From positive youth development to youth’s engagement : the dream teens

In addition to the empirical validation of ‘health and happiness’ determinants, theoretical models suggesting where to ground actions are necessary. In the beginning of the twentieth century, intervention models focused on evaluation and empirical validation were only concerned about overt behaviours (verbal and non-verbal) and covert behaviours (cognitions and emotions). Later on in the middle of the century, there was a shift from treating the problems to a positive approach, focused on promoting assets and individual strengths. Thus, the role of social competences, self-regulation and resilience became salient. Researchers also highlighted the importance of social cohesion and social support, as active health and wellbeing facilitators. More recently, in the twentyfirst century, the population’s engagement (positive engagement) has become crucial. This paper presents the evolution of this theoretical and scientific path, using Portugal as a case study, where early interventions focused on the positive aspects of both covert and overt behaviours, while more recent interventions included explicitly the perspective of youth engagement and participation, as is the case of the Dream Teens Project. It is expected that the political and professional understanding of this trajectory will allow professionals to provide better health and educational services, improving young people’s engagement, quality of life, health and wellbeingpeer-reviewe

Teachers’ voices on social emotional learning : identifying the conditions that make implementation possible

There is increasing evidence that addressing children’s social and emotional needs has a positive impact on students’ performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers’ development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students’ social and emotional needs. The findings in this research highlight the positive impact that implementation of a school designed SEL intervention had on students, and on teachers’ practices. Teachers’ commitment was necessary to ensure initial engagement, while curricular and organizational resources were needed to maintain implementation in the long term.peer-reviewe

The Lions Quest program in Turkey : teachers’ views and classroom practices

This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program implementation differences were found within and between the schools. Three main issues were raised in the interviews, namely that the teachers were not clear about whether social emotional learning (SEL) skills should be taught to students as a separate lesson or not; they seemed to doubt whether school personnel should be responsible for SEL implementation; and although they had positive views of the implementation, they underlined that students’ social and emotional wellbeing is dependent on family background and the developing maturity of the child. In conclusion, the teachers expressed positive views about the Lions Quest Program, yet lacked strong opinions about when, where, and by whom the program needed to be included in the curriculum. Limitations, implementation challenges, and implications for SEL in the Turkish context were also identified.peer-reviewe

Social and emotional learning in the Greek educational system : an Ithaca journey

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the Center focus on a social and emotional learning (SEL) framework that emphasizes strengths and contextual protective factors for members of the school community and other educational settings. Special attention is given to the implementation of SEL prevention programs in times of crisis and economic recession. Furthermore, the incorporation of SEL framework into the general education curriculum as well as in the preparation of psychologists and teachers at undergraduate and graduate level is presented. The role of SEL in building evidence-based interventions is discussed under the scope of multicultural and transnational considerations.peer-reviewe

Predictors of rater bias in the assessment of social-emotional competence

The Devereux Student Strengths Assessment Mini (DESSA-Mini) (LeBuffe, Shapiro, & Naglieri, 2014) efficiently monitors the growth of Social-Emotional Competence (SEC) in the routine implementation of Social Emotional Learning programs. The DESSAMini is used to assess approximately half a million children around the world. Since behavior rating scales can have ‘rater bias’, this paper examines rater characteristics that contribute to DESSA-Mini ratings. Rater characteristics and DESSA-Mini ratings were collected from elementary school classroom teachers (n=72) implementing TOOLBOX in a racially/ethnically diverse California school district. Teachers rated 1,676 students, who scored similarly to a national reference group. Multilevel modeling analysis showed that only 16% of variance in DESSA-mini ratings was attributable to raters. Relationships between teacher characteristics and ratings were estimated to examine rater variance. Collectively, four characteristics of teachers (perceived barriers to student learning, sense of their ‘typical’ student’s level of SEC, anticipation of SEL program implementation challenges, and intentions to fully implement a newly adopted SEL program) accounted for bias in teacher-generated DESSA scores, leaving only 10% of the variance unexplained. Identified sources of ‘rater bias’ can be controlled for in research and addressed through thoughtful program selection, training, and implementation.peer-reviewe

The impact of nonlinear dynamics on the resilience of a grocery supply chain

Purpose of this paper: In an effort to improve operational and logistical efficiencies, UK grocery retailers combined primary and secondary distribution increasing the importance of designing resilient replenishment systems in the distribution centre. This paper has the purpose to analyse the resilience performance of the distribution centre stock ordering system within a grocery retailer. Design/methodology/approach: A system dynamics approach is used for framing and building a credible representation of the real system. Mathematical analysis of the nonlinear model based on nonlinear control engineering techniques in combination with system dynamics simulation have been used to understand the behaviour of stock and shipment output responses in the distribution centre given step and periodic demand signals. Findings: Preliminary mathematical analysis through nonlinear control theory techniques has been undertaken in order to gain initial insights in the understanding of the replenishment control model. This practice allowed the researcher to identify specific behaviour change in the DC stock and shipment responses, which are key indicators for assessing supply chain resilience, without going through a time-consuming simulation process. Transfer function analysis and describing function serve as a guideline for undertaking system dynamics simulation. Value: This paper aims to fill the gap in the literature of supply chain resilience by using quantitative system dynamics methods to assess the resilience performance of a grocery retailer. In this way, we also supplement the literature with empirical data. Moreover, we explore different analytical methods since simulation is the predominant method for quantitative analysis of system dynamics. Research limitations/implications (if applicable): This research is limited to the dynamics of single-echelon supply chain systems. Although the EPOS sales data and the store replenishment system have been considered in the validation process, this study has focused on analysing the resilience performance of the DC replenishment system only. Considering the multi-echelon supply chain is intended for further research activities. Practical implications (if applicable): The findings suggest that the distribution centre replenishment system can be re-designed in order to improve the supply chain resilience performance. The ‘As Is’ scenario produces slow response of stock levels and inventory targets are never recovered due to a permanent offset

Disaster Resilience Education and Research Roadmap for Europe 2030 : ANDROID Report

A disaster resilience education and research roadmap for Europe 2030 has been launched. This roadmap represents an important output of the ANDROID disaster resilience network, bringing together existing literature in the field, as well as the results of various analysis and study projects undertaken by project partners.The roadmap sets out five key challenges and opportunities in moving from 2015 to 2030 and aimed at addressing the challenges of the recently announced Sendai Framework for Disaster Risk Reduction 2015-2030. This roadmap was developed as part of the ANDROID Disaster Resilience Network, led by Professor Richard Haigh of the Global Disaster Resilience Centre (www.hud.ac.uk/gdrc ) at the School of Art, Design and Architecture at the University of Huddersfield, UK. The ANDROID consortium of applied, human, social and natural scientists, supported by international organisations and a stakeholder board, worked together to map the field in disaster resilience education, pool their results and findings, develop interdisciplinary explanations, develop capacity, move forward innovative education agendas, discuss methods, and inform policy development. Further information on ANDROID Disaster Resilience network is available at: http://www.disaster-resilience.netAn ANDROID Disaster Resilience Network ReportANDROI

Wobbling: personal reflections on selfdoubt

This book section is a short piece on 'self-doubt and emotional resilience' and the well-being of research students, and is a personal and scholarly reflection. It is an unusual, autobiographical piece of research writing and was selected for a publication initiated by Charlotte Morris and the Centre for Learning and Teaching at the University of Brighton

Annual green water resources and vegetation resilience indicators: Definitions, mutual relationships, and future climate projections

Satellites offer a privileged view on terrestrial ecosystems and a unique possibility to evaluate their status, their resilience and the reliability of the services they provide. In this study, we introduce two indicators for estimating the resilience of terrestrial ecosystems from the local to the global levels. We use the Normalized Differential Vegetation Index (NDVI) time series to estimate annual vegetation primary production resilience. We use annual precipitation time series to estimate annual green water resource resilience. Resilience estimation is achieved through the annual production resilience indicator, originally developed in agricultural science, which is formally derived from the original ecological definition of resilience i.e., the largest stress that the system can absorb without losing its function. Interestingly, we find coherent relationships between annual green water resource resilience and vegetation primary production resilience over a wide range of world biomes, suggesting that green water resource resilience contributes to determining vegetation primary production resilience. Finally, we estimate the changes of green water resource resilience due to climate change using results from the sixth phase of the Coupled Model Inter-comparison Project (CMIP6) and discuss the potential consequences of global warming for ecosystem service reliability.Fil: Zampieri, Matteo. Joint Research Centre; ItaliaFil: Grizzetti, Bruna. Joint Research Centre; ItaliaFil: Meroni, Michele. Joint Research Centre; ItaliaFil: Scoccimarro, Enrico. No especifíca;Fil: Vrieling, Anton. No especifíca;Fil: Naumann, Gustavo. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Toreti, Andrea. Joint Research Centre; Itali

Natural Hazard Overview: Wind

The National Centre for Resilience supported the Met Office and their partner organisations in the production of a set of Natural Hazard Overviews. This factsheet is one of the set commissioned to meet a requirement for Scotland-specific information on the types, scale, duration and impact of a range of natural hazards. It contains basic guidance on actions that can be taken to mitigate the impact of strong winds. The set of factsheets include information previously produced by the Natural Hazards Partnership, adapted to a Scottish context and with the addition of case studies