Dr Hazel Wallace-Williams BSc, MSc, PhD, Cert Ed.
About
Biography
I consider myself to be a developmental psychologist with a focus on emerging adulthood, positive psychology, behaviour change and exercise. Before joining the University of Surrey I completed a PhD in Psychology at the University of Greenwich funded by Health Education England. The ultimate aim of my PhD was to improve resilience and retention of students of nursing and midwifery via positive psychology interventions (contact with nature, assertiveness, meditation and exercise). Whilst researching I worked as a Guest Lecturer, FE Lecturer and Teacher of Psychology across BSc, MSc, Access to HE and A level courses.
I received a scholarship from the University of Greenwich for my MSc Psychology (Childhood and Adolescence) for which I investigated the effects of positive psychology interventions on adolescents' moral development focusing on pro-environmental behaviours. My BSc dissertation investigated the effect of a positive psychology intervention on adult exercise behaviours.
Areas of specialism
My qualifications
Previous roles
ResearchResearch interests
My research interests focus on positive behaviour change in order to promote health and wellbeing across the lifespan. I am especially interested in the links between physical and psychological health.
Research projects
The development of a wellbeing intervention for nursing and midwifery students: A qualitative scoping and evaluation study. (PhD thesis)It has been suggested that inclusion of programmes for developing resilience skills should be integral to undergraduate education, especially for health care students. The aim of this research was to explore perceived issues which undermine and promote wellbeing. A qualitative investigation was conducted using student focus groups and stake holder interviews. A new, integrated model was devised to represent the domain-permeable factors reported, within the context of established theories, models and frameworks. This stage informed the design, implementation and evaluation of an intervention to test feasibility for large scale interventions. An optional online module with activities (exercise, assertiveness, meditation and contact with nature) was delivered and evaluative, qualitative data was collected. The intervention was reported as a positive experience, however the impact of Covid-19 imposed severe limitations on planned second stage quantitative data collection and it was not possible to assess feasibility of the study. There was, however, a serendipitous opportunity to collect data on students experiences of health care environments during Covid-19.
Research interests
My research interests focus on positive behaviour change in order to promote health and wellbeing across the lifespan. I am especially interested in the links between physical and psychological health.
Research projects
It has been suggested that inclusion of programmes for developing resilience skills should be integral to undergraduate education, especially for health care students. The aim of this research was to explore perceived issues which undermine and promote wellbeing. A qualitative investigation was conducted using student focus groups and stake holder interviews. A new, integrated model was devised to represent the domain-permeable factors reported, within the context of established theories, models and frameworks. This stage informed the design, implementation and evaluation of an intervention to test feasibility for large scale interventions. An optional online module with activities (exercise, assertiveness, meditation and contact with nature) was delivered and evaluative, qualitative data was collected. The intervention was reported as a positive experience, however the impact of Covid-19 imposed severe limitations on planned second stage quantitative data collection and it was not possible to assess feasibility of the study. There was, however, a serendipitous opportunity to collect data on students experiences of health care environments during Covid-19.
Publications
In higher education, students often face uncertainties in defining their academic and future pathways. Success requires not only academic skills but also resilience and a sense of belonging. Learning Development (LD) can address these evolving needs by combining academic skill-building with strategies that enhance personal resilience and wellbeing, ensuring inclusivity and equity in the student experience.
Wellbeing, which is closely linked to resilience, improves when personal resources are expanded (Fredrickson, 2001; Roepke & Seligman, 2015). Practical strategies that integrate resilience and wellbeing into daily life empower students to manage challenges effectively (Leppin et al., 2014). Despite rising concerns about stress and mental health, many higher education curricula lack wellbeing-focused activities.
This presentation introduces the ’59 Ways to Wellbeing’ resource, developed at the University of Surrey to address these gaps. Co-created with students, this calendar-style tool combines positive psychology and learning development strategies to promote resilience and wellbeing during two key academic periods: October, when students settle into university, and February, post-inter-semester break.
The resource offers 59 accessible and inclusive strategies that blend resilience-building with academic skill development. By incorporating these practices into their routines, students can better navigate challenges, foster resourcefulness, and enhance their sense of belonging.
The presentation showcases how educators can use this resource to design curricula and support systems tailored to students’ needs. Early evaluation findings highlight its impact on student wellbeing and resilience. Ultimately, this work seeks to inspire Learning Developers to create innovative, equity-driven resources and curricula that support both academic and personal development, empowering students to thrive in a rapidly changing educational landscape.
Abstract
Background:
Antibiotic resistance increasingly threatens the interconnected health of humans, animals, and the environment. While misuse of antibiotics is a known driver, environmental factors also play a critical role. A balanced One Health approach—including the environmental sector—is necessary to understand the emergence and spread of resistance.
Methods:
We systematically searched English-language literature (1990–2021) in MEDLINE, Embase, and Web of Science, plus grey literature. Titles, abstracts, and keywords were screened, followed by full-text reviews using a structured codebook and dual-reviewer assessments.
Results:
Of 13,667 records screened, 738 met the inclusion criteria. Most studies focused on freshwater and terrestrial environments, particularly associated with wastewater or manure sources. Evidence of research has predominantly focused on Escherichia coli and Pseudomonas spp., with a concentration on ARGs conferring resistance to sulphonamides (sul1–3), tetracyclines (tet), and beta-lactams. Additionally, the People’s Republic of China has produced a third of the studies—twice that of the next country, the United States—and research was largely domestic, with closely linked author networks.
Conclusion:
Significant evidence gaps persist in understanding antibiotic resistance in non-built environments, particularly in marine, atmospheric, and non-agricultural settings. Stressors such as climate change and microplastics remain notably under-explored. There is also an urgent need for more research in low-income regions, which face higher risks of antibiotic resistance, to support the development of targeted, evidence-based interventions.