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To prevent persistent victimization, schools and teachers need to be better equipped to respond effectively when a student first becomes a target of bullying
The lack of skills in managing future bullying and particularly cyberbullying incidents reported by pre-service teachers has social and emotional implications for young people
Aussie Optimism Program with teacher training along with coaching may have the potential to positively impact on suicidality and pro-social behavior in the pre-adolescent years
Most children are capable of bullying behaviour at some time, and it’s our job as parents to discourage this behaviour as soon as it appears.
Kevin Natasha Helen Jacinta Runions Pearce Monks Francis BSc (Hons) BEd MA PhD PhD (Public Health), PostGrad Dip (Health Promotion), BApp Sc MPH BA(
A commonly suggested strategy for addressing bullying is for victims to seek help from a trusted person. Despite this recommendation, there are a group of adolescent victims who choose not to seek help. This study aimed to identify factors associated with not seeking help among adolescents who experienced bullying victimisation.
Strong evidence supports our current understandings of student bullying behaviours and ways schools can prevent and respond effectively to bullying behaviour. In the late 1990’s, however, little was understood about the most effective ways to reduce bullying in Australian schools. In response to schools’ need for evidence-informed action, a pipeline of research called Friendly Schools was initiated in 1999 which for the past twenty years, has provided robust whole-school evidence-based knowledge and skills to support policy makers, school staff and other practitioners working in schools and families across Australia.
Parental support is strongly correlated with protective factors for trans youth yet most experience parental rejection or ambivalence regarding their gender. Many parents report a desire to support their child but indicate lack of understanding and support as key barriers. We aimed to develop a nuanced understanding of the challenges and facilitators experienced by Australian parents in developing understanding, support and acceptance of their child’s gender and their needs to do so.
Teacher-child conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity
The perspectives of professionals involved in bullying and cyberbullying policy construction, across three different Australian states