This book focuses on well-being at school in association with positive
peer relationships and bullying. Taking an integrative and
community-based approach, the book outlines the significance of
student-school relationships for well-being and emphasizes the
importance of school and classroom climate for promoting well-being.
Embedded in research and theory, the book reflects the belief that all
of our dealings with children and young people in whatever role, whether
as parent or teacher or in some other capacity, are bounded by theory,
either implicit or explicit. The book highlights the role of
partnerships and linkages in addressing school-based well-being and
anti-bullying programs. It pays special attention to the barriers and
facilitators that schools must address in engaging with external
agencies to deliver strong evidence-based initiatives. The international
concern with school bullying is given particular consideration in
relation to its impact on the well-being of all involved. A feature of
the text is the focus given to the implementation of programs into the
busy and complex world of schools and classrooms recognizing that the
effectiveness and impact of any school-based program is strongly related
to the quality of its implementation. The text reflects a commitment of
the authors to a broad-based systemic view of development, taking into
account family, school, community and culture as influential factors.
The text incorporates a number of pedagogical features e.g. classroom
based activities and discussion starters, reflections on points raised
in the text, and case studies. This book is of special interest to
teachers, school counselors, educational psychologists and mental health
professionals working in school settings.
