Abstract:Wellbeing is a growing area of research, yet the question of how it should be defined remains unanswered. This multi-disciplinary review explores past attempts to define wellbeing and provides an overview of the main theoretical perspectives, from the work of Aristotle to the present day. The article argues that many attempts at expressing its nature have focused purely on dimensions of wellbeing, rather than on definition. Among these theoretical perspectives, we highlight the pertinence of dynamic equilibrium theory of wellbeing (Headey & Wearing, 1989), the effect of life challenges on homeostasis (Cummins, 2010) and the lifespan model of development (Hendry & Kloep, 2002). Consequently, we conclude that it would be appropriate for a new definition of wellbeing to centre on a state of equilibrium or balance that can be affected by life events or challenges. The article closes by proposing this new definition, which we believe to be simple, universal in application, optimistic and a basis for measurement. This definition conveys the multi-faceted nature of wellbeing and can help individuals and policy makers move forward in their understanding of this popular term.

Wellbeing is a growing area of research, yet the question of how it should be defined remains unanswered. This multi-disciplinary review explores past attempts to define wellbeing and provides an overview of the main theoretical perspectives, from the work of Aristotle to the present day. The article argues that many attempts at expressing its nature have focused purely on dimensions of wellbeing, rather than on definition. Among these theoretical perspectives, we highlight the pertinence of dynamic equilibrium theory of wellbeing (Headey & Wearing, 1989), the effect of life challenges on homeostasis (Cummins, 2010) and the lifespan model of development (Hendry & Kloep, 2002). Consequently, we conclude that it would be appropriate for a new definition of wellbeing to centre on a state of equilibrium or balance that can be affected by life events or challenges. The article closes by proposing this new definition, which we believe to be simple, universal in application, optimistic and a basis for measurement. This definition conveys the multi-faceted nature of wellbeing and can help individuals and policy makers move forward in their understanding of this popular term.

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We have studied the effects of phonation and posture on the Mallampati classification of view of the pharyngeal structures. Differences between observers were allowed for by the experimental design and log-linear modelling. Sixty-four patients were assessed on the ward, sitting upright, with and without phonation, by each of two observers. Another 64 patients were assessed without phonation, but both upright and supine, again by both observers. Phonation (the patient saying "Ah") produced a marked, systematic improvement of view; moving to the supine posture produced a small, systematic, non-significant worsening of the view. Differences between observers were non-systematic but substantial. About 25% of patients phonated spontaneously. It is recommended that anaesthetists make their own assessments of Mallampati classification, with the patient in either of the postures but always either with or without phonation, and thereby gradually "calibrate" their assessments against the degree of difficulty encountered in intubation.

We have investigated the effects of 9.5% and 14.1% MAC concentrations of isoflurane on some psychometric measurements. Both concentrations depressed peak saccadic velocity (P < 0.01), choice reaction time (P < 0.05) and visual analogue scores for sedation (P < 0.05), but not the critical flicker fusion threshold. The incidence of errors in saccade tasks increased in a dose-related fashion, which made analysis of peak saccadic velocity less accurate at more than 10% MAC. The percentage error itself was an indicator of the depth of sedation. All the objective measures correlated highly with the estimated brain tension of isoflurane (r2 = 0.86-0.96), but not the visual analogue score for sedation (r2 = 0.51). This suggests that a combination of peak saccadic velocity, percentage error and choice reaction time is a potentially useful batch of tests to measure recovery from anaesthesia.

Our interest in gender differences in orientation to academic study was prompted by an accumulation of anecdotal data that male and female students seem to behave differently in relation to their academic studies. In this paper, we will introduce some provoking pilot survey data from our Level 1 students (N = 126), set against a background literature which together suggest that Level 1 male undergraduate students in a psychology degree tend to have a different orientation to their studies from that of their female colleagues, a difference that is also perceived by their peers. From this, the implications for teaching psychology will be considered.

The aim of this study was to evaluate two psychometric tools for identifying students at risk of failing to progress from a Foundation Year (FY) programme, a preparatory programme for those without the qualifications to enrol directly on to an undergraduate degree. Students from four FY programmes across two UK universities were invited to complete the survey at the start of the academic year (Time-1) and again towards the end of the FY (Time-2). The survey comprised the Academic Behaviour Confidence and Performance Expectation Ladder scales designed to measure students' expectations of their academic performance and achievement. From a total of 198 participants (85% of enrolments), 90 completed measures at both points. End of year examining board outcomes were matched to the survey data. Time 1 data showed that two subscales of the confidence measure, Grades and Attendance, were indicative of subsequent progression issues. At Time 2, diminishing expectations were evident amongst those who subsequently failed to progress indicating a process of disengagement. Therefore these measures could be used to identify students who might benefit from targeted interventions to help uncertain new entrants access the benefits that Higher Education can provide.

SummaryOne hundred and twenty-four patients (76 women and 48 men) were interviewed within the first 36 hours after operation. Fqty per cent of those studied were denture wearers. They were asked to fill in a questionnaire which registered their levels of distress about the various pre-operative preparation procedures. The most common factors contributing to pre-operative distress were waiting for transfer to the operating theatre, the prohibition of j u i d s and the removal of dentures.