In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

Typically, asking people to reinstate the context of events increases their recall of those events; however, research findings have been mixed with children. We tested whether the principle underlying context reinstatement applies to children as it does to adults. This underlying principle, encoding specificity, suggests that the greater the overlap between study context cues and retrieval context cues, the more information that people should recall. In the current experiment, four age groups (7-year-olds, 9-year-olds, 11-year-olds and adults) took part in an encoding specificity procedure. At study, participants saw cue–target word pairs in which the cue word was either a strong or a weak associate of the target word (e.g., ice–COLD; blow–COLD). During an immediate cued recall test, participants were presented with the same strong or weak cue words and new, extra-list cue words. Overall, children and adults recalled more targets when they were presented with the same cue words at study and test, regardless of whether the cues were strong or weak. This finding suggests that encoding specificity applies to children as well as adults. We discuss the implications of these results.

This cross-sectional study explored the moderating influence of friendship quality and gender in the relationship between psychopathology and different types of victimisation experienced by primary school children. Five hundred and sixty-six children (n = 264 males; n = 302 females) with a mean age of 11.61 years (SD = 1.10) in Adelaide, South Australia completed the Peer Relations Questionnaire, the Relational Aggression Scale, the Strengths and Difficulties Questionnaire and the Friendship Quality Questionnaire. Neither overall friendship quality nor gender moderated the relationship between either direct or relational victimisation and psychopathology. However, ‘conflict and betrayal’ moderated the relationship between relational victimisation and psychopathology. For high levels of conflict and betrayal the relationship between relational victimisation and psychopathology was stronger for boys than girls. Possibly, a particular aspect of friendship quality may be more protective in the relationship between different types of victimisation and psychopathology. Implications of these results and suggestions for future research are considered.

This study examined the specific impact of remembered childhood and adolescent teasing on different dimensions of body image in young adults. A total of 113 participants (43 men and 70 women) indicated that they had been teased about their weight or appearance. The results revealed that the frequency of being teased about one's appearance was the only significant predictor of appearance satisfaction in women. Overweight preoccupation was not predicted by weight or appearance teasing. For men, the perceived distress of appearance and weight-related teasing predicted appearance satisfaction and overweight preoccupation respectively. The results suggest that different types of teasing can have differential impacts on the body image of young men and women. The results identify the need for prevention and intervention programs to address the problem of teasing in late primary and early high school children.

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

A program to help girls avoid chronic partner abuse was piloted as an elective program in 10 Victorian secondary schools. The program was based on the Dyadic Slippery-Slope model of chronic partner abuse. It aimed to build participants' skills in recognising and responding assertively to early warning-sign behaviours by a partner. Five modules were delivered over one day: Choosing, Noticing, Responding, Ending and Bouncing Back. This paper reports on the results of a noncontrolled pretest to posttest evaluation, with a 3-month follow-up period. Seventy-five girls (M = 14.7 years) contributed preprogram and postprogram data. After the program, they demonstrated heightened awareness of the risks associated with warning-sign behaviours, increased self-confidence, decreased victim blaming, and more assertive intentions. Participants' assertiveness was related to their risk awareness, but only following the program. The program's focus on skill building is believed to have been crucial to its success. Although skills-based empowerment is a promising approach to preventing chronic partner abuse, more rigorous and extensive evaluation of this approach is needed.

This study investigated family functioning, family stage and eating disorder risk. A sample of 140 females (aged 18–59) completed a family functioning questionnaire (ICPS) and the Eating Disorder Risk scale (EDI-3). Consistent with previous research, cluster analysis identified two profiles of family functioning: an authoritative style (high intimacy and high democratic parenting, with low conflict) and an authoritarian cluster (elevated conflict scores and significantly lower intimacy and democratic parenting). The second independent variable of family stage comprised two groups: females living in their family of origin and those living in their family of choice. The ANOVA showed no interaction involving family functioning cluster and family stage. A main effect showed that participants in the authoritarian cluster experienced significantly more drive for thinness, bulimic symptoms, body dissatisfaction and eating disorder risk. There was no difference in eating disorder risk between females living at home or those in the family of choice. The findings have implications for therapists in demonstrating that independence from the family of origin does not prompt natural recovery from eating disorder tendencies. The findings provide some further evidence of the association between specific elements of family functioning (intimacy, conflict and democratic parenting) with eating disorder risk.

While the etiology of gender roles across the lifespan remains a matter for debate, conformity to masculine norms has been associated with poorer physical and mental health outcomes amongst men. This study reports data from two online samples of Australian men (Ns = 343, 525), focusing on age group differences for masculinity and depression. Consistent with prediction, cross-sectional data reported that conformity to masculine norms attenuated throughout the lifespan. Further, both samples indicated that the relationship between masculinity and depression increased with age. Findings are interpreted within the context of men resolving gender role–related conflicts across the lifespan.

Introduced initially in relation to drug policy, ‘zero tolerance’ has become a catchphrase to describe attitudes and policies relating to drug use, violence and a range of antisocial behaviours. It has been used particularly within schools in the United States as a disciplinary policy since the 1980s. While broadly ascribed, zero tolerance is designed to send a message that targeted behaviours are not tolerated and will be punished. Zero tolerance assumes that swift and uncompromising action aimed at punishing the offender will result in ‘sending a strong message’ to other would-be offenders and deter others from similar antisocial behaviours. However, thirty years of research has shown zero tolerance policies to have failed the individual and the community, resulting instead in increased rates of misbehaviour and early referral to the juvenile and criminal justice systems. This has the potential to negatively impact on the person's mental health and future outcomes.