@inbook {7448,
	title = {Pathways to Mental Health and Wellbeing: Understanding and Supporting Students During Critical School-to-Work Transitions},
	booktitle = {Work-Integrated Learning in the 21st Century: Global Perspectives on the Future},
	year = {2017},
	pages = {177-191},
	publisher = {Emerald Publishing Limited},
	organization = {Emerald Publishing Limited},
	abstract = {<p>Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students {\textendash} in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students{\textquoteright} financial burden and increase their level of employability. However, participation in WIL may impact on students{\textquoteright} academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students{\textquoteright} connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students{\textquoteright} mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.</p>},
	url = {http://www.emeraldinsight.com/doi/abs/10.1108/S1479-367920170000032012},
	author = {Margaret McBeath and Maureen TB Drysdale and Nicholas Bohn}
}
@article {6484,
	title = {Higher Education, Skills and Work-based Learning},
	journal = {Psychological attributes and work-integrated learning: An international study},
	year = {2016},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84955583983\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.L. and Johansson, K. and Dressler, S. and Zaitseva, E.}
}
@article {7076,
	title = {Higher Education, Skills and Work-based Learning},
	journal = {Psychological attributes and work-integrated learning: An international study},
	year = {2016},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84955583983\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.L. and Johansson, K. and Dressler, S. and Zaitseva, E.}
}
@article {7077,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {How often do they change their minds and does workintegrated learning play a role? An examination of {\textquoteright}major changers{\textquoteright} and career certainty in higher education},
	year = {2015},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84937391769\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and Frost, N. and McBeath, M.L.}
}
@article {6485,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {How often do they change their minds and does workintegrated learning play a role? An examination of {\textquoteright}major changers{\textquoteright} and career certainty in higher education},
	year = {2015},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84937391769\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and Frost, N. and McBeath, M.L.}
}
@article {6486,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students},
	year = {2014},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84897786456\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.}
}
@article {7078,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {Exploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students},
	year = {2014},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84897786456\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.}
}
@article {6487,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students},
	year = {2012},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84873929754\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.}
}
@article {7079,
	title = {Asia-Pacific Journal of Cooperative Education},
	journal = {Self-concept and tacit knowledge: Differences between cooperative and non-cooperative education students},
	year = {2012},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-84873929754\&partnerID=MN8TOARS},
	author = {Drysdale, M.T.B. and McBeath, M.}
}
