Citations (76)
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Read on this site (23)
Noor Al-Wattary & Michael Wyness. (2023) The impact of a universal social emotional intervention on students’ mental wellbeing in a secondary public school in Qatar. Cogent Psychology 10:1.
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L. Tang, P. F. Tsui, Angie K. Y. Shum, W. G. Leung, Daniel W. M. Lung, P. S. Ng, Kenus P. Y. Leung & Paul S. F. Yip. (2023) Changing school cultures for mental wellbeing in Hong Kong: the potential of pedagogic practices that take power into account. Critical Public Health 33:4, pages 472-484.
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Alexandra Marinucci, Christine Grové & Kelly-Ann Allen. (2023) A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth. School Psychology Review 52:2, pages 144-158.
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Michael Donnelly & Ceri Brown. (2022) 'Policy traction' on social and emotional wellbeing: comparing the education systems of England, Wales, Scotland and Northern Ireland. Comparative Education 58:4, pages 451-469.
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Kelly-Ann Allen, Margaret L. Kern, Christopher S. Rozek, Dennis M. McInerney & George M. Slavich. (2021) Belonging: a review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology 73:1, pages 87-102.
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Cecilia K. Y. Chan & Nai Chi Jonathan Yeung. (2020) Students’ ‘approach to develop’ in holistic competency: an adaption of the 3P model. Educational Psychology 40:5, pages 622-642.
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Imogen Hagarty & Gavin Morgan. (2020) Social-emotional learning for children with learning disabilities: a systematic review. Educational Psychology in Practice 36:2, pages 208-222.
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Gemma Ellis. (2018) Containment and denial: raising awareness of unconscious processes present when teachers are working with children and families where there is domestic abuse. Educational Psychology in Practice 34:4, pages 412-429.
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Cristine Isaksson & Anna Larsson. (2017) Jurisdiction in school social workers’ and teachers’ work for pupils’ well-being. Education Inquiry 8:3, pages 246-261.
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M. Wigelsworth, A. Lendrum, J. Oldfield, A. Scott, I. ten Bokkel, K. Tate & C. Emery. (2016) The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. Cambridge Journal of Education 46:3, pages 347-376.
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Eva Oberle, Celene E. Domitrovich, Duncan C. Meyers & Roger P. Weissberg. (2016) Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education 46:3, pages 277-297.
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Terry Hyland. (2016) The Limits of Mindfulness: Emerging Issues for Education. British Journal of Educational Studies 64:1, pages 97-117.
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Hayley Anthony & Louise A. McLean. (2015) Promoting mental health at school: short-term effectiveness of a popular school-based resiliency programme. Advances in School Mental Health Promotion 8:4, pages 199-215.
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Sofia Kvist Lindholm & Karin Zetterqvist Nelson. (2015) Schoolgirls’ perspectives on self-disclosure in a group-based mental health intervention at school: acquiring friends or risking harassment?. Advances in School Mental Health Promotion 8:3, pages 141-155.
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Katie Wright. (2014) Student Wellbeing and the Therapeutic Turn in Education. The Australian Educational and Developmental Psychologist 31:2, pages 141-152.
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Terry Hyland. (2014) Mindfulness-based interventions and the affective domain of education. Educational Studies 40:3, pages 277-291.
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Neil Humphrey, Ann Lendrum & Michael Wigelsworth. (2013) Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme. Emotional and Behavioural Difficulties 18:3, pages 248-260.
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Helen Askell-Williams, KatherineL. Dix, MichaelJ. Lawson & PhillipT. Slee. (2013) Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement 24:3, pages 357-381.
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Carmel Cefai, Paul Cooper & Ray Vella. (2013) A whole-school approach to positive behaviour in a girls' secondary school. International Journal of Inclusive Education 17:7, pages 700-713.
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Stine Ekornes, Trond
Eiliv Hauge & Ingrid Lund. (2012) Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health. International Journal of Mental Health Promotion 14:5, pages 289-310.
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Michael Wigelsworth, Neil Humphrey & Ann Lendrum. (2012) A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme. Educational Psychology 32:2, pages 213-238.
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Vicki Coppock. (2011) Liberating the Mind or Governing the Soul? Psychotherapeutic Education, Children’s Rights and the Disciplinary State. Education Inquiry 2:3, pages 385-399.
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Katherine Weare & Melanie Nind. (2010) Identifying Evidence-Based Work on Mental Health Promotion in Schools in Europe: An Interim Report on the DataPrev Project. Advances in School Mental Health Promotion 3:2, pages 37-45.
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Christine Grové, Alexandra Marinucci & Joanne Riebschleger. (2023) Development of an American and Australian co-designed youth mental health literacy program. Frontiers in Child and Adolescent Psychiatry 1.
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Rebecca Stewart, Steven Roberts, Breanna Wright & Liam Smith. (2022) ‘Men Actually Need to Practice the Conversation’: Collective Learnings from Australian Programs Seeking to Challenge Outdated Masculine Stereotypes and Norms. The Journal of Men’s Studies 31:1, pages 44-68.
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Aurora Adina Colomeischi, Diana Sinziana Duca, Liliana Bujor, Petruta Paraschiva Rusu, Ilaria Grazzani & Valeria Cavioni. (2022) Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties. Children 9:11, pages 1661.
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Johanna Cresswell-Smith, Anna K. Macintyre & Kristian Wahlbeck. (2021) Untapped potential? Action by non-governmental organisations on the social determinants of mental health in high-income countries: an integrative review. Voluntary Sector Review 12:2, pages 189-209.
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Ceri Brown & Marnee Shay. (2021) From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health. Review of Education 9:2, pages 599-634.
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Islean Gibson, Ailey Clark, Hamish Dunnigan & Dianne Cantali. (2021) Enabling positive change in primary school: learner‐led research in a Scottish context. Support for Learning 36:2, pages 278-295.
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Eliezer Yariv. (2020) Towards closing the treatment gap: a team-led model of brief psycho-educational intervention. Journal of Public Mental Health 20:1, pages 33-42.
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Emily Jenkins, Rebecca Haines-Saah, Liza McGuinness, Saima Hirani, Noah Boakye-Yiadom, Tanya Halsall, Robert Rivers & Jonathan Morris. (2020) Assessing the impacts of the Agenda Gap intervention for youth mental health promotion through policy engagement: a study protocol. International Journal of Mental Health Systems 14:1.
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Brian L. Mishara & Sarah Dufour. (2020) Randomized Control Study of the Implementation and Effects of a New Mental Health Promotion Program to Improve Coping Skills in 9 to 11 Year Old Children: Passport: Skills for Life. Frontiers in Psychology 11.
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Maya M. Boustani, Stacy L. Frazier, Wendy Chu, Nephtalie Lesperance, Kimberly D. Becker, Sarah A. Helseth, Erin R. Hedemann, Robert R. Ogle & Bruce F. Chorpita. (2020) Common Elements of Childhood Universal Mental Health Programming. Administration and Policy in Mental Health and Mental Health Services Research 47:3, pages 475-486.
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Ceri Brown & Jeremy Dixon. (2019) ‘Push on through’: Children’s perspectives on the narratives of resilience in schools identified for intensive mental health promotion. British Educational Research Journal 46:2, pages 379-398.
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Isyaku Salisu, Norashidah Hashim, Munir Shehu Mashi & Hamza Galadanchi Aliyu. (2020) Perseverance of effort and consistency of interest for entrepreneurial career success. Journal of Entrepreneurship in Emerging Economies 12:2, pages 279-304.
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Angela Sokyee Low & Shelley Hymel. 2019. The Encyclopedia of Child and Adolescent Development. The Encyclopedia of Child and Adolescent Development
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Elena Bermejo‐Martins, Agurtzane Mujika, Andrea Iriarte, Maria Jesus Pumar-Méndez, Maider Belintxon, Cayetana Ruiz‐Zaldibar & Olga Lopez‐Dicastillo. (2019) Social and emotional competence as key element to improve healthy lifestyles in children: A randomized controlled trial. Journal of Advanced Nursing 75:8, pages 1764-1781.
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Noomi Matthiesen & Jacob Klitmøller. (2019) Encountering the stranger: Hannah Arendt and the shortcomings of empathy as a moral compass. Theory & Psychology 29:2, pages 182-199.
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Noomi Matthiesen. (2018) Control and Responsibility: Taking a Closer Look at the Work of Ensuring Well-Being in Neoliberal Schools. Integrative Psychological and Behavioral Science 52:3, pages 438-448.
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Elena Bermejo-Martins, Olga López-Dicastillo & Agurtzane Mujika. (2018) An exploratory trial of a health education programme to promote healthy lifestyles through social and emotional competence in young children: Study protocol. Journal of Advanced Nursing 74:1, pages 211-222.
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