School/Community Based Interventions for Well-Being
It is now more common place that interventions to address well-being and school violence and bullying and promote prosocial behaviour and resilience draw on collaborative school-community partnerships. It is now better understood that theoretical knowledg
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School/Community Based Interventions for Well-Being
Our task must be to free ourselves… by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty —Albert Einstein
Abstract It is now more common place that interventions to address well-being and school violence and bullying and promote prosocial behaviour and resilience draw on collaborative school-community partnerships. It is now better understood that theoretical knowledge must be integrated with the knowledge that exists in communities in order to fully understand fully the nature of human development. The facilitators and barriers to setting up school-community based interventions will be outlined.
Key Terms Well-being Social capital
Refers to optimal experience and functioning The social networks, expectations, and trust that facilitate mutually beneficial outcomes for individuals Self efficacy Confidence in the ability to exert control over one’s own motivation, behaviour, and social environment Psychological well-being Breadth of wellness that includes positive evaluations of one’s self and one’s life Mental health The absence of psychological symptomatology
© Springer International Publishing Switzerland 2016 P.T. Slee and G. Skrzypiec, Well-Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3_2
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School/Community Based Interventions for Well-Being
Introduction Nationally and internationally there is now a long over-due focus on the well-being and health of young people in both the education and health sectors. In early work in Australia the Commonwealth Government articulated the concept of “Health Promoting Schools’’ called “Promoting mental health and emotional well-being within a health promoting schools” framework (2001). In the United Kingdom the national education authority Department for Education and Skills (DfES) have taken as their focus the theme “Every Child Matters” (2003). This policy document has a strong focus on health, well-being and the safety of young people at school. These two national policy initiatives are early examples of a country’s educational authorities looking to promote the health, well-being and educational outcomes for students. Masters (2004) noted that “Schools have always been seen it as part of their role to support and encourage children’s all-round development, including their cognitive, interpersonal, social, aesthetic, physical and moral/spiritual growth. Beyond the academic, schools have been committed to children’s general well-being” (p. 2). In the United States the “Elementary and Secondary Education Act” (‘No Child Left Behind Act’ 2001) has been updated to include the development of social and emotional competencies as part of Title IV “Successful Safe and Healthy Students”. More recently, The Council of Australian Government National Action Plan for Mental Health 2006–2011 (COAG 2010) and the Roadmap for National Mental Health Reform 2012–2022 (COAG 2012) identified promotion, preventio
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