'Part of Who we are as a School Should Include Responsibility for Well-Being': Links between the School Environment, Mental Health and Behaviour     

JENNIFER SPRATT  JANET SHUCKSMITH  KATE PHILIP  CATE WATSON 《Pastoral Care in Education》2006,24(3):14-21

Drawing from a Scottish study, this article examines ways in which the school environment can impact upon the well-being of pupils and their associated behaviour. It identifies tensions between existing school structures and cultures and the promotion of positive mental health, particularly in relation to the curriculum, pastoral care, discipline and teacher/pupil relationships. In many cases, schools attempt to address mental well-being by bolting fragmented initiatives onto existing systems, and we argue that a more fundamental review of values, policies and practices throughout the school is needed. This paper also looks at the roles of interagency workers in schools, and reports that, in most cases, these workers are seen as offering a parallel service to the mainstream school, targeted at the most troubled or troublesome pupils. We suggest that schools should draw on the skills and understandings of these workers to help build new cultures throughout the school for the benefit of all children and young people.  相似文献   

MORE ON UNIVERSITY NATURAL HISTORY MUSEUM SYSTEMS     

PHILIP S. HUMPHREY 《Curator: The Museum Journal》1992,35(3):174-179

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Frege: An Introduction to his Philosophy.     

PHILIP KITCHER 《Philosophical Books》1983,24(2):95-96

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Review Article     

PHILIP H. PHENIX 《Educational theory》1972,22(2):222-229

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DIMENSIONS OF ANALYSIS AND RECOGNIZED MEANINGS     

PHILIP G. SMITH 《Educational theory》1963,13(3):183-224

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"GOING BEYOND" EXPERIMENTALISM     

PHILIP G. SMITH 《Educational theory》1960,10(1):78-82

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Orthotic control of rear foot and lower limb motion during running in participants with chronic Achilles tendon injury     

ORNA A. DONOGHUE  ANDREW J. HARRISON  PHILIP LAXTON  RICHARD K. JONES 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):194-205

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Mood responses to athletic performance in extreme environments     

ANDREW M. LANE  PETER C. TERRY  MATTHEW J. STEVENS  SAM BARNEY  SARAH L. DINSDALE 《Journal of sports sciences》2013,31(10):886-897

Competition at elite level can require athletes to perform optimally in extreme environmental conditions. This review focuses on mood responses in such conditions and proposes practical guidelines for those working with athletes. Different environments are considered, including altitude and extreme heat and cold. Performing in extreme heat, cold or at altitude can produce a stress response characterized by increased negative mood and relatively poor performance. Positive adaptations to extreme conditions can be accelerated, but the rate of adaptation appears to be highly individualized. Monitoring mood responses to training under normal conditions provides a basis for identifying the psychological effects of extreme conditions. It is suggested that practitioners carefully monitor the interplay between vigour, fatigue and depressed mood. Reductions in vigour and increases in fatigue are normal responses to hard training, but other aspects of mood disturbance, especially symptoms of depressed mood - however small - may be indicative of a maladaptive response, and practitioners should consider intervening when such symptoms first appear.  相似文献   

Art and Design Education in South Africa     

W. R. PHILIP 《The International Journal of Art & Design Education》1983,2(3):319-329

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University Natural History Museum Systems     

PHILIP S. HUMPHREY 《Curator: The Museum Journal》1992,35(1):49-70

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