Helping counts: predicting children's intentions to disclose being bullied to teachers from prior social support experiences

Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome‐ expectancy theory and practical implications.     

‘The city snuffs out nature’: young people’s conceptions of and relationship with nature

This paper reports a study of 384 13–14-year olds’ written responses to open-ended questions about their understanding of and relationship with ‘nature’. Using constant comparative method the responses were coded, categorised and themed. Most students held scientific conceptions of nature (excluding humans) and a utilitarian relationship with nature, a predominantly anthroprocentric worldview. A small number held aesthetic conceptualisations and an intrinsic value relationship: an ecocentric worldview. A substantial number of students however were neither anthroprocentric or ecocentric but rather expressed a conception of and relationship with nature which reflected aspects of Bonnett’s ‘human-related’ relationship (Bonnett, M. 2004. Retrieving Nature: Education for a Post-humanist Age. Oxford: Blackwell). The findings from this study challenge a simple binary approach in which students’ environmental worldviews would be analysed as either predominantly anthroprocentric or ecocentric. Bonnett’s ‘human-related’ relationship to nature reflects a more complex view of the world. Analysis revealed interesting differences, however, between students according to their urban/rural location, gender and school type.     

Balancing Economic and other Discourses in the Internationalization of Higher Education in South Africa

Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country.     

A Comparison of Adults’ and Children's Abilities to Distinguish between Aggressive and Playful Fighting in Middle School Pupils: implications for playground supervision and behaviour management

A sample of adults (N = 44) was shown an edited videotape of episodes of playful and aggressive fighting involving middle school pupils that had previously been shown to a sample of 8 and 11 year‐old children. Each participant was asked to say whether she/he thought each episode was playful or aggressive and then to give the reasons for her/his choice. The majority view of the adults’ perceptions of the episodes matched the majority view of the children. As individuals, all 20 of the males and 22 of the 24 females showed significant agreement with the standard view of these episodes. Overall, the adults made significantly fewer errors than the 8 year‐olds had done, but did not differ in this respect compared to the 11 year‐olds. Adult males in this study were more likely to mistakenly view aggressive episodes as playful than to mistakenly view playful episodes as aggressive, with the opposite being the case for adult females. Among the adults, the most frequently reported criteria for deciding upon the nature of the episodes were the nature of the physical actions, inferences about action/intent, facial expressions, and whether the children in the episodes remained together or separated after the interaction. The results are discussed in terms of their implications for playground supervision and behaviour management.     

Hospitals and consumer health information in New Zealand: the role of the library

A research project was conducted with the primary objective of finding out what New Zealand hospitals are doing about providing consumer health information to patients, and specifically, the role played by hospital libraries. A database was compiled of all New Zealand hospitals, both public and privately funded. An individual responsible for consumer health information was identified at each hospital and a questionnaire sent directly to them. A 64% response rate was achieved, representing 196 hospitals. Fifty‐four hospitals reported having an in‐house Library or Information Centre for patients, but the materials and services provided varied widely. Results from this survey show that the provision of consumer health information in the hospital sector in New Zealand is ad hoc, and libraries are not necessarily involved.     

Taking care of kids: A director's concerns about environmental hazards

Pesticides. Environmental tobacco smoke. Lead. Toxic art materials. Asbestos. Every day news reports highlight the newfound dangers of these and other substances. Our commitment to the children we serve makes their health and safety a priority when it comes to these environmental hazards. But others may not have a similar view.     

Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand

This paper describes a research project, “Voices from Manukau”, that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Māori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The “Manukau” students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Māori and Pacific Island students.     

Speech and language therapy provision for children using augmentative and alternative communication systems

A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs.