Positive Education Phillip T. Slee Grace Skrzypiec Well-Being, Positive Peer Relations and Bullying in School Settings Positive Education Series editor Ilona Boniwell Psychology for Positive Transformation, Positran, Goupillères, France The Positive Education book series provides a comprehensive coverage of the field of positive education, encompassing subjects such as education for wellbeing, personal development, resilience, emotional intelligence, flow, and character strengths Separate volumes cover each of these subjects, offering depth and complex understanding of the subject matter, research advances in this area, as well as wellevaluated practical sugestions for promoting intended outcomes Positive education is based on the established discipline of positive psychology, and underpinned by theories and empirical research in this field It aims to develop the skills of wellbeing, flourishing and optimal functioning in children, teenagers and students, as well as parents and educational institutions Written by researchers and scholars of positive psychology, this book series offers a range of definitive texts for academics interested in implementing, researching and evaluating positive psychology-based approaches in schools and other educational institutions More information about this series at http://www.springer.com/series/8920 Phillip T Slee Grace Skrzypiec • Well-Being, Positive Peer Relations and Bullying in School Settings 123 Grace Skrzypiec The School of Education The Flinders University Adelaide, SA Australia Phillip T Slee The School of Education The Flinders University Adelaide, SA Australia ISSN 2468-0273 Positive Education ISBN 978-3-319-43037-9 DOI 10.1007/978-3-319-43039-3 ISSN 2468-0281 (electronic) ISBN 978-3-319-43039-3 (eBook) Library of Congress Control Number: 2016946324 © Springer International Publishing Switzerland 2016 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland Contents 1 10 11 11 15 15 16 17 18 19 20 20 21 22 22 24 27 School/Community Based Interventions for Well-Being Introduction Mental Health—Well-Being: Two Sides of a Different Coin! The Nature of Well-Being Limitations to the Conception of Well-Being 31 32 33 34 36 Well-Being at School Introduction Well-Being in Other Cultures Definition of Well-Being The Domains of Well-Being Domains of Child Well-Being Quality of Life Domains Social Indicators Objective Well-Being and Social Indicators Other Perspectives of Child/Student Well-Being Measures of Well-Being Measuring Subjective Child Well-Being Student Voice and Well-Being Subjective Well-Being Flourishing Well-Being as Hedonia and Eudaimonia Subjective and Objective Well-Being Measures Student Well-Being and School Achievement Feeling “Good” About Oneself Resilience Well-Being and Mental Health Promoting Well-Being in Schools References v vi Contents Ecological Influences on Well-Being The Neighbourhood Environment Prevention and Intervention A Dynamic Systems Perspective for Understanding the Change Process in Interventions A Case Study of a Community Based Prevention and Intervention to Reduce Bullying Method Outcomes of the Intervention Summary References 37 38 41 43 An International Overview of Programs Addressing School Based Mental Health Introduction Flow! What Is Quality of School Life? Critical Elements of Programs to Enhance School-Based Mental Health and Well-Being Educational Organizations as Sites and Contexts for Intervention The Challenges of School Intervention Core Competencies of Mental Health Programs Effectiveness of SEL Programs Teacher Social and Emotional Competence—‘The Invisible Hand’ Dimensions of Teacher Well-Being Summary References Student’s School Relationships Introduction Relationships and Well-Being Social Networks Children’s Social Networks Attachment Theory Attachment Style and Peer Relationships Childhood School Relationships Peers and Friends Social Competence Best Friends Adolescent Friendships Romantic Adolescent Relationships Well-Being and Relationships in an Australian Cohort References 44 44 45 46 47 51 52 52 54 54 55 56 58 59 61 62 63 65 69 70 71 71 73 73 74 75 76 78 79 81 82 84 88 Contents vii 95 96 96 99 101 102 103 103 105 School Bullying, Victimization and Pro-social Behaviour Introduction History of Bullying Definition of Bullying The International Phenomenon of Bullying Types of Bullying Cyberbullying Trolling Cyber-Bullying and Face-to-Face Bullying Involvement in Bullying Gender Differences Age Differences Students’ Bullying Experiences Effects of Bullying References 109 110 110 111 113 116 117 118 119 121 123 123 125 126 130 Bullying and Victimization: A Global Perspective Introduction Bullying Research in the Asia-Pacific Rim Japan Korea New Zealand China Canada Colombia Chile Overview Pacific-Rim Comparative Research Risky Business: Risk-Taking and Well-Being in Social Networking Sites Mental Health in an Online Environment Internet Use and Risk-Taking: A Challenge to Well-Being! Sexting, Cyberbullying and the Law School Bullying—A Matter of Human Rights! 135 136 136 136 137 138 138 139 139 139 141 142 144 145 145 147 147 School and Classroom Climate and Well-being Introduction School Climate The Measurement of School Climate What Is Classroom Climate? The Measurement of Classroom Climate The Importance of Classroom Climate Summary References viii Contents Bullying: Developments in Policy and Legislation Bullying and the Law: A Global Snapshot Summary References 148 149 151 152 155 156 156 158 159 161 162 163 164 165 165 166 168 178 180 Implementing a School/Community Partnership Introduction Schools as “Settings” for Interventions and Well-being Promotion Community Based Interventions “P” Promotion “R” Readiness “A”—Adoption “I”—Implementation “S”—Sustainability “E”—Evaluation Descriptions of Successful School-Community Focussed Intervention Programs ‘The Family Learning Network’ (FLN) Evaluations The Five Schools Bullying Prevention Program Results Student Well-Being and prevention of Violence: Ongoing School-Based Interventions Summary References 185 186 186 189 190 191 191 191 192 192 193 193 195 195 196 197 198 200 Anti-bullying Interventions Introduction Level of Interventions Anti-bullying Interventions The P.E.A.C.E Pack Coping with Bullying CWB Student Questionnaire Coping with Bullying (CWB) Program Coping with Bullying DVD CWB Program Materials CWB Program Method and Procedure The CWB Program Intervention Implementation of CWB Summary References Appendix 203 Epilogue 211 Chapter Well-Being at School Not life, but good life, is to be chiefly valued —Socrates Abstract Typically in the past, research has equated the health and well-being of young people and adults with the absence of malfunctioning and disturbance, and one’s mental health was considered satisfactory if a mental health disorder was not diagnosed However, a more positive approach involves an assessment of well-being by considering the presence of positive feelings toward one’s life and the level of functioning well in life (Keyes 2006) In this opening chapter the scene will be set for the text with a consideration of the concept of well-being touching upon issues of definition, measurement and assessment with a particular focus on the school setting Key Terms Eudaimonia Human functioning to an optimum level of happiness (anglicized word is eudemonia) Hedonia The attainment of pleasure Resilience The capacity to quickly recover from adversity Social indicators Measures that describe the well-being of a community or individual, using terms such as social, economic, and psychological often combined to form an index Subjective well-being One’s subjective evaluation of hedonia and eudaimonia Introduction Well-being is a term that is commonly used by many people to describe how one is “faring” We inadvertently inquire after a person’s well-being in our greetings: “How’re you going?”, “Whaz up?”, “Ça va?”, “Com està?”, “nĭ hăo ma”, © Springer International Publishing Switzerland 2016 P.T Slee and G Skrzypiec, Well-Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3_1 Summary 199 illustrated these three principles with successful school community collaborations one of which is now in its tenth year of operation They have described a simple step-by-step process (P.R.A.I.S.E.) providing a framework for helping ensure quality assurance in the development and implementation of such collaborations Reflection • Describe the underpinning view of health espoused by the social determinants model • Identify the advantages and dis-advantages of applying a social determinants model to the study of health and wellbeing • Identify the barriers and facilitators to utilising a community based intervention program • Identify the components of the P.R.A.I.S.E model for ensuring quality assurance in the delivery of school-community interventions Activities Identify a school-based well-being or bullying intervention and whether it is integrated with community based organizations and discuss whether you think it should Discuss reasons that schools find it challenging to connect with family and community based resources as part of any school-based intervention program What would be the barriers and facilitators to this process? Debate the idea as proposed by Priest et al (2011) that racism is a social determinant because it is associated with inequalities of power, access to resources and opportunities Case Study In this text we have presented in some detail different conceptions of the terms associated with well-being e.g mental health, mental illness, wellbeing, psychological wellbeing As a means for reviewing and understanding these terms discuss with each other what you understand by the terms clarifying how they are different from and similar to each other 200 Implementing a School/Community Partnership Select as a case study a well-being program from those that have been listed and presented in the text e.g KidsMatter https://www.kidsmatter.edu.au/ ‘PATHS (Promoting Alternative Thinking Strategies) http://www.blueprintsprograms.com/factsheet/promoting-alternative-thinking-strategies-paths Or SEAL (Social and Emotional Aspects of Learning) and—examine the way such a program understands well-being References Askell-Williams, H., Russell, A., Dix, K L., Slee, P T., Spears, B A., Lawson, M J., et al (2008) Early challenges in evaluating the KidsMatter national mental health promotion initiative in Australian primary schools International Journal of Mental Health Promotion, 10, 35–44 Askell-Williams, H., Dix, K L., Lawson, M J., & Slee, P T (2012) Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies School Effectiveness and School Improvement, doi:10.1080/09243453.2012 692697 Askell-Williams, H., Slee, P T., & Van Deur, P (2013) Social and emotional well-being programmes: The nexus between sustainability and quality assurance The Psychology of Education Review 37(2), 48–57 Backer, T E (2005) Implementation of evidence-based interventions: Key research issues Paper prepared for National Implementation Research Network Meeting April, 2005 Coleman, J S (1988) Social capital in the creation of human capital American Journal of Sociology, 94, 95–120 Currie, C., Zanotti, C., Morgan, A., Currie, D., de Looze, M., Roberts, C., & Samdal, O et al (Eds.) (2012) Social determinants of health and well-being among young people Health Behaviour in School-aged Children (HBSC) study: International report from the 2009/2010 survey Copenhagen, WHO Regional Office for Europe, 2012 (Health Policy for Children and Adolescents, No 6) Duncan, D J., Kalil, A., & Ziol-Guest, K M (2013) Early childhood poverty and adult achievement, employment and health Family Matters, 91, 27–43 Durlak, J A., & DuPre, E P (2008) Implementation matters: A review of research on the influence of implementation on program outcomes and factors affecting implementation American Journal of Community Psychology, 41, 327–350 Durlak, J A., Weissberg, R P., Dymnicki, A B., Taylor, R D., & Schellinger, K B (2011) The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions Child Development, 82(1), 405–432 Fullan, M (1997) What’s worth fighting for in the principalship New York: Teachers College Press Fullan, M (2007) New meaning of educational change (4th ed.) New York: Columbia University Greenberg, M T., Domitrovich, C E., Graczyk, P A., & Zins, J E (2005) The study of implementation in school-based preventive interventions: Theory, research, and practice Promotion of mental health and prevention of mental and behavior disorders, Hargreaves, A., & Fink, D (2004) Seven principles of sustainable leadership Educational Leadership, 61(7), 8–13 Hargreaves, A., & Goodson, I (2006) Educational Change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity Educational Administration Quarterly, 2(1), 3–41 References 201 Jackson, A P., Brooks-Gunn, J., Huang, C., & Glassman, M (2000) Single mothers in low-wage jobs: Financial strain, parenting, and preschoolers outcomes Child Development, 71, 1409– 1423 Lerner, R M., Fisher, C B., & Weinberg, R A (2000) Toward a science for and of the people: Promoting civil society through the application of developmental science Child Development, 71(1), 11–20 Leventhal, T., & Brooks-Gunn, J (2000) The neighbourhoods they live in: The effects of neighbourhood residence on child and adolescent outcomes Psychological Bulletin, 126, 309–387 Mishna, F (2003) Peer victimization: The case for social work intervention Families in Society: The Journal of Contemporary Human Services, 84(4), 513–522 Moceri, D C., Elias, M J., Fishman, D B., Pandina, R., & Reyes‐Portillo, J A (2012) The urgency of doing: Assessing the system of sustainable implementation model via the Schools Implementing Towards Sustainability (SITS) Scale Journal of Community Psychology, 40(5), 501–519 Murray-Harvey, R., & Slee, P T (2010) School and home relationships and their impact on school bullying School Psychology International, 31, 271–295 Murray-Harvey, R., Slee, P T., & Taki, M (2008) Comparative and cross-cultural research on school bullying In S R Jimerson, S M Swearer, & D L Espelage (Eds.), The international handbook of school bullying New York: Routledge Pickett, K E., & Pearl, M (2001) Multi-level analysis of neighbourhood socioeconomic context and health outcomes: A critical review Journal of Epidemiology and Community Health, 55, 111–122 Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference (1948) New York, 19–22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no 2, p 100) and entered into force on April 1948 Priest, N C., Paradies, Y C., Gunthorpe, W., Cairney, S J., & Sayers, S M (2011) Racism as a determinant of social and emotional wellbeing for Aboriginal Australian youth Medical Journal Australia, 194(10), 546–550 Resnick, L (2010) Nested learning systems for the thinking curriculum Educational Researcher, 39, 183–197 Shute, R H., & Slee, P T (2015) Child development: Theories and critical perspectives (2nd Ed.) London: Routledge Shonkoff, J P (2000) Science, policy and practice: Three cultures in search of a shared mission Child Development, 71, 181–187 Skiba, R (2008) Are zero tolerance policies effective in schools? American Psychologist, 12, 852–862 Skrzypiec, G., Murray-Harvey, R., & Krieg, S (2013a) The PhotoStory method as a legitimate research tool in evaluations: more than a nice story Australian Journal of Early Childhood, 38 (3), 25–35 Skrzypiec, G., Slee, P T., & Sandhu, D (2015) Using the PhotoStory Method to understand school bullying in cross-cultural contexts International Journal of Emotional Education (Special Issue), 7(1), 52–68 Skrzypiec, G., Slee, P T., Roussi-Vergou, C., Andreou, E (2013) Coping with school Bullying: A pilot cross national intervention study Journal of Modern Greek Studies (Australia and New Zealand) Special Issue, 232–245 Skrzypiec, G., Roussi-Vergou, C., & Andreou, E (2011) Common problems, common solutions? Applying a foreign “coping with bullying” intervention in Greek schools In R H Shute, P T Slee, R Murray-Harvey, & K L Dix (Eds.), Mental health and health and wellbeing: Educational perspectives (pp 263–274) Adelaide: Shannon Research Press Slee, P T (2001) The P.E.A.C.E Pack: A program for reducing bullying in our schools Adelaide: Flinders University 202 Implementing a School/Community Partnership Slee, P T (2006) Families at Risk: The effects of chronic and multiple disadvantage Adelaide: Shannon Research Press Slee, P T., & Murray-Harvey, R (2007) Disadvantaged children’s physical, developmental and behavioral health problems in an urban environment Journal of Social Service Research, 33 (4), 57–69 Slee, P T., Lawson, M J., Russell, A., Askell-Williams, H., Dix, K L., Owens, L., et al (2009) Kidsmatter primary evaluation final report Adelaide: Shannon Research press Slee, P T., Murray-Harvey, R., Dix, K., Russell, A., Skrzypiec, G., Askell-Williams, H., et al (2012) kidsmatter early childhood evaluation report Adelaide: Shannon Research Press Spears, B., Slee, P T & Huntley, J (2015) Cyberbullying, sexting, and the law A report for the South Australian Minister for Education and Child Development University of South Australia Wilkinson, R G., & Marmot, M G (1998) The solid facts: Social determinants of health: Centre for Urban Health World Health Organization Appendix Discussion Starter 1.1—Reading (https://www.kidsmatter.edu.au/sites/default/files/public/KM%2520C1_Cultural% 2520Diversity_Culture%2520Matters%2520for%2520Development.pdf) Information for families and early childhood educators Component 1—Creating a sense of community Why culture matters for children’s development and wellbeing Diversity in Australia Our community in Australia is diverse Census figures now show that 27 % of the resident Australian population were born overseas (ABS 2011) In addition, 20 % of Australians have at least one parent who was born overseas (ABS 2011), and the number of languages spoken at home by Australians is more than 400 (ABS 2009) Early childhood education and care (ECEC) services in Australia therefore have contact with families from many different cultural backgrounds Humans are cultural beings We learn to communicate and understand our world through the context of our languages, traditions, behaviours, beliefs and values Our cultural experiences and values shape the way we see ourselves and what we think is important When individuals are part of a cultural group, we learn the ways of that culture (e.g., behaviour and beliefs), which enable us to feel like we belong to our community Cultural perspectives also influence how we parent, how we understand children, how we help them grow up and how we teach them new skills © Springer International Publishing Switzerland 2016 P.T Slee and G Skrzypiec, Well-Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3 203 204 Appendix Migration has contributed to the richness in diversity of cultures, ethnicities and races in Australia What is cultural diversity? Cultural diversity refers to people who identify with particular groups based on their birthplace, country of origin, ethnicity, language, values, beliefs or world views This does not mean that everyone from a particular cultural group will hold exactly the same values or things in the same way Showing support for cultural diversity involves talking with people to build relationships, find out how best to include them and respect their cultural needs Valuing and respecting diversity encourages people to see differences among individuals and groups as common and positive Diversity and belonging Respect for diversity is related to people’s sense of belonging When diversity is valued and respected people are more likely to develop a sense of belonging to their community and social connections to others People who have supportive and positive relationships in their life (e.g., people to talk to, trust and depend on) are less likely to experience feelings of depression and anxiety compared to those who have fewer social connections Feeling cared about and respected is a protective factor for mental health and wellbeing A sense of belonging to a community and being socially connected to others acts as a buffer to stress when people are experiencing difficulties Children’s connection to their culture develops through their experiences In particular, warm and secure emotional connections with the adults who care for them help children connect with their cultural identity Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves This also supports children’s sense of belonging and, by extension, their mental health and wellbeing How does diversity influence children’s mental health? Babies and young children learn and develop through their early experiences and relationships As children get older they begin to develop a sense of who they are and where they belong For example, when children develop positive relationships with other children and educators, it helps them feel they belong to their ECEC service This early learning about themselves and others lays the foundation for their future health and wellbeing Early childhood is also the time when children first become aware of differences among people and start to form opinions and attitudes about these differences (e.g., understanding the difference between a family member and a stranger or knowing the difference between males and females) This awareness also means young children are sensitive to experiences of racism and prejudice This can impact on their social and emotional wellbeing, their learning and their social relationships Children’s ideas about, and responses to, diversity are influenced by their age as well as what they see and hear around them Young children are naturally curious Appendix 205 about differences and one of the ways they make sense of their world is to sort things into different categories and focus on one thing at a time (e.g., whether another child has the same or different skin colour to them) Children this as a way to organise their experiences Talking with children about differences allows them to feel good about who they are and appreciate diversity in themselves and others Belonging is a fundamental human need that relates to feelings of being valued, accepted, respected and cared about by others Challenges that may affect children and families from culturally diverse backgrounds Children and families from culturally diverse backgrounds may face a range of challenges as they find their way in the broader Australian society Some of the common challenges are described below Migration and resettlement People migrate from one country, region or place and settle in another for many reasons Individuals may migrate because they fear they will be harmed or discriminated against based on factors such as race, religion, or political opinion; they might voluntarily leave their country of origin to live in another country; or they might leave their country and ask to be recognised as a refugee to be protected Settling in a new country or community can be complicated Families need to find housing, employment, an ECEC service, develop social networks and make connections with agencies It is important that people who have migrated have access to support to help them settle into their new community Not knowing how things work in the new community can make resettling more challenging and stressful Family, friends and others who would normally provide support may have been left behind in the move There can be feelings of loneliness, isolation or worry for those left behind These difficulties affect all members of a family Language and communication Language can sometimes be a major barrier for families new to Australia Difficulties communicating in English can cause a lot challenges for families trying to find their way in their new community Language barriers can undermine people’s confidence, make everyday life harder and make it harder to form social connections Language barriers can also make communication with ECEC services more difficult for parents and carers Families benefit from being able to communicate in the language they are most comfortable with If they want to, families can also be supported to develop their English language skills When the experiences, practices and beliefs of families from different cultural backgrounds are not recognised or valued, it can also lead to miscommunication or misunderstandings For example, in some cultures it is fine for people to directly decline an invitation or say that they disagree with someone; but in other cultures this is not polite and 206 Appendix people prefer to say nothing rather than to say ‘no’ If these differences are not understood by both people, it can lead to miscommunication and misunderstandings on both sides Talking about differences in everyday ways demonstrates respect, values individual characteristics and helps build an inclusive environment Effects of trauma Migration prompted by particularly stressful experiences, as is often the case for refugees, can lead to additional challenges for resettlement and wellbeing Traumatic experiences may have occurred through being exposed to violence, war or torture Children and families may have lived under threat and in fear; they may have witnessed the deaths of relatives or friends; or experienced hardship and danger when coming to Australia Some have received harsh treatment in immigration detention on their arrival here Refugees may continue to have strong feelings of fear, as well as shame and guilt about past events These kinds of events are highly stressful and can still affect a person long after they have passed Everyone’s experience of and reaction to trauma is different, including young children Some children experience an increase in fear and anxiety, particularly when they are away from their families or familiar surroundings Other children sometimes re-experience the trauma, perhaps through bad dreams or nightmares Some children also experience difficulty trusting and connecting with other people, making it difficult for them to form relationships with other adults or with their peers Feelings of pain and anger can also be seen in the behaviour of some children who have been traumatised, in the form of tantrums, aggression or high levels of emotional reactivity (e.g., becoming very upset quite easily) Traumatised children can also have difficulty learning new skills and their development can be affected Children may need support to understand and deal with these difficulties because they are often hard for them to talk about or describe Discrimination and racism Sometimes people may resort to harmful words and behave negatively toward others as a way of managing their fears and lack of understanding about differences This is called discrimination Discrimination impacts negatively on individuals and entire communities Being subject to discrimination can be a difficulty faced by many people from diverse backgrounds This can be especially an issue for minority groups, such as those who look different from the majority of a population Both direct discrimination (e.g., name calling and bullying) and indirect discrimination (e.g., ignoring or excluding others from important events) can leave people feeling shut out and powerless This can then have a negative impact on mental health and wellbeing of both children and adults The effects of racism and discrimination make life more difficult for families, and create undue stress and social disadvantage Racism increases children’s sense of difference and vulnerability by devaluing them and their culture and making them feel unwelcome Valuing Appendix 207 diversity and being inclusive also helps promote respectful relationships and reduces the likelihood of discrimination and isolation Parenting across cultures Parenting across and ‘between’ cultures can be sometimes be stressful There are many differences in parenting practices between cultures, including (but not limited to) the ways children are shown affection, attitudes towards discipline and how much emphasis is placed on family responsibility compared with promoting children’s independence Some cultural practices can have very strict codes of behaviour according to a child’s age or gender Families might also be concerned about children losing their cultural identity through contact with children with different cultural backgrounds, attending ECEC services with attitudes different to theirs or through exposure to the media Belonging to more than one cultural group can sometimes be challenging for children too Children from diverse cultural backgrounds often find differences in the values and expectations of them at home and at the ECEC service they attend Sometimes this means they feel confused about what is expected of them at both places At other times it can mean that they are faced with difficult choices when the expectations of others not meet theirs One way of supporting children from culturally diverse backgrounds at the ECEC service is for families and educators to discuss possible differences in parenting If this doesn’t happen, cultural differences in parenting practices can lead to tension or misunderstandings between families and educators, and confusion for children Educators can support children better when they respect and understand that they come from diverse backgrounds and have different cultural identities (including specific expectations of behaviour and communication) Also, under these circumstances, children and their families feel more comfortable in and valued by their ECEC service Respecting diverse cultural backgrounds helps individuals feel valued within their community When families develop connections and relationships with others, this can help them through challenging times This helps build feelings of belonging within communities and supports everyone’s mental health and wellbeing Developing relationships Relationships help people understand each other and to work together Developing relationships across cultures requires good communication and flexibility to support children’s social and emotional wellbeing When a family and an ECEC service are developing a new relationship, it can help to remember that sometimes people will understand things from a perspective that is different to your own Having a child attend an ECEC service may be a new experience for some families, as is the idea that families and educators can work together to support children’s development and wellbeing Developing a relationship with their child’s 208 Appendix ECEC service benefits families in many ways For example, it can make it easier for a family to feel more comfortable about approaching educators and sharing important information and insights about their children, as well as the hopes or concerns they might hold for them Positive relationships between families and educators also convey respect for diversity and foster children’s social and emotional wellbeing The role of early childhood education and care services The experiences of children and families from culturally diverse backgrounds are shaped by their encounters with Australian society, and have significant effects on their sense of inclusion and engagement within the wider community ECEC services can play a central role in supporting children with diverse cultural backgrounds and their families by promoting and implementing inclusive practices and supporting them to build strong connections to community support during times of transition When educators are familiar with each family’s particular circumstances, ECEC services are more able to meet the learning, social and wellbeing needs of children and their families By understanding the needs and interests of children and families from culturally diverse backgrounds and building relationships of trust and understanding with parents and carers, ECEC services can make a positive difference to children’s mental health and wellbeing It can also help to address any difficulties or discrimination that may occur in an early childhood setting ECEC services can also support children and families from diverse backgrounds by promoting understanding of and mutual respect for diversity Children benefit when ECEC services this because it creates an inclusive environment where everyone can participate and feel connected A strong sense of belonging helps children understand and appreciate differences in themselves and others, which ultimately benefits their mental health and wellbeing Finally, ECEC services can also help families to feel connected and develop a sense of belonging by providing them with opportunities to make contact with other families at the service When this takes place, there are many benefits to children’s and families’ mental health and wellbeing, such as developing empathy and building positive relationships with others ECEC services can play a critical role in supporting and engaging children and families from diverse cultural backgrounds The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health and Ageing While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or reliance upon, the content of this publication This resource and further information on the national KidsMatter Early Childhood initiative is available to download at www.kidsmatter.edu.au The KidsMatter Early Childhood team also welcomes your feedback which can be submitted through the website KidsMatter Early Childhood—www.kidsmatter.edu.au Appendix 209 Discussion Starter 9.2—Reading (https://www.kidsmatter.edu.au/families/role-families/partnerships/all-aboutpartnerships) Information for early childhood staff and families Component 3—Working with parents and carers What is a partnership? A partnership is a relationship between people who agree to share responsibility and work together towards a common goal Everyone in a partnership is valued and is thought of as equal Each person contributes their own views, skills and knowledge Everyone communicates openly and decisions are made together Why have partnerships? By exchanging information and working together cooperatively, staff and families can understand children’s emotions, behaviour and needs and find the best ways to support them in their development and promote their mental health and wellbeing This resource provides further information on the importance of partnerships between families and early childhood staff There are also suggestions about how families and staff can this together Partnerships help people understand each other and work towards common goals Developing partnerships involves families and staff: • Learning each other’s names, greeting each other and getting to know one another • Sharing and showing an interest in children’s activities both at home and at the service • Letting each other know their involvement and support is valued • Acknowledging both can learn from each other • Creating invitations for families to be involved in the early childhood service in ways that suit their needs and circumstances • Sharing experiences that might be affecting children’s feelings and behaviour • Sharing the best way to communicate with each other, for example, face-to-face, email or telephone • Respecting each other’s differences and being committed to working together • Maintaining confidentiality of information exchanged 210 Appendix The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health and Ageing While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or reliance upon, the content of this publication This resource and further information on the national KidsMatter Early Childhood initiative is available to download at www.kidsmatter.edu.au The KidsMatter Early Childhood team also welcomes your feedback which can be submitted through the website KidsMatter Early Childhood—www.kidsmatter.edu.au Epilogue Well-Being A 64,000 Year Old Concept—at Least! DNA sequencing of a 100-year-old lock of hair has established that Aboriginal Australians have a longer continuous association with the land than any other race of people DNA evidence shows the ancestors of modern Australian Aboriginals separated from other populations some 64,000–75000 years ago Australian Broadcasting Corporation 23/9/11 © Springer International Publishing Switzerland 2016 P.T Slee and G Skrzypiec, Well-Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3 211 212 Epilogue Our Lands, Our Waters, Our people, All Living Things are connected… we long for sparkling, clean waters, health land and people and all living things… Our vision is all people Caring, Sharing, Knowing and respecting the lands, the waters, and all living things (Ngarrindjeri, Nation, 2006, p 5) As Hemming and Rigney (2011) have noted “This vision makes clear the essential link between the well-being of Ngarrindjeri individuals, families, and communities and the place-based consciousness pedagogy through connection to land and waters” (p 352) Ngarrindjeri (“the people who belong to this land”) is an Aboriginal nation of 18 language groups who occupied, and still inhabit, the Lower Murray, Coorong and Lakes area of South Australia In this text we have highlighted the challenges associated with describing and defining well-being—a concept as old as time And yet all too often the currency of the term is abused and debased although perhaps the fact that it is so widely used is some recognition of how pivotal it is to our very existence We have documented the struggle to understand the terms and in capturing some of its essence to then understand how it can best be applied to our betterment In a related fashion we have also addressed the challenge of understanding a feature of human relationships-bullying-which of itself is as old as are human relationships For example in a comprehensive overview of the concept Koo (2007) noted that first recorded description of Korean bullying was to be found in the Chosun dynasty (1392–1910), where it is called Myunsinrae Apart from the physical and verbal bullying that is documented Koo (2007, p 111) notes that “The most often used form of Myunsinrae was ‘playing invisible coat’ in which assaulters considered victims as someone who did not exist” We have also advocated for the pivotal role of ‘community’ in addressing well-being and bullying Barbara Rogoff (2007) observed I argue that individuals develop as participants in their cultural communities, engaging with each other in shared endeavours and building on cultural practices of prior generations Understanding these cultural practices, in turn, needs an historical view of the contributions of individuals and generations in dynamic communities (p 4) Epilogue 213 In our text we not consider well-being, school bullying, and community as unrelated and in drawing them together we emphasise how mutually inter-related they are Finally we note: I have been impressed with the urgency of doing Knowing is not enough; we must apply Being willing is not enough; we must (Leonardo da Vinci) We have highlighted the efforts of researchers around the globe to reflect da Vinci’s plea with regard to addressing the critical need to act, develop and apply gains in our scientific understanding of evidence-based principles of intervention to improve the lives of those who are most vulnerable We have argued that well-being is a basic human right—that at the very least school bullying is a violation of children’s rights—and that as a society we are diminished if we not act to address these fields of endeavour References Hemming, S., & Rigney, D (2011) Ngarrindjeri Ruwe/Ruwar:Wellbeing through caring for country IN R.H Shute, P.T., Slee, R Murray-Harvey, & K.L Dix, (Eds.) (2011) Mental health and well-being: Educational perspectives Adelaide: Shannon Research Press Koo, H (2007) A Time Line of the Evolution of School Bullying in Differing Social Contexts Asia Pacific Education Review 8, 1, 107–116 Rogoff, B (2007) The cultural nature of human development The General Psychologist,12(1), 4–7 ... Switzerland 2016 P.T Slee and G Skrzypiec, Well- Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3_1 Well- Being at School “Come sta?” However,... Skrzypiec • Well- Being, Positive Peer Relations and Bullying in School Settings 123 Grace Skrzypiec The School of Education The Flinders University Adelaide, SA Australia Phillip T Slee The School. .. Qikiqtarjuaq, Canada, they investigated Inuit understanding and meaning of wellness, happiness, unhappiness, and healing Seeking the Inuit’s perspective on well- being and “Unikkaartuit” (people’s