Topic 2: Home and society factors Paper 1 Healey, J. (Ed.). (2003). Young people at risk. In J. Healey (Ed.). Young offenders. Issues in Society 177. Balmain, NSW: Author. http://encore.newcastle.edu.au/iii/encore/record/CRb3411348?lang=eng#.VsEnbkau9cU Paper 2 Howard, S. & Johnson, B. (2000). What Makes the Difference? Children and teachers talk about resilient outcomes for children 'at risk'. Educational Studies, 26(3), 320-338. http://encore.newcastle.edu.au/iii/encore/record/CRb3212694?lang=eng#.VsEnx0au9cU Paper 3 Beltman, S., Mansfield, C. & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6,185–207 http://encore.newcastle.edu.au/iii/encore/record/CRb3405312?lang=eng#.VsEoSUau9cU Paper 4 Bradshaw, C.P., Glaser, B.A., Calhoun, G.B., & Bates, J.M. (2006). Beliefs and practices of the parents of violent and oppositional adolescents: An ecological perspective. The Journal of Primary Prevention, 27, 245-263. http://encore.newcastle.edu.au/iii/encore/record/CRb3212806?lang=eng#.VsEpfkau9cU Topic 3: School factors Paper 1 Centers for Disease Control and Prevention. (2010). School connectedness: Strategies for increasing protective factors among youth. Reclaiming Children & Youth, 19(3), 21-24. http://ezproxy.newcastle.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=55505347&site=eds-live Paper 2 Simpson, R.L., Peterson, R.L. & Smith, C.R. (2011). Critical educational program components for students with emotional and behavioral disorders: Science, policy, and practice. Remedial and Special Education 32(3) 230-242. http://encore.newcastle.edu.au/iii/encore/record/CRb3407400?lang=eng#.VsEsHEau9cU Paper 3 Stoiber, K.C. (2011). Translating knowledge of Social-Emotional Learning and Evidence-Based Practiceinto responsive school innovations. Journal of Educational and Psychological Consultation, 21, 46–55. http://ezproxy.newcastle.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=59165620&site=eds-live Paper 4 Arbuckle, C., & Little, E. (2004). Teachers' perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4,59-70. http://encore.newcastle.edu.au/iii/encore/record/CRb3212812?lang=eng#.VsEud0au9cU Paper 5 Infantino, J., & Little, E. (2005). Students' perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods. Educational Psychology, 5, 491-508. http://encore.newcastle.edu.au/iii/encore/record/C__Rb3212815?lang=eng#.VsEtQ0au9cU Paper 6 NSW Department of Education and Communities (DEC). (2011).The psychological and emotional wellbeing needs of children and young people: Models of effective practice in educational settings, Final Report. Australia: Urbis. Retrieved from: https://www.det.nsw.edu.au/media/downloads/about-us/statistics-and-research/public-reviews-and-enquiries/school-counselling-services-review/models-of-effective-practice.pdf