Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Author version made available in accordance with the publisher's policy for non-mandated open access submission. Under Elsevier's copyright, non-mandated authors are permitted to make work available in an institutional repository.There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students’ positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students’ mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre- or in-service teacher education, thus raising questions about teachers’ capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers’ perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers’ responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers an

How to tackle bullying and prevent school violence in Europe: Evidence and practices for strategies for inclusive and safe schools.

School bullying concerns all EU member states. It is an affront to the common values of freedom, tolerance and non-discrimination. Its effects are serious and may be long-term. It is not only a problem for education policy to address. It is also a health and welfare issue relevant to child protection. School bullying can affect the mental and physical health as well as the academic performance of children and young people and may lead to early school leaving. In many cases, bullying leads victims to suicide or attempted suicide, anxiety, depression and self-harm. Being a perpetrator of bullying is associated with later violent behaviour and anti-social personality disorder. The aim of this report is to inform policy-makers and practitioners at EU, national, regional and local level on the most effective strategies and practices for preventing bullying and violence in schools across the EU. It examines evidence from European and international research, reviews national practices and the work civil society organisations with regard to school bullying and violence

University lecturers' perspectives on initial teacher education for mental health promotion in schools

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A healthy start : promoting mental health and well-being in the early primary school years

This study was in part funded by the University of Malta.Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a significant contribution to the promotion of positive mental health in children. This article describes a longitudinal study which sought to identify the risk and promotive factors as young children move from the early to junior years in primary school. Multilevel analysis was used to identify the individual, classroom, school, home and community factors that predict change in SEBD and in prosocial behaviour in the early school years. It also calculated the cumulative effect of the various risk and promotive factors on the pupils’ well-being and mental health. The article presents the windows of vulnerability and opportunity for young children’s healthy development, proposing a trajectory for healthy development in early and middle childhood.peer-reviewe

Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school andwere rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world

Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries

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Mediating the Presence of Others: Reconceptualising Co-Presence as Mediated Intimacy

Drawing insight from queer and media studies, this article analyses data from the UK study Adults’ Media Lives. The authors claim that this study reveals the significance of people’s intimate relationships to their media practices, highlighting in particular how people’s media practices mediate the ‘presence’ of others. The authors put forward the concept of mediated intimacy to capture both the cultural intimacy people have with media and the mediation of intimacy by media practices. Mediating intimacy has implications for normative conceptions of intimate life, including the significance of ‘time’ to the values of ‘home’ and ‘work’

Multi-drug resistant Acinetobacter infections in critically injured Canadian forces soldiers

<p>Abstract</p> <p>Background</p> <p>Military members, injured in Afghanistan or Iraq, have returned home with multi-drug resistant <it>Acinetobacter baumannii </it>infections. The source of these infections is unknown.</p> <p>Methods</p> <p>Retrospective study of all Canadian soldiers who were injured in Afghanistan and who required mechanical ventilation from January 1 2006 to September 1 2006. Patients who developed <it>A. baumannii </it>ventilator associated pneumonia (VAP) were identified. All <it>A. baumannii </it>isolates were retrieved for study patients and compared with <it>A. baumannii </it>isolates from environmental sources from the Kandahar military hospital using pulsed-field gel electrophoresis (PFGE).</p> <p>Results</p> <p>During the study period, six Canadian Forces (CF) soldiers were injured in Afghanistan, required mechanical ventilation and were repatriated to Canadian hospitals. Four of these patients developed <it>A. baumannii </it>VAP. <it>A. baumannii </it>was also isolated from one environmental source in Kandahar – a ventilator air intake filter. Patient isolates were genetically indistinguishable from each other and from the isolates cultured from the ventilator filter. These isolates were resistant to numerous classes of antimicrobials including the carbapenems.</p> <p>Conclusion</p> <p>These results suggest that the source of <it>A. baumannii </it>infection for these four patients was an environmental source in the military field hospital in Kandahar. A causal linkage, however, was not established with the ventilator. This study suggests that infection control efforts and further research should be focused on the military field hospital environment to prevent further multi-drug resistant <it>A. baumannii </it>infections in injured soldiers.</p

Quietly sharing the load? The role of school psychologists in enabling teacher resilience

Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and well-being. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however, exploring the role of school psychologists in supporting or enabling teacher resilience. Using data from experienced Australian school psychologists and teachers, this exploratory qualitative study examines the role of school psychologists in enabling teacher resilience. Findings show that school psychologists directly and indirectly support teacher resilience, although teachers perceive school psychologists’ main role as work with individual students. Issues pertaining to variations in access and particular roles of school psychologists are discussed. Although further research is needed to clarify and promote the role of school psychologists, this study points to them potentially playing an important role in school ecologies that enable teacher resilience

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8-12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e. g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD