Abstract: Dr. Huppert argues that two mental practices are foundational to well-being: mindfulness and compassion. Mindfulness trains the skills of awareness, attention, and self-regulation, while compassion trains the skills of empathy and kindness. Evidence suggests these skills are so fundamental that mindfulness and compassion training alone can cause powerful and wide-ranging positive effects on our lives, and are likely to magnify the benefits of other programs designed to enhance well-being.
Bio: Felicia is internationally renowned for her work on the science of well-being and the promotion of human flourishing. She holds a Professorship in the Institute for Positive Psychology and Education at ACU in Sydney and spends part of the year in the UK, where she is Director of the Well-being Institute at the University of Cambridge and Emeritus Professor of Psychology. She advises the UK government and international bodies on the measurement of well-being and policies to enhance well-being.
Her research examines the causes and consequences of well-being, using data from large population samples, longitudinal cohorts, and intervention programs. Felicia’s current research focuses on three main areas: major studies of the effects of mindfulness training for both teachers and students; a Templeton funded project on well-being and compassionate care in a healthcare setting; and analysis of the effects of the global financial crisis on well-being.
Huppert, F. A. (2014). Interventions and policies to enhance well-being. Volume VI Wellbeing: A Complete Reference Guide, Wiley-Blackwell.
Huppert, F.A. & Linley, A. (Eds, 2011). Happiness and Well-being. Four-volume series, Routledge.
Huppert, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford University Press, USA.
Huppert, F.A. Mindfulness and compassion as the foundations of living, learning and loving. In M. A. White, G. J. Slemp & A. S. Murray (in press) Future Directions in Wellbeing: Education, Organizations and Policy. Springer.
Huppert, F.A., & Ruggieri, K., Controversies in wellbeing: Confronting and resolving the challenges. In D. Bhugra, K. Bhul, S. Wong, S. Gillman (in press) Oxford Textbook of Public Mental Health. Oxford University Press, Oxford.
Huppert, F.A. The state of well-being science: concepts, measures, interventions and policies. In F.A. Huppert & C.L. Cooper (Eds. 2014) Interventions and Policies to Enhance Well-being. Wiley-Blackwell, Oxford. Part of a six-volume set – Cary L. Cooper (Ed.), Wellbeing: A Complete Reference Guide.
Kuyken, W., Weare, K., Ukoumunne, O.C., Lewis, R., Motton, N., Burnett, R., Cullen, C., Hennelly, S., & Huppert, F.A. Effectiveness of the Mindfulness in Schools Programme: a non-randomized controlled feasibility study. British Journal of Psychiatry, 2013, 203,126-31
Huppert, F.A. & So, T.T.C. Flourishing across Europe: application of a new conceptual framework for defining well-being. Social Indicators Research, 2013, 110 (3), 837-861.
Huppert, F. A. (2009), Psychological Well-being: Evidence Regarding its Causes and Consequences†. Applied Psychology: Health and Well-Being, 1: 137–164.