Child and Adolescent Wellbeing and Violence Prevention in Schools

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.

• DedicationAcknowledgementsList of contributorsList of figuresList of tablesPreface Marie-Louise Coleira Preca, the President of MaltaChapter 1. Challenges in promoting wellbeing and addressing violence through schools Shelley Hymel, Lindsay Starosta, Randip Gill and Angela LowSection 1: Culture and WellbeingChapter 2. Country and wellbeing: Ngarrindjeri speaking as country Steve Hemming and Daryle RigneyChapter 3. Indigenous Australian youth, identity, Rap/Hip Hop: A tool for wellbeing and ethical care Faye Rosas BlanchChapter 4. Measuring subjective wellbeing: Findings from Assam wellbeing survey 2013-14 Udoy Saikia, James Chalmers and Gouranga DasvarmaChapter 5. Giving voice: Creative practice and a living lab approach Alison Wotherspoon and Barbara SpearsSection 2: Young Females and WellbeingChapter 6. Bullying and blooming: Addressing the challenges faced by adolescent girls experiencing the early onset of puberty Donna SwiftChapter 7. Girls’ diminishing wellbeing across the adolescent years Grace Skrzypiec and Helen Askell-WilliamsChapter 8. Eve-teasing in the guise of school bullying and cyberbullying Damanjit SandhuChapter 9. Adolescent transgression behaviour: Gender differences Grace SkrzypiecSection 3: Bullying, Cyberbullying and Student ViolenceChapter 10. Adults’ perceptions of bullying in early childhood Marilyn Campbell and Natalie MorganChapter 11. Early childhood knowledge and understanding of bullying: An approach for early childhood prevention Lesley-anne Ey and Barbara SpearsChapter 12. "It’s just teasing": Responding to conflict in remote Australian schools John Guenther, Samantha Disbray and Sam OsborneChapter 13. The copying of bystanders with cyberbullying in an adolescent population Georges Steffgen, Andreia P. Costa, and Phillip SleeSection 4: Interventions to Promote WellbeingChapter 14. "Surfing the Waves": Building resilience to promote children’s mental health Carmel CefaiChapter 15. Ten ways schools can boost child and adolescent wellbeing when parents separate Jamie LeeChapter 16. Enhancing the wellbeing of young people: The co-creation of a youth mental health space Kristy Koehne, Allison Hutton, Shane Hough and Christopher SleeChapter 17. Stop, connect and collaborate: A school based approach to improve student wellbeing Nina MekisicSection 5: Interventions to Promote Violence PreventionChapter 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 FordhamChapter 19. A model for managing student violence John MaratosChapter 20. A program logic framework designed to strengthen the impact and fidelity of wellbeing and behavioural interventions Ivan RaymondChapter 21. Effectiveness of an intervention program for teenage girls with self-harm in Adelaide, South Australia Mubarak, A.R., Joanna Zeitz and Phillip SleeCommentary ChapterChapter 22. Commentary Catherine BlayaIndex

This is a vibrant text, offering an impressive diversity of cultures and voices, including children's and young people's voices, all housed within the broad themes of wellbeing and violence. There is also a strong thematic diversity across the book on many emerging themes regarding wellbeing. This is a really valuable resource for students, researchers and practitioners across a wide range of disciplines and professions engaging with the needs of children and especially vulnerable childrenDr. Paul Downes, Associate Professor of Education (Psychology), Dublin City University, Ireland, Member of European Commission's Network of Experts on the Social Aspects of Education and Training (NESET II) Coordinating CommitteeMental health difficulties among youth are widespread and on the increase so this is a timely book. Phillip Slee, Grace Skrzypiec and Carmel Cefai, the editors of Child and Adolescent Well-being and Violence Prevention in Schools, are acknowledged experts in the field and have built on this knowledge to create an original and well-structured book that identifies distinct themes, each with an important perspective to offer. The contributors do not shy away from the immensity of the topic but rather provide new evidence for interventions that have been shown to be successful at different levels - individual, classroom, whole school, community and in the wider political arena - in resolving the underlying causes of mental distress and violence during childhood and adolescence. The fact that the authors come from a range of disciplines and from different cultural contexts greatly enhances the strength of this book and deepens the reader’s insight into the structures and systems that promote well-being rather than self-destruction and violence. A strong sense of optimism pervades Child and Adolescent Well-being and Violence Prevention in Schools through the commitment of the authors to create schools where the child’s voice is heard, to empower members of school, the community and the wider society to make critical changes that will enhance the well-being of our young people and, most crucially, to give all children the right and strength to continue this process once they become adults. This book will inspire parents, teachers, academics, educational psychologists, criminologists, social workers and politicians and all those involved with youth to collaborate in order to create better opportunities for young people across the world.Helen Cowie, University of Surrey