Mental health: promoting healthy minds for living and learning

The Victorian government is committed to building the capacity of schools and early childhood education and care settings to support the mental health and wellbeing of children and young people.  This website has been designed to support staff in these settings to recognise their role in promoting mental health, and to act to create environments where children and young people can thrive, learn and grow. To support this, a range of Promoting Healthy Minds for Living and Learning materials have been developed: Early childhood poster (PDF - 308Kb) Primary school poster (PDF - 239Kb) Secondary school poster (PDF - 282Kb) Flyer (PDF - 406Kb) Overview poster (PDF - 297Kb) Promoting Healthy Minds for Living and Learning has been developed as part of Because Mental Health Matters: Victorian Mental Health Reform Strategy 2009-2019. Improving mental health outcomes for children, young people and their families is a priority of the Mental Health Reform Strategy.  The Strategy envisages a broader system of child and youth (birth- 25 years) and family mental health care involving both promotion of mental health and wellbeing and early identification and intervention for mental illness. What is mental health? Mental health refers to a state of wellbeing in which a person can realise their own abilities, engage in learning, cope with the normal stresses of life, and is able to make a contribution to their community.  Mental health is a combination of both positive feelings and positive functioning. The term “mental health” is often confused with mental illness, or a mental disorder, and while they are related, mental health is more than the absence of a mental illness. Mental health is determined by multiple and interacting social, environmental, psychological and biological factors. Growing research identifies that mental health and wellbeing has a critical role in the development of lifelong learning

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers

Living and Learning with New Media

This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. John D. and Catherine T. MacArthur Reports on Digital Media and Learnin

Profile: A Model For Living And Learning

In this issue: Campaign Results; Janet Schrunk Ericksen Named Acting Chancellor; UMN Morris Legacy Spans Four Generations; Giving News; Campus News Briefs; The Big Picture; Alumni News; Class Notes; Cougar Newshttps://digitalcommons.morris.umn.edu/profile/1073/thumbnail.jp

Living and Learning with New Media

This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.John D. and Catherine T. MacArthur Reports on Digital Media and Learnin

Living and Learning Communities: One University\u27s Journey

University housing has the capacity to offer more than comfortable living spaces, and campuses across the U.S., including our own, are exploring models of residential learning communities that provide both academic and social support students while cultivating a strong sense of community. In this article, we describe our campus foray into offering a new residential learning community model. We explain its origins, its evolution, and the questions we face now that we have successfully created a second approach to living learning communities on our campus

The class: living and learning in the digital age

Sonia Livingstone and Julian Sefton-Green spent one year with a class of 13 year olds – at school, at home, with their friends, and online. Their book about this research project, The Class: living and learning in the digital age, will come out in early May and this is the first in a series of posts in which Sonia shares highlights from the book. Sonia is Professor of Social Psychology at LSE’s Department of Media and Communications and has more than 25 years of experience in media research with a particular focus on children and young people. She is the lead investigator of the Parenting for a Digital Future research project

Urban Sustainability in Barcelona: Living and Learning the Experience

AbstractThis paper is a written experience of a person from Malaysia; a developing country who was given the opportunity to live and study in Barcelona; a developed metropolitan by the Mediterranean Sea in Spain. This paper is made up of three sections; 1) current characteristics of the urban planning and management 2) the sustainability and environmental approaches practiced and governed by the city 3) personal thoughts and experience overlooking the general attitude and culture of the people of Barcelona. The observation is made throughout my mobility in Barcelona and as a person living the life in the city. The observation is documented through hard evidence of photographs and local authority database and information accessible to public