Helen Askell-Williams

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Now showing 1 - 6 of 41
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    Involvement in Bullying During High School: A Survival Analysis Approach
    (Springer Publishing Company, 2018-06-01) Skrzypiec, Grace ; Askell-Williams, Helen ; Slee, Phillip T ; Lawson, Mike Joseph
    Knowledge about the risks of bullying involvement during any year of high school is an important element of interventions for changing the likelihood of being bullied. Three cohorts of Australian students (n = 1,382) were tracked from 7th grade to 11th grade. The study showed that some students continue their involvement in bullying, while in addition, new bullies and new victims emerge during each high school year. The findings indicated that the risk of bullying involvement ranged from 16% (as a bully) to 36% (as a victim), increasing to 54.5% and 56.3%, respectively, if a student was a bully or a victim in 7th grade. The risk to students of becoming victims, bullies, or bully–victims in each year of high school suggests that bullying prevention initiatives should be designed to suit students at different stages of adolescent development.
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    Mainland Chinese students’ mental health: baseline data and cautionary notes when exporting/importing psychological scales
    (Taylor & Francis Group, 2018-05-29) Askell-Williams, Helen ; Skrzypiec, Grace ; Cao, Fei ; Jin, Yan
    There is a growing interest in mainland China about schools’ roles in supporting students to develop positive mental health. However, relatively little data have been collected about mainland Chinese students’ mental health. This article reports a collaborative study, by eastern and western researchers, to translate and administer the Strengths and Difficulties Questionnaire (SDQ) and a School Satisfaction Scale (SSS) to students in mainland China. We discuss the possible absence of some western psychological constructs in eastern contexts, and possible cultural differences in the levels of participants’ compliant responses. Descriptive results indicated that the mainland Chinese students’ SDQ responses were similar to students in comparative countries. Factor analyses indicated that the SDQ needed modification when used with our mainland Chinese sample. Structural equation modelling showed relationships between higher school satisfaction and lower mental difficulties. The study provides baseline data to inform school-based mental health promotion initiatives in mainland China. Broader outcomes are to inform researchers and educators about processes and cautions when using previously validated questionnaires in new cultural contexts. We highlight the need for close east–west researcher collaboration when exporting/importing psychological questionnaires.
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    Life at school and mental health from students' points of view: A study from Malta
    (Sense Publications, 2017) Askell-Williams, Helen ; Cefai, Carmel
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    Collaboration with parents/carers in KidsMatter school
    (Sense Publications, 2017) Skrzypiec, Grace ; Slee, Phillip T ; Askell-Williams, Helen
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    University lecturers' perspectives on initial teacher education for mental health promotion in schools
    (Sense Publications, 2017) Cefai, Carmel ; Askell-Williams, Helen
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    Perspectives from teachers and school leaders about long-term sustainability: A challenge for mental health promotion initiatives in educational settings
    (Sense Publications, 2017) Askell-Williams, Helen
    The chapters in this book report research into a range of programs, across many countries, which have as their central concern the promotion of young people’s mental health and wellbeing. Funding has been directed towards introducing programs into primary schools, secondary schools and early childhood centres to develop young people’s mental health and wellbeing. These have included initiatives such as regular social and emotional education for all children, establishment of more effective and efficient referral pathways, and working collaboratively with parents/carers to support children and youth. During the initial phases of these initiatives, attention has been directed towards designing and testing good quality evidence-based programs. As efficacious programs have been rolled-out, attention has turned to achieving good quality implementation of program components. Now, as the field has matured, the key issue that emerges is the sustainability of programs once the initial implementation phases are over, and start-up resources (often substantial) are withdrawn. This issue of sustainability is of concern across international boundaries. In this chapter I report a research project that investigates teachers’ and school leaders’ perspectives about what has worked, and what has not worked, in achieving sustainability of wellbeing and mental health promotion initiatives in educational settings.