Child and Adolescent Wellbeing and Violence Prevention in Schools

This invaluable book offers a comprehensive guide for educators in understanding and promoting wellbeing and violence prevention initiatives in schools and communities. Ittranslates research and theory into practice with a strong evidence-based application.

The book is presented in five thematic sections, namely: culture and wellbeing; young females and wellbeing; bullying; cyberbullying and student violence; interventions to promote wellbeing; and interventions to promote violence prevention. An introductory chapter provides an overview of the field and a commentary chapter draws the five themes together.

Written by experienced researchers and educators, each of the 21 chapters provides practical information and research on school, classroom or community applications, trends and issues in the field, and practical ideas for wellbeing and violence prevention measures. Issues of culture, gender and youth voice are specifically addressed.

Dedication

Acknowledgements

List of contributors

List of figures

List of tables

Preface Marie-Louise Coleira Preca, the President of Malta

Chapter 1.Challenges in promoting wellbeing and addressing violence through schools Shelley Hymel, Lindsay Starosta, Randip Gill and Angela Low

Section 1: Culture and Wellbeing

Chapter 2. Country and wellbeing: Ngarrindjeri speaking as country Steve Hemming and Daryle Rigney

Chapter 3. Indigenous Australian youth, identity, Rap/Hip Hop: A tool for wellbeing and ethical care Faye Rosas Blanch

Chapter 4. Measuring subjective wellbeing: Findings from Assam wellbeing survey 2013-14Udoy Saikia, James Chalmers and Gouranga Dasvarma

Chapter 5. Giving voice: Creative practice and a living lab approach Alison Wotherspoon and Barbara Spears

Section 2: Young Females and Wellbeing

Chapter 6. Bullying and blooming: Addressing the challenges faced by adolescent girls experiencing the early onset of puberty Donna Swift

Chapter 7. Girls’ diminishing wellbeing across the adolescent years Grace Skrzypiec and Helen Askell-Williams

Chapter 8. Eve-teasing in the guise of school bullying and cyberbullying Damanjit Sandhu

Chapter 9. Adolescent transgression behaviour: Gender differences Grace Skrzypiec

Section 3: Bullying, Cyberbullying and Student Violence

Chapter 10. Adults’ perceptions of bullying in early childhood Marilyn Campbell and Natalie Morgan

Chapter 11. Early childhood knowledge and understanding of bullying: An approach for early childhood prevention Lesley-anne Ey and Barbara Spears

Chapter 12. "It’s just teasing": Responding to conflict in remote Australian schools John Guenther, Samantha Disbray and Sam Osborne

Chapter 13. The copying of bystanders with cyberbullying in an adolescent population Georges Steffgen, Andreia P. Costa, and Phillip Slee

Section 4: Interventions to Promote Wellbeing

Chapter 14. "Surfing the Waves": Building resilience to promote children’s mental health Carmel Cefai

Chapter 15. Ten ways schools can boost child and adolescent wellbeing when parents separate Jamie Lee

Chapter 16. Enhancing the wellbeing of young people: The co-creation of a youth mental health space Kristy Koehne, Allison Hutton, Shane Hough and Christopher Slee

Chapter 17. Stop, connect and collaborate: A school based approach to improve student wellbeing Nina Mekisic

Section 5: Interventions to Promote Violence Prevention

Chapter 18. Framework for prevention: Early interventions to address adolescent violence Jeanette Stott, Rosalie O’Connor, Trevor Cresswell, Mary McKenna, Robin Swalling, Kay Buckley, Sheila Davidson, and Sally Fordham

Chapter 19. A model for managing student violence John Maratos

Chapter 20. A program logic framework designed to strengthen the impact and fidelity of wellbeing and behavioural interventions Ivan Raymond

Chapter 21. Effectiveness of an intervention program for teenage girls with self-harm in Adelaide, South Australia Mubarak, A.R., Joanna Zeitz and Phillip Slee

Commentary Chapter

Chapter 22. Commentary Catherine Blaya

Index

Phillip T. Slee is Professor of Human Development in the School of Education at Flinders University, Adelaide. He is a trained teacher and registered psychologist with research interests in child and adolescent mental health, and childhood bullying/aggression — especially their practical and policy implications. He has published over 100 refereed papers, 25 book chapters and 15 books including Child Development Theories and critical Perspectives.

Grace Skrzypiec is a psychologist, experienced teacher and the recipient of the 2014 Vice-Chancellor’s Award for Early Career Researchers in recognition of outstanding contributions to excellence in research. Her research focuses on wellbeing in relation to peer aggression, bullying and other antisocial behaviour. She is particularly interested in working with researchers in other countries to reduce the incidence of peer-aggression.

Carmel Cefai is the Director of the Centre for Resilience and Socio-Emotional Health at the University of Malta. He is Joint Honorary Chair of the European Network for Social and Emotional Competence and joint founding editor of the International Journal of Emotional Education. His research interests are focused on how to create healthy spaces which promote the resilience, wellbeing and psychological wellbeing of children and young people, particularly those at risk.