Bungy Jumping Through Life: What Young People Say Promotes Well-Being and Resilience

Fuller, Andrew; McGraw, Karen; Goodyear, Melinda

doi:10.1017/s1037291100003071

Cited by 21 publications

(14 citation statements)

References 16 publications

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“…Although challenges to young people's wellbeing can occur at any point in the life cycle, there are specific points in the school years when these challenges are at their highest. Because these stages are predictable, such as the final year of secondary school, it is important that schools develop prevention programs at these levels (Fuller et al, 1999). Prevention efforts that are offered early before the clinical need is apparent or before symptoms have become severe, have the potential to reach a much larger target group.…”

Section: Recommendations At the Year 12 Levelmentioning

confidence: 99%

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Family, peer and school connectedness in final year secondary school students

McGraw

Moore

Fuller

et al. 2008

Australian Psychologist

Self Cite

107

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The study aim was to investigate Australian Year 12 students' sense of connectedness to their schools, families, and peers, and examine associations between connectedness and emotional wellbeing. Year 12 students (492 male, 449 female) from 10 secondary schools in Victoria, Australia participated in Phase 1 of the study. Of these, 204 participants (82 male, 122 female) returned surveys 1 year later; 175 of these were attending tertiary education institutions. The study found high levels of depression, anxiety and stress among Year 12 students, with higher negative affect associated with lower levels of family, peer and school connectedness. Negative affect 1 year after leaving school was predicted by negative affect and peer connectedness at Year 12. Results suggest there are significant numbers of at-risk young people in their final year of school, who feel lonely and disconnected from peers, and who maintain concerning levels of depression, anxiety and stress in first year of university.

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Section: Recommendations At the Year 12 Levelmentioning

confidence: 99%

“…Having a good friendship group is seen as a vital protective factor for Australian young people (Fuller, McGraw, & Goodyear, 1999). Being well connected to peers was rated as the second most important protective factor after connectedness to parents.…”

mentioning

confidence: 99%

Family, peer and school connectedness in final year secondary school students

McGraw

Moore

Fuller

et al. 2008

Australian Psychologist

Self Cite

107

View full text Add to dashboard Cite

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“…In the academic context, it can be defined as students' ability to deal effectively with academic setbacks, school-related stress, and schoolrelated pressure (Martin & Marsh, 2006). School is an important place where resilience in young people can be enhanced (Cunningham, Brandon, & Frydenberg, 1999;Frydenberg, 1999;Fuller, 2001;Fuller, McGraw, & Goodyear, 1999;Howard & Johnson, 2000;Longaretti, 2001;Parker & Hendy, 2001;Speirs & Martin, 1999). However, studies of resilience as it pertains to school are still couched in terms of a young person's mental health and well-being (which are vital) but not in terms of their academic development (however, it is recognised that the two are correlated).…”

Section: Academic Resiliencementioning

confidence: 99%

A Motivational Psychology for the Education of Indigenous Australian Students

Martin

2006

AJIE

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This article explores an integrative framework for a motivational psychology for the education of Indigenous students. Drawing on and adapting Graham’s (1994) taxonomy for motivational psychology, it is suggested that enhancing the educational outcomes of Indigenous students involves addressing factors relevant to the self (positive identity, academic self-concept, and academic resilience), cognitive and affective factors (that facilitate motivation, engagement, achievement, and enjoyment of school), socialisation and child-rearing antecedents (the role of the family), failure dynamics (fear of failure and shame), the role of significant others and their contexts (peers, community, teachers, schools, and the scope for pastoral pedagogy), and the issue of young people’s pathways and transitions. Values, attitudes, and approaches to school and schoolwork that are common across Aboriginal and non-Aboriginal students and the role of positive psychology are also explored as a means of contributing to a better general understanding of human behaviour.

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“…Relational resilience involves quality family connections (Resnick, Harris & Blum 1993), availability of support (Cohen & Wills 1985) and positive educational institutions and experiences (Fuller et al 1999;Resnick, Harris & Blum 1993). Luthar (2006, p. 780), a distinguished expert in the field, sums up five decades of research into resilience by saying that 'Resilience rests, fundamentally, on relationships … strong supportive relationships are critical for achieving and sustaining resilient adaptation'.…”

Section: The Nerrcs Approachmentioning

confidence: 99%

Fostering resilience: Empowering rural communities in the face of hardship

Maybery

Pope²,

Hodgins

et al. 2010

Gateways

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Australian rural communities are experiencing some of the worst climactic and economic conditions in decades. Unfortunately, the multiple government and non-government agency responses have reportedly been uncoordinated, sometimes losing sight of their consumers. This article describes a program designed to strengthen and empower resilience in small rural communities and summarises the outcomes, including needs and action planning undertaken. The 97 participants were from eight outer regional or remote towns and communities in the northern Riverina region of New South Wales, Australia. As groups representing their communities, they attended meetings and responded to a series of questions regarding issues arising from the drought, community needs, and actions their community could take to address these issues and needs. The study findings highlight the stress and strain of the climatic conditions and the insecurity of rural incomes, as well as problems with the high cost of transport. The communities recognised a degree of social disintegration but also expressed considerable hope that, by working together and better utilising social agencies, they could develop a social connectedness that would make their communities more resilient. Approaches that empower and facilitate community resilience are suggested as an effective model that governments and non-government agencies can use to encourage social groups that are struggling to build resilience.

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Bungy Jumping Through Life: What Young People Say Promotes Well-Being and Resilience

Cited by 21 publications

References 16 publications

Family, peer and school connectedness in final year secondary school students

Family, peer and school connectedness in final year secondary school students

A Motivational Psychology for the Education of Indigenous Australian Students

Fostering resilience: Empowering rural communities in the face of hardship

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