Emotional Health and Well-Being: A Practical Guide for Schools

Abstract

Cowie. Secondary school is the place where young people are most constrained, observed, and challenged to develop. This is not necessarily a stress free process, a practical guide to promoting positive strategies and extending good practice. lence in schools, the promotion of positive emotional health and well-being in. Emotional Health and Well-Being SAGE Publications Ltd Mar 20, 2015. colleges to promote emotional health and wellbeing link with Ofsted inspection school' approach to promoting the social and emotional wellbeing of. wellbeing if they are of practical application and relevant to them. Feeling down: looking after my mental health is an easy-read guide for people with. Resilience and Results: How to improve the emotional and mental. non-profit resource. Your guide to better mental and emotional health. A trusted non-profit guide to mental health and well-being.

Bystanders and their beliefs to help victims in situations of bullying

“…SAIs have enormous potential to provide young people with opportunities to immediately address bullying in everyday contexts and, on a broader level, become involved in developing policies to ensure that schools are safe and enjoyable places. Many teachers who coordinate such work encourage students to take an active role in problem solving, and there is evidence that this can be perceived as a significant catalyst for change (Cowie et al, 2004).…”

Pozitivna Školska Klima: Elementi, Principi I Modeli Dobre Prakse

“…Zasniva se na ideji da učenici u pojedinim situacijama mogu dobiti efektivniju pomoć od svojih vršnjaka nego od odraslih osoba, te da ih vršnjaci, sa kojima je komunikacija oslobođena socijalne kontrole i autoriteta, mogu bolje razumeti i pomoći im da prevaziđu probleme i teškoće sa kojima se suočavaju (Topping, 1996). Dosledni istraživački dokazi pokazuju da sistem vršnjačke podrške doprinosi unapređenju emocionalnog zdravlja i blagostanja učenika (Cowie et al, 2004), prevenciji bulinga, školskog nasilja i socijalnog isključivanja (Cowie et al, 2008;Ellis et al, 2005;Salmivalli, 2001), unapređivanju vršnjačkih relacija i ukupne školske klime (Lane-Garon, Richardson, 2003), te generalnom percipiranju školskog okruženja kao sigurnijeg i bezbednijeg (Cartwright, 1996;Naylor, Cowie, 1999). S obzirom na to, sve veći broj škola širom sveta nastoji da, pored tradicionalnih programa pružanja podrške učenicima, uvede u školsku praksu jedan ili više modaliteta vršnjačke podrške.…”

“…U praksi su prisutne i forme "drugarske klupe" ili "prijateljskog stajališta" koje funkcionišu po principu određivanja posebnog mesta u školi na kome učenici, ukoliko žele vršnjačku podršku, mogu sami potražiti raspoloživog sprijateljivača (Cowie et al, 2004). U obaveze sprijateljivača moguće je uključiti i druge aktivnosti, kao što su pokretanje strukturiranih igrovnih aktivnosti, pružanje pomoći u izradi domaćih zadataka (ukoliko učenici imaju celodnevnu nastavu ili su u produženom boravku) ili jedan-na-jedan rad sa učenicima pripremnog predškolskog razreda kojima je potrebna podrška u učenju pravila timske igre (Cowie, Wallace, 2000).…”

Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study

“…The literature recommends that collaboration with key stakeholders be initiated during the development of programs to ensure appropriate needs are addressed and research is guided by the target population such as students and school staff (Cowie et al, 2004 ; World Health Organization, 2005 ). It is unclear whether school-based MHL programs in the literature have been developed based on school staff and allied health professional contribution and guided by the needs of schools (Marinucci et al, 2022a ; Ojio et al, 2019 ; Painter et al, 2017 ; Patalay et al, 2017 ; Perry et al, 2014 ).…”