early years – what happens early matters Lisa Baker 

13. Wellbeing Literacy in Community: Translating wellbeing literacy research into practice Jacqui Francis and Alex Couley 

14. "You are enough. You are whole:" Centring communal wellbeing in teacher education Linda Noble, Malgorzata Powietrzynska, Sharon Holmes, Katherine Knutsen, Riana Kolari, D.J. Nemat-Nasser, and Kaitlin Rice 

15. Cultivating Wellbeing Literacy in university contexts: A Dialogue for Systemic Change
Narelle Lemon and Lanxi Huang 

16. Improving how we use social media: the role of wellbeing literacy
Lu Li, Jacqui Francis, and Lindsay Oades 

17. Using the Arts to explore the multi-modality of wellbeing to grow wellbeing literacy Narelle Lemon, Jason Goopy, and Megan McPherson 

18. Wellbeing in Vocational Competency Taxonomies Margo Lydon, Berni Cooper, and Sandra Surace 

19. Wellbeing Literacy and Need-Supportive Parenting Kelly A. Ferber and Emma L. Bradshaw 

20. Unlocking policy potential: Leveraging wellbeing literacy for enhanced wellbeing policy Diane Bowles and Kate Sollis 

21. Wellbeing Literacy and its role in Evidence-Based Coaching Suzy Green, Aylin Dulagil, and Lisa Baker 

22. Wellbeing literacy as a socially constructed, socially driven, and socially supported undertaking. Kelly-Ann Allen, Bonnie Bozorg, and Margaret L. Kern 

23. Development and implementation of a wellbeing literacy campaign; evaluation of the ‘Take a minute’ Campaign in Tasmania, Australia. Matthew Iasiello, Joep van Agteren, Laura Cini, John McNamara, Amanda Aitken, Nick Sullivan, and Connie Digolis 

24. Exploring Wellbeing Literacy among Javanese Undergraduates Siti Nuzulia, Fatma Kusuma Mahanani, Muhammad Nazil Iqdami, and Wulan Aulia Azizah 

25. Cultivating a System of Wellbeing and Wellbeing Literacy Jessica A. Taylor and Cass Spong 

26. Examining the interface of inclusive language and wellbeing literacy Lisa McKay-Brown

Biography

Lindsay G. Oades PhD is Professor of Wellbeing Science and Deputy Dean of the Faculty of Education, The University of Melbourne, Australia.

Narelle Lemon is a Vice Chancellor Professorial Research Fellow at Edith Cowan University, Australia, Lead of the Wellbeing and Education Research Community, and is an interdisciplinary scholar across arts, education and positive psychology.

Jacqui Francis Ph.D. is a Lecturer at the Centre for Wellbeing Science (CWS) at the University of Melbourne (UoM), Australia, and Director for the Masters of Applied Positive Psychology. She has chapters co-authored in Wellbeing and Resilience Education, The Handbook of Positive Psychology in Schools, and The International Handbook of Positive Education.

Tim Lomas, PhD, is a Psychology Research Scientist in the Department of Epidemiology at the Harvard T.H. Chan School of Public Health, USA, and part of the Human Flourishing Program at Harvard University. His main research focus is exploring cross-cultural perspectives on wellbeing, especially concepts and practices deemed ‘non-Western.’

"This timely and thought-provoking volume offers a compelling exploration of wellbeing literacy as a transformative capability for education and beyond. By weaving together diverse voices across disciplines and cultures, the editors present a bold and clear framework for understanding how language and intentional communication shape personal, collective, and systemic wellbeing. The book presents a compelling case for wellbeing literacy as the capability to comprehend and compose wellbeing-related language—across contexts—with the intention of enhancing the wellbeing of oneself, others, or the world. As I read, I found myself not only resonating with this definition, but also committed to cultivating this capability with my colleagues in our shared professional and educational spaces. It is an indispensable resource for educators, policymakers, and wellbeing practitioners striving to build more reflective, connected, and thriving communities."

- Dr Tayyab Rashid, Research Affiliate The Human Flourishing Program, Harvard University

“This book makes a timely and globally significant contribution to wellbeing science. With a clear framework on the language, knowledge, and skills needed for understanding and communicating wellbeing, it features diverse multidisciplinary and multicultural contributions from international scholars. Offering actionable insights, it showcases how wellbeing literacy can be fostered across educational and community contexts contributing to empowering individuals and communities to flourish. Bridging theory and practice, this volume is an invaluable resource for professionals, educators, policymakers, and researchers worldwide”.

- Professor Do Coyle, Chair in Languages Education and Classroom Pedagogy, University of Edinburgh