References
- Ainley, P., and M. Allen. 2010. Lost Generation? New Strategies for Youth and Education. London: Continuum.
- Antaki, C., S. Condor, and M. Levine. 1996. “Social Identities in Talk: Speakers’ Own Orientations.” British Journal of Social Psychology 35: 473–492. doi:10.1111/j.2044-8309.1996.tb01109.x.
- Antonovsky, A. 1996. “The Salutogenic Model as a Theory to Guide Health Promotion.” Health Promotion International 11 (1): 11–18. doi:10.1093/heapro/11.1.11.
- Belfer, M. L. 2008. “Child and Adolescent Mental Disorders: The Magnitude of the Problem across the Globe.” Journal of Child Psychology and Psychiatry 49: 226–236. doi:10.1111/j.1469-7610.2007.01855.x.
- Bernard, M. E., A. Stephanou, and D. Urbach. 2007. ASG Student Social and Emotional Health Report: A Research Project Conducted by the Australian Council for Educational Research. Camberwell: ACER.
- Corcoran, T. 2009. “Second Nature.” British Journal of Social Psychology 48 (2): 375–388. doi:10.1348/014466608X349513.
- Corcoran, T. 2010. “What Else Life if Not Awkward?” British Journal of Social Psychology 49 (4): 679–684. doi:10.1348/014466610X535496.
- Corcoran, T. 2012a. “One More Time: Not Just (With) Words, but Feelings. Commentary on ‘Beyond Belief’.” Journal of Health Psychology 17 (7): 958–961. doi:10.1177/1359105312448870.
- Corcoran, T. 2012b. “Health Inclusive Education.” International Journal of Inclusive Education 16 (10): 1033–1046. doi:10.1080/13603116.2010.538867.
- Cromby, J. 2011. “Affecting Qualitative Health Psychology.” Health Psychology Review 5 (1): 79–96. doi:10.1080/17437199.2010.544637.
- Dall’Alba, G., and R. Barnacle. 2007. “An Ontological Turn for Higher Education.” Studies in Higher Education 32 (6): 679–691. doi:10.1080/03075070701685130.
- Department for Children, Schools and Families. 2007. Children’s Plan. Nottingham: DCSF Publications.
- Department for Children, Schools and Families. 2008. Targeted Mental Health in Schools Project. Using the Evidence to Inform Your Approach: A Practical Guide for Headteachers and Commissioners. Nottingham: DCSF.
- Department for Children, Schools and Families. 2009. Promoting and Supporting Positive Behaviour in Schools: Developing Social and Emotional Aspects of Learning. Nottingham: DCSF.
- Department for Children, Schools and Families. 2010. Me and My School: Preliminary Findings from the First Year of the National Evaluation of Targeted Mental Health in Schools (2008–2009). Nottingham: DCSF.
- Department for Children, Schools and Families/Department of Health. 2008. Children and Young People in Mind: The Final Report of the National CAMHS Review. Nottingham: DCSF.
- Department for Education and Skills. 2001. Promoting Children’s Mental Health within Early Years and School Settings. Nottingham: DfES.
- Department for Education and Skills. 2003. Every Child Matters: Change for Children. Nottingham: DfES.
- Department of Health. 2011. Victorian Public Health and Wellbeing Plan 2011–2015. Melbourne: State Government of Victoria.
- Diamond, A. 2010. “The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content.” Early Education and Development 21 (5): 780–793. doi:10.1080/10409289.2010.514522.
- Ecclestone, K. 2011. “Emotionally‐Vulnerable Subjects and New Inequalities: The Educational Implications of an ‘Epistemology of the Emotions’.” International Studies in Sociology of Education 21 (2): 91–113. doi:10.1080/09620214.2011.575100.
- Ecclestone, K., and D. Hayes. 2009. The Dangerous Rise of Therapeutic Education. New York: Routledge.
- Foucault, M. 2000. Power: Essential Works of Foucault 1954–1984 Vol. 3. Translated by R. Hurley & others and edited by J. D. Faubion. London: Penguin.
- Freire, P. 1970. Pedagogy of the Oppressed. London: Penguin.
- Furedi, F. 2009. Wasted: Why Education Isn’t Educating. London: Continuum.
- Graham, A., R. Phelps, C. Maddison, and R. Fitzgerald. 2011. “Supporting Children’s Mental Health in Schools: Teacher Views.” Teachers and Teaching: Theory and Practice 17 (4): 479–496. doi:10.1080/13540602.2011.580525.
- Hallam, S. 2009. “An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well‐Being in Primary School Children.” Oxford Review of Education 35 (3): 313–330. doi:10.1080/03054980902934597.
- Heidegger, M. [1927] 1962. Being and Time. Translated by J. Macquarrie and E. Robinson. Oxford: Blackwell.
- Holzman, L. 1997. Schools for Growth: Radical Alternatives to Current Educational Models. London: Lawrence Erlbaum.
- Jaramillo, N. E., and P. McLaren. 2009. “From the Imaginary to the Real: Towards a Critical Teacher Education.” International Journal of Educational Policies 3 (1): 5–19.
- Kidger, J., D. Gunnell, L. Biddle, R. Campbell, and J. Donovan. 2009. “Part and Parcel of Teaching? Secondary School Staff’s Views on Supporting Student Emotional Health and Well‐Being.” British Educational Research Journal 36 (6): 919–935. doi:10.1080/01411920903249308.
- Ladwig, J. G. 2010. “Beyond Academic Outcomes.” Review of Research in Education 34: 113–141. doi:10.3102/0091732X09353062.
- Lankshear, C., and P. McLaren, eds. 1993. Critical Literacy: Politics, Praxis, and the Postmodern. Albany: State University of New York Press.
- Lindström, B., and M. Eriksson. 2011. “From Health Education to Healthy Learning: Implementing Salutogenesis in Educational Science.” Scandinavian Journal of Public Health 39: 85–92. doi:10.1177/1403494810393560.
- Luke, A. 2000. “Critical Literacy in Australia.” Journal of Adolescent and Adult Literacy 43 (5): 448–461.
- Onion, C. T., ed. 1973. The Shorter Oxford English Dictionary. 3rd ed. Oxford: Clarendon Press.
- Packer, M. 2011. The Science of Qualitative Research. Cambridge: Cambridge University Press.
- Paulus, P. 2009. “Mental Health – Backbone of the Soul.” Health Education 109 (4): 289–298. doi:10.1108/09654280910970875.
- Quicke, J. 1999. A Curriculum for Life: Schools for a Democratic Learning Society. Buckingham: Open University Press.
- Rose, N. 1999. Governing the Soul: The Shaping of the Private Self. 2nd ed. London: Free Association.
- Rothi, D. M., G. Leavey, and R. Best. 2008. “On the Front-Line: Teachers as Active Observers of Pupils’ Mental Health.” Teaching and Teacher Education 24: 1217–1231. doi:10.1016/j.tate.2007.09.011.
- Shotter, J. 1993. Cultural Politics of Everyday Life: Social Constructionism, Rhetoric and Knowing of the Third Kind. Buckingham: Open University Press.
- Slee, R. 2011. The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.
- Tuffin, A., K. Tuffin, and S. Watson. 2001. “Frontline Talk: Teachers’ Linguistic Resources When Talking about Mental Health and Illness.” Qualitative Health Research 11 (4): 477–490. doi:10.1177/104973201129119262.
- UK Government. 2004. Children’s Act. London: The Stationary Office Limited.
- UK Government. 2006. Education and Inspection Act. London: Stationary Office Limited.
- Weare, K. 2000. Promoting Mental, Emotional and Social Health: A Whole School Approach. London: Routledge.
- Weissberg, R. P., K. L. Kumpfer, and M. E. P. Seligman. 2003. “Prevention that Works for Children and Youth: An Introduction.” American Psychologist 58 (6/7): 425–432. doi:10.1037/0003-066X.58.6-7.425.
- Wetherell, M. 2007. “A Step Too Far: Discursive Psychology, Linguistic Ethnography and Questions of Identity.” Journal of Sociolinguistics 11 (5): 661–681. doi:10.1111/j.1467-9841.2007.00345.x.
- Wittgenstein, L. [1953] 2001. Philosophical Investigations. 3rd ed. Translated by G. E. M. Anscombe. Oxford: Blackwell.
- Wright, A. 2012. “Fantasies of Empowerment: Mapping Neoliberal Discourse in the Coalition Government’s Schools Policy.” Journal of Education Policy 27 (3): 279–294. doi:10.1080/02680939.2011.607516.
- Wyn, J. 2009. Youth, Health and Welfare: The Cultural Politics of Education and Wellbeing. Melbourne: Oxford University Press.