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School/Community Based Interventions for Well-Being

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Well-Being, Positive Peer Relations and Bullying in School Settings

Part of the book series: Positive Education ((POED))

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Abstract

It is now more common place that interventions to address well-being and school violence and bullying and promote prosocial behaviour and resilience draw on collaborative school-community partnerships. It is now better understood that theoretical knowledge must be integrated with the knowledge that exists in communities in order to fully understand fully the nature of human development. The facilitators and barriers to setting up school-community based interventions will be outlined.

Our task must be to free ourselves… by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty

—Albert Einstein

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Abbreviations

Well-being:

Refers to optimal experience and functioning

Social capital:

The social networks, expectations, and trust that facilitate mutually beneficial outcomes for individuals

Self efficacy:

Confidence in the ability to exert control over one’s own motivation, behaviour, and social environment

Psychological well-being:

Breadth of wellness that includes positive evaluations of one’s self and one’s life

Mental health:

The absence of psychological symptomatology

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Authors and Affiliations

  1. The School of Education, The Flinders University, Adelaide, SA, Australia

    Phillip T. Slee & Grace Skrzypiec

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  1. Phillip T. Slee
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  2. Grace Skrzypiec
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Correspondence to Phillip T. Slee .

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Slee, P.T., Skrzypiec, G. (2016). School/Community Based Interventions for Well-Being. In: Well-Being, Positive Peer Relations and Bullying in School Settings. Positive Education. Springer, Cham. https://doi.org/10.1007/978-3-319-43039-3_2

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