phillip slee

Flinders University of South Australia, Education, Faculty Member

Followers

188

Following

Co-authors

Public Views

Phillip T. Slee : Professor in Human Development,School of Education, Flinders University , Adelaide. I am a trained teacher and registered psychologist. My research interest include, child & adolescent mental health, childhood bullying/aggression. My particular interest is in the practical and policy implications of my research. I have presented nationally and internationally in workshops and lectures. My web site is http://www.caper.com.au
I am the Director of the Flinders Centre for ‘Student Wellbeing & Prevention of Violence’ (SWAPv) . http://www.flinders.edu.au/ehl/educationalfutures/groups-and-centres/swapv/ My publications include over 100 refereed papers, 25 book chapters and 15 books including ‘Child Development Theories and critical Perspectives’

less

Interests

Uploads

Papers by phillip slee

School bullying: A matter of mental health and wellbeing

Mental health and wellbeing : educational perspectives

Young Children and Bullying

Every child, 2008

Using mobile phones to counter cyberbullying: an innovative project

Mental Health and Wellbeing through Schools

Routledge eBooks, Apr 14, 2016

Special Edition article: Social and emotional well-being programmes: The nexus between sustainability and quality assurance

Psychology of Education Review, 2013

When social-emotional well-being programmes are well-implemented, positive changes in students’ m... more When social-emotional well-being programmes are well-implemented, positive changes in students’ mental health and self-regulatory social-emotional capabilities can eventuate. However, a problematic area of programme implementation is sustainability once the supports and resources of the ‘start-up’ phases of new initiatives fade away. It is increasingly recognised that quality assurance procedures are necessary during the delivery of new programmes. However, it appears that procedures for quality assurance of the sustainability components of programmes have been relatively neglected. In this paper we investigate whether and why the KidsMatter Primary Mental Health Promotion initiative in Australia was sustained in schools one year after completion of the pilot phase. Thematic analysis indicated a range of facilitators and barriers to sustainability, and that many, but not all, schools continued to identify themselves as ‘KidsMatter’ schools. We propose a framework to guide a continuous cycle of quality assurance processes, with a specific focus on assuring programme sustainability. We argue that more practical and conceptual work needs to be undertaken to develop tools and processes for explicit quality assurance of the sustainability components of mental health promotion and social-emotional well-being initiatives in educational settings.

Cognitive development in infancy

Cambridge University Press eBooks, Nov 23, 2012

Do infants develop meaningful social preferences among novel individuals based on their social gr... more Do infants develop meaningful social preferences among novel individuals based on their social group membership? If so, do these social preferences depend on familiarity on any dimension, or on a more specific focus on particular kinds of categorical information? The present experiments use methods that have previously demonstrated infants' social preferences based on language and accent, and test for infants' and young children's social preferences based on race. In Experiment 1, 10-month-old infants took toys equally from own-and other-race individuals. In Experiment 2, 2.5-year-old children gave toys equally to own-and other-race individuals. When shown the same stimuli in Experiment 3, 5-yearold children, in contrast, expressed explicit social preferences for own-race individuals. Social preferences based on race therefore emerge between 2.5 and 5 years of age and do not affect social choices in infancy. These data will be discussed in relation to prior research finding that infants' social preferences do, however, rely on language: a useful predictor of group or coalition membership in both modern times and humans' evolutionary past.

Download

Social and emotional development in infancy

Cambridge University Press eBooks, Nov 23, 2012

Exploring Three Measures of Student Wellbeing

IGI Global eBooks, May 20, 2016

Transforming the future of learning with educational research / Helen Askell-Williams, editor. pa... more

Download

Coping with School Bullying: A school-based intervention

Submission by AUARA to the Productivity Commission on Inquiry into the economic impacts of mental ill health

The Australian Universities Anti-bullying Research Alliance (AUARA) is an internationally recogni... more The Australian Universities Anti-bullying Research Alliance (AUARA) is an internationally recognised group of educators, psychologists, academics, lawyers and researchers in the fields of aggression, bullying and school violence, and the mental health and wellbeing of young people. AUARA is a collaboration which aims to improve the outcomes of young people in Australia by leading, contributing to, and drawing from the national and international research evidence-base. AUARA’s mission is to reduce the negative impacts of bullying involvement on young people.

Young children's mental health outcomes: Evaluation of an Australia-wide 2-year mental health promotion initiative in Early Childhood and Care settings

In this presentation we report on a longitudinal evaluation of the KidsMatter Early Childhood Men... more In this presentation we report on a longitudinal evaluation of the KidsMatter Early Childhood Mental Health Promotion and Early Intervention initiative in 111 Early Childhood Education and Care services across Australia. We used a mixed method approach to data collection and analyses, including questionnaires and photo-stories. Data was collected on four occasions over two years from all parents and staff of children aged between 1 and 5 years who were in child-care for 10 hours or more per week. We used measures of temperament (Prior et al., 2000), child-staff relationships (Pianta, 2001) and mental health strengths and difficulties (SDQ, Goodman, 2005). In addition, we collected data on the quality of implementation of KidsMatter, and about staff's perspectives of the impact of KidsMatter. Our analyses showed that the qualitative responses from participants and results from multilevel modelling of the questionnaire data, both indicated that there were practically significant improvements in children’s mental health and wellbeing. This included 3 per cent fewer children receiving scores in the borderline and abnormal ranges of mental health difficulties as measured by the SDQ. Discussion will focus on the implications of the findings for policy and program initiatives regarding young children’s mental health.

Working outside of the boundaries

Well-Being at School

Positive education, 2016

Typically in the past, research has equated the health and well-being of young people and adults ... more 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.

An International Overview of Programs Addressing School Based Mental Health

Positive education, 2016

In this chapter an overview for the text will be provided of international wellbeing programs lin... more In this chapter an overview for the text will be provided of international wellbeing programs linked with establishing and promoting positive peer relationships in schools. In particular the link between teacher wellbeing and student mental health and wellbeing will be considered. Examples of practical programs for promoting student’s school relationships along with evaluations of their effectiveness will be provided.

Issues of bullying and Autism Spectrum Disorder

The Social Animal—Evolutionary Beginnings

School Bullying and Marginalisation, 2021

What is Bullying, Anyway?

School Bullying and Marginalisation, 2021

IB middle years program (MYP): Student social-emotional well-being and school success practices

The Strengths and Difficulties Questionnaire (SDQ) .

Download

Coping with school bullying: A cross national pilot intervention study

In Australia and Greece the issue of school bullying is a significant concern of educators and st... more In Australia and Greece the issue of school bullying is a significant concern of educators and students. While victims are not to be blamed for being bullied, research suggests that the strategies utilised by victims to cope with bullying may inadvertently reinforce victimisation. This paper will outline the successful Australian “Coping with School Bullying” (CWSB) program, including the use of a translated Greek version of the CWSB DVD, and describe the outcomes of the replication of the CWSB questionnaire with Greek students to identify effective and ineffective coping. Preliminary research conducted in Greek schools indicates that the CWSB program was successful in significantly reducing bullying amongst Greek students who had reported being seriously bullied pre-program. The intervention will now be rolled out to a larger number of schools in Greece in 2013.

Download

phillip slee

Uploads

Papers by phillip slee

Log In