Developing a student-led school mental health strategy

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.     

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.     

Disciplining the Future: A Critical Organizational Analysis of Internet Studies

This article provides a critical, cautionary stance toward the future structure of “Internet studies” as a field. A social constructionist reading of the process of organizing reveals the ways in which apparently obdurate structures are constructed and negotiated through everyday discursive practices. Subsequent structures and practices function ideologically to control organizational members in a concertive fashion by shaping and directing the conceptual frameworks for inquiry and action in a seemingly natural way. Definitions and metaphors construct conceptual boundaries of meaning for the field of inquiry, delimiting and protecting over time what counts as Internet and Internet studies. Over time, origins of knowledge are hidden within the structure of the organizations and a culture of unobtrusive control emerges. Unless radical measures are taken to reflexively interrogate everyday routines and habitual ways of talking in academic environments, the future field of Internet studies will not transcend the traditions of the academy but will be entrenched in and reproduce traditional structures and a traditional scholarly enterprise.     

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.     

Writing across the academic languages: introduction

Reading and Writing -     

A Human Resources Dilemma? Emergent Themes in the Experiences of Part-Time Librarians

Although many newly-graduated librarians are applying for and accepting part-time library employment after graduation, little research has been done into what working part-time means for these early career librarians. This article, based on a survey of recent LIS graduates who have worked part-time, provides a snapshot of part-time library employment and the advantages and disadvantages it affords to new librarians. This information is particularly relevant in light of the difficult job market for entry-level librarians. All of the surveyed librarians have worked in at least one part-time professional or paraprofessional position in a library after receiving their degree. Many of these respondents describe holding multiple part-time positions and receiving low salaries and few, if any, employment benefits. The themes documented in the open-ended short answers of these part-time librarians will help to guide further research into the professional and personal impact of part-time employment.