Using Theory of Change for fostering wellbeing and engagement in learning communities
How can we assess, design, implement, and evaluate wellbeing learning experiences to optimise collaborative community practices in learning communities?
Examining the processes and effects of an exemplar school-based well-being approach on student competency, autonomy and relatedness.
How do we examine program qualities relating to delivery, relevance and practice opportunities?
Do subjective and objective resilience measures assess unique aspects and what is their relationship to adolescent well-being?
How do we measure resilience in schools to support student mental health and well-being? What is the relationship between a subjective and objective measure of resilience and the respective predictability of psychophysical well-being measures?
Emotion Regulation in Adolescent Well-Being and Positive Education
What is the relationship between emotion regulation and positive education programs?
Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success
Do students in a school with a school-wide approach to positive education express different ideas about prosperity and success than students who have not received explicit positive education training?
Complete list of publications
- McFerran, K., Cheong-Clinch, C., Bibb, J., Chin, T-C. (2023). Using Music to Manage Anxiety: A Mixed Methods Intervention Study Between Two Lockdowns. OBM Integrative and Complementary Medicine, 8(1):17. doi:10.21926/obm.icm.2301013.
- Chin, T-C., Ricci, E., Cooper, A., Downie, A., & Vella-Brodrick, D. A. (2022). Using Theory of Change for Fostering Wellbeing and Engagement in Learning Communities. In K. A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). The Handbook of Positive Psychology in Schools (3rd ed.). Taylor and Francis. doi:10.4324/9781003013778-33
- Vella-Brodrick, D. A., Frisina, J., Chin, T-C., & Joshanloo, M. (2022). Tracking the effects of positive education around the globe. In K. A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). The Handbook of Positive Psychology in Schools (3rd ed.). Taylor and Francis. doi: 10.4324/9781003013778-34
- Jacques-Hamilton, R., Chin, T-C., & Vella-Brodrick, D. A. (2022). Using Experience Sampling Methods to understand how various life and school experiences affect student well-being. In K. A. Allen, M. J. Furlong, D. A. Vella-Brodrick, & S. M. Suldo (Eds.). The Handbook of Positive Psychology in Schools (3rd ed.). Taylor and Francis.
- Jarden, A., Jarden, R., Chin, T-C., & Kern, M. L. (in press, 2021). Assessing Wellbeing in School Communities. In M. L. Kern, & M. L. Wehmeyer (Eds.). The Palgrave Handbook of Positive Education. Springer Nature.
- Vella-Brodrick, D. A., & Chin, T-C. (2021). Student wellbeing interventions and implementation. In K. A. Allen, A. Reupert, L. G. Oades (Eds.). Building Better Schools with Evidence-based Policy. Adaptable Policy for Teachers and School Leaders. https://doi.org/10.4324/9781003025955
- Sigley-Taylor, P., Chin, T-C., & Vella-Brodrick, D. A. (2021). Do subjective and objective resilience measures assess unique aspects and what is their relationship to adolescent well-being? Psychology in the Schools, 1-25. https://doi.org/10.1002/pits.22517
- Hou, H., Chin, T-C., Slemp, G. R., & Oades, L. G. (2021). Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff. International Journal of Environmental Research and Public Health, 18(4):1485. https://doi.org/10.3390/ijerph18041485
- Francis, J., Chin, T-C., Vella-Brodrick, D. (2020). Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children. International Journal of Environmental Research and Public Health, 17(20):7612. https://doi.org/10.3390/ijerph17207612
- McFerran, K. S., Lai, H. I. C., Chang, W-H., Acquaro, D., Chin, T-C., Stokes, H., & Crooke, A. H. D. (2020). Music, Rhythm and Trauma: A Critical Interpretive Synthesis of Research Literature. Psychol.11:324. doi: 10.3389/fpsyg.2020.00324
- Vella-Brodrick, D., Chin, T-C., & Rickard, N. S. (2019). Examining the processes and effects of an exemplar school-based well-being approach on student competency, autonomy and relatedness, Health Promotion International.https://doi.org/10.1093/heapro/daz115
- Trask-Kerr, K., Chin, T-C., & Vella-Brodrick, D. (2019). Positive education and the new prosperity: Exploring young people’s conceptions of prosperity and success. Australian Journal of Education. https://doi.org/10.1177/0004944119860600
- Morrish, L., Chin, T-C., Rickard, N., Sigley-Taylor, P., & Vella-Brodrick, D. (2019). The role of physiological and subjective measures of emotion regulation in predicting adolescent wellbeing. International Journal of Wellbeing, 9(2), 66-89. doi:10.5502/ijw.v9i2.730
- Chin, T-C. (2019). Measuring adolescents’ emotional responses to music: Approaches, challenges and opportunities. In K. S. McFerran, P. Derrington, & S. Saarikallio (Eds.), Handbook of Music and Adolescence. Oxford, United Kingdom: Oxford University Press.
- Vella-Brodrick, D. A., Rickard, N. S., & Chin, T-C. (2018). Evaluating positive education: A framework and case study. In N. J. L. Brown, T. Lomas, & F. J. Eiroa-Orosa (Eds.), The Routledge international handbook of critical positive psychology (pp. 488-502). London, England: Routledge.
- Chin, T-C., Coutinho, E., Scherer, K. R., & Rickard, N. S. (2018). MUSEBAQ: A modular tool for music research to assess musicianship, musical capacity, music preferences and motivations for music use. Music Perception, 35(3), 376-399. doi:1525/mp.2018.35.3.376
- Morrish, L., Rickard, N. S., Chin, T-C., & Vella-Brodrick, D. A. (2017). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies. doi:10.1007/s10902-017-9881-y
- Chin, T-C. (2017). Keeping up with the times: A considered approach to measuring youth well-being. In M. White, G. R., Slemp, & S. Murray (Eds.), Future Directions in Well-being: Education, Organizations, and Policy, 47-51. Adelaide, Australia: SPC Press.
- Jach, H., Sun, J., Loton, D., Chin, T-C.,Waters, L. (2017). Strengths and subjective wellbeing in adolescence: Strength-based parenting and the moderating effect of mindset. Journal of Happiness Studies. doi:10.1007/s10902-016-9841-y
- Slemp, G. R., Chin, T-C., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., Vella-Brodrick, D. A., & Waters, L. (2017). Positive Education in Australia: Practice, Measurement, and Future Directions. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and Emotional Learning in Australia and the Asia Pacific, pp. 101-122. Australia: Springer.
- Rickard, N. S., & Chin, T-C. (2017). Defining the musical identity of “non-musicians”. In R. Macdonald, D. J. Hargreaves, & D. Miell (Eds.), Handbook of musical identities, pp. 288-303. Oxford, United Kingdom: Oxford University Press.
- Chin, T-C., & Rickard, N. S. (2016). “Music use predicts neurobiological indices of well-being and emotion regulation capacity.” Proceedings of the 14th International Conference on Music Perception and Cognition (ICMPC 14). San Francisco, CA: USA.
- Chin, T-C., & Rickard, N. S. (2016). “Predicting emotional well-being: The roles of emotional sensitivity to music and emotion regulation using music.” Proceedings of the 14th International Conference on Music Perception and Cognition (ICMPC 14). San Francisco, CA: USA.
- Chin, T-C., Rickard, N. S., & Vella-Brodrick, D. A. (2016). Development and feasibility of a mobile experience sampling application for tracking program implementation in youth well-being programs. Psychology of Well-being: Theory, Research and Practice. doi:10.1186/s13612-016-0038-2
- Rickard, N. S., Chin, T-C., & Vella-Brodrick, D. A. (2015). Cortisol Awakening Response as an index of mental health and well-being in adolescents. Journal of Happiness Studies. doi:10.1007/s10902-015-9706-9
- Chin, T-C., & Rickard, N. S. (2014). Beyond positive and negative trait affect: Flourishing through music engagement. Psychology of Well-Being: Theory, Research and Practice, 4(1), 1-13.
- Chin, T-C., & Rickard, N. S. (2014). Emotion regulation strategy mediates both positive and negative relationships between music uses and well-being. Psychology of Music, 42, 692-713.
- Chin, T-C., & Rickard, N. S. (2012). Re-conceptualizing ‘musicianship’: Music performance and training through to music reception and engagement. In N. S., Rickard, & K., McFerran (Eds.), Lifelong engagement with music: Benefits for mental health and well-being, pp. 161-180. New York: Nova Science Publishers, Inc.
- Chin, T-C., & Rickard, N. S. (2012). The Music USE (MUSE) Questionnaire: An instrument to measure engagement in music. Music Perception, 29(4), 429-446.
- Chin, T-C., & Rickard, N. S. (2010). Nonperformance, as well as performance, based music engagement predicts verbal recall. Music Perception, 27(3), 197-208. doi:1525/mp.2010.27.3.197
- Chin, T-C., & Rickard, N. S. (2010). The Music USE (MUSE) Questionnaire. In S. M., Demorest, S. J., Morrison, & P. S., Campbell (Eds.), Proceedings of the 11th International Conference on Music Perception and Cognition (ICMPC 11). Seattle, WA: University of Washington.
- Chin, T-C., & Rickard, N. S. (2008). Music engagement predicts verbal memory as effectively as musicianship. In K., Miyazaki, Y., Hiraga, M., Adachi, Y., Nakajima, & M., Tsuzaki (Eds.), Proceedings of the 10th International Conference on Music Perception and Cognition (ICMPC 10). Sapporo, Japan: Hokkaido University.