tag:blogger.com,1999:blog-42234084398108559142024-03-16T05:20:51.126-07:00HBSC England Team BlogThe HBSC England Team's blog - updating you on our research, findings and other interesting topics!HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.comBlogger57125tag:blogger.com,1999:blog-4223408439810855914.post-21568221119584716962018-04-27T02:56:00.001-07:002018-04-27T02:56:54.571-07:00Experiences of love and dating among young people in Europe<br />
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="font-family: Times, Times New Roman, serif;">Love and
dating are important aspects of adolescent development; it is during this time
that romantic relationships are often initiated, and many people have their
first sexual experience during adolescence. Sexual relationships and use of
contraception has been the focus of much research, often because of the health
implications of early or unprotected sex among young people. However, romantic
feelings and relationships are important aspects of adolescent emotional
well-being that are often overlooked in the focus on sexual risk-taking. <span style="color: black;">In the 2014 HBSC study for England, 63% of boys and 54% of
girls said that they had ever been in love, and around 60% said that they had
been involved in a relationship with someone, compared to 21% who said they had
ever had sex.<sup>1</sup> </span>Romantic interest and attraction may be for a
person of the opposite gender, someone of the same gender, or both.</span></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="font-family: Times, Times New Roman, serif;">Last week, <a href="https://doi.org/10.1111/jora.12394" target="_blank">a paper on patterns of same and both-gender love and dating among adolescents across Europe</a> was published by members of the HBSC Sexual Health group<sup>2</sup>.
This shows that the proportion of 15-year olds who say they have been in love
with, or dated, people of the same gender or people of both genders was similar
across eight countries in Europe. Girls were more likely than boys to say that
they had ever been in love with people of both genders, and although sexual
orientation has been found to be fluid during adolescence<sup>3</sup>, this
mirrors findings from research with adults which suggests that women are more
likely to identify as bisexual than are men<sup>4</sup>.<o:p></o:p></span></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="font-family: Times, Times New Roman, serif;">The paper
also highlights some findings that are particularly relevant to English young
people. First, although patterns for same- and both-gender love and dating were
similar across countries, boys and girls in England were the most likely out of
the eight countries to say that they had been in love with people of both
genders. English girls were also most likely to report having had romantic
relationships with both boys and girls. Secondly, 15-year olds in England were
significantly less likely to say that they had ever been in love with a person
of the opposite gender compared to young people in other countries, and
significantly more likely to say that they had never been in love with anyone.
Among English boys, 39% said they had never been in love, while in the other
countries no more than 10% of boys said they had never been in love. Among
girls, 45% in England had never been in love, which is more than twice the
proportion of the country (FYR Macedonia) with the second highest proportion
(21%) of girls saying they had never been in love.<o:p></o:p></span></span></div>
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<span style="font-size: 12.0pt; line-height: 107%;"><span style="font-family: Times, Times New Roman, serif;">Research
with adults show that there are cultural differences in how love is perceived
and expressed<sup>5</sup>, and the data from HBSC suggests that this difference
exist also among adolescents. Since the experience of being in love can be such
an important aspect of overall health and well-being, we hope to soon find out
more about why young people in England appear to experience this less than
their peers in other countries!</span><o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Brooks, F., Magnusson, J., Klemera, E., Chester,
K., Spencer, N. & Smeeton, N. (2015). <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">HBSC England National Report</a>. Hatfield, UK: University of Hertfordshire</div>
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<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="color: #1c1d1e; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><a href="https://onlinelibrary.wiley.com/action/doSearch?ContribAuthorStored=K%C3%B6lt%C5%91%2C+Andr%C3%A1s"><span style="color: windowtext; text-decoration: none; text-underline: none;">Költő</span></a>,
A., Young, H., Burke, L., Moreau, N., Cosma, A., Magnusson, J., Windlin, B.,
Reis, M., Saewyc, E.M., Godeau, E. & Nic Gabhainn, S. (2018). <a href="https://doi.org/10.1111/jora.12394" target="_blank"><span style="color: #1c1d1e;">Love and Dating
Patterns for Same</span><span style="color: #1c1d1e;">‐</span><span style="color: #1c1d1e;"> and Both</span><span style="color: #1c1d1e;">‐</span></a><span style="color: #1c1d1e;"><a href="https://doi.org/10.1111/jora.12394" target="_blank">Gender Attracted Adolescents Across Europe</a>.</span><span style="color: #1c1d1e;"> <i>Journal of
Research on Adolescence.</i> Published online 15 April 2018.<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Ott,
M. Q., Corliss, H. L., Wypij, D., Rosario, M., & Austin, S. B. (2011).
<a href="https://www.ncbi.nlm.nih.gov/pubmed/21125325" target="_blank">Stability and change in self-reported sexual orientation identity in young people: Application of mobility metric</a>s. <i>Archives of Sexual Behavior</i>, 40, 519–532.<o:p></o:p></div>
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<!--[if !supportLists]--><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Gates,
G.J. (2011) <a href="https://williamsinstitute.law.ucla.edu/wp-content/uploads/Gates-How-Many-People-LGBT-Apr-2011.pdf" target="_blank">How Many People are Lesbian, Gay, Bisexual and Transgender?</a> The Williams Institute, UCLA<o:p></o:p></div>
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<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Wilkins, R. & Gareis, E. (2006). <a href="https://doi.org/10.1016/j.ijintrel.2005.07.003" target="_blank">Emotion expression and the locution “I love you”: A cross-cultural study</a>.<i> International
Journal of Intercultural Relations</i>. 30, 51-75<o:p></o:p></div>
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<br />HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com1tag:blogger.com,1999:blog-4223408439810855914.post-51727099651461443062018-03-21T05:20:00.001-07:002018-03-21T05:20:28.410-07:00Self-harm in adolescence<br />
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<span style="font-size: 12.0pt; line-height: 150%;">Self-harm is an intentional injury to one’s own body
resulting in tissue damage. Self-harm can include a wider range of self-harming
behaviours such as cutting, burning, biting oneself and ingesting toxic
substances<span style="background: #FCFCFC; color: #333333; letter-spacing: .1pt;">
(Bifulco et al., </span></span><a href="https://link.springer.com/article/10.1007/s00038-016-0900-2#CR1" title="View reference"><span style="color: windowtext; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%; text-decoration: none; text-underline: none;">2014</span></a><span style="background: #FCFCFC; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;">;<span style="color: #333333;"> Claes et al., </span></span><a href="https://link.springer.com/article/10.1007/s00038-016-0900-2#CR8" title="View reference"><span style="color: windowtext; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%; text-decoration: none; text-underline: none;">2015</span></a><span style="background: #FCFCFC; color: #333333; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;">).</span><span style="font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">Around 13%-18% of adolescents in the world experience
a lifetime risk of self-harm.<span style="background: #FCFCFC; color: #333333; letter-spacing: .1pt;"> Self-harm becomes increasingly common between the ages of
12 and 15 years, at which stage rates among adolescent girls are higher
than boys. </span>Over the past decade, rates of self-harm have been increasing
among adolescents (Burton, 2014; Hawton, 2012).<span style="background: #FCFCFC; color: #333333; letter-spacing: .1pt;"><o:p></o:p></span></span></div>
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<span style="background: #FCFCFC; color: #333333; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;">Recent
findings from the Health Behaviour in School-aged Children (HBSC) study showed that 22% of young people in England aged 15 have experienced
self-harming behaviour in their lives. </span><span style="font-size: 12.0pt; line-height: 150%;">Nearly three times as many girls as boys reported that they
had self-harmed, 11% of boys compared to 32% of girls (Brooks et al., 2015).
Most of those young people who were self-harming reported engaging in self-harm
once a month or more. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">Self-harming behaviour is more often seen among young people living in one parent households and is more common in young people
from lower family affluence. Young people receiving free school meals were more
likely to report self-harming behaviour; 29% girls and 21% boys who were in
receipt of free school meals reported ever having self-harmed (Brooks et al., 2017).<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">Self-harm in adolescence is usually associated with
emotional distress and adolescents usually describe it as being accompanied by
negative feelings, such as self-loathing, disgust and shame. Young people who
reported ever self-harming had lower life satisfaction compared to those who
reported never having self-harmed (Brooks et al., 2017).<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">Adolescents who
experience self-harming behaviour in their life are more likely to be at risk
of developing mental illness in their later life; also, they are at higher risk
to be engaged in risky behaviours in late adolescence and young adulthood;
including increased likelihood of suicidal thoughts. <o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">Recent findings showed that adolescents who have a
positive relationship and open communication with their parents, <span style="background: #FCFCFC; color: #333333; letter-spacing: .1pt;">sense of belonging
and connectedness to school and the wider neighbourhood, are less likely to be
engaged in self-harming behaviour (Klemera et al., 2016). These findings suggest
that having easy and open communication with parents could be even more protective
for young people than communication with their peers. Quality parenting seems
to be very valuable for the promotion and maintenance of emotional well-being
and health during adolescence.<o:p></o:p></span></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">The school environment is strongly associated with
adolescents’ health and emotional wellbeing; recent HBSC findings showed that young
people who reported ever self-harming were less likely to trust their teachers,
feel safe, and feel like they belong in their school.<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">The community environment where young people live can
also have a significant impact on health and wellbeing, as according to the
HBSC England study young people with a positive perception of their
neighbourhood (including issues relating to feeling safe in their community,
having positive relationships with neighbours and having good places for young
people to go in their community) were less likely to report having self-harmed
compared with those who held negative opinions about how supportive and safe
they perceived their community to be (Brooks et al., 2017).<o:p></o:p></span></div>
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<span style="font-size: 12.0pt; line-height: 150%;">The protective nature of adolescents’ multiple
environments (the family, the learning environment and the wider community) can
help adolescents develop coping strategies to prevent self-harming behaviour
among adolescents.<o:p></o:p></span></div>
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<b><span style="font-size: 12.0pt; line-height: 150%;"><i>References</i></span></b></div>
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<span style="background: #FCFCFC; color: #333333; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;">Bifulco
A, Schimmenti A, Moran P et al (2014) Problem parental care and teenage
deliberate self-harm in young community adults. Bull Menninger Clin
78(2):95–114. doi:<span class="externalref"> </span></span><span class="refsource"><span style="color: #8e2555; font-size: 12pt; letter-spacing: 0.1pt; line-height: 150%; text-decoration-line: none;"><a href="https://doi.org/10.1521/bumc.2014.78.2.95" target="_blank">10.1521/bumc.2014.78.2.95</a></span></span><span style="background: #FCFCFC; color: #333333; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;"><o:p></o:p></span></div>
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<span style="background: #FCFCFC; color: #333333; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;">Brooks
F, Magnusson J, Klemera E et al (2015) Health Behaviour in School Aged
Children, HBSC England National Report: Findings from the 2014 HBSC Study for
England. Hatfield, University of Hertfordshire. </span><a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank"><span class="refsource"><span style="color: #8e2555; font-size: 12pt; letter-spacing: 0.1pt; line-height: 150%; text-decoration-line: none;">http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf</span></span></a><span class="citationref"><span style="background: #FCFCFC; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;"><o:p></o:p></span></span></div>
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<span style="background: white; color: #222222; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Arial;">Brooks, F., Chester, K., Klemera, E., & Magnusson, J. (2017).
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M (2014) Self-harm: working with vulnerable adolescents. Pract Nurs
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L, Luyckx K, Baetens I et al (2015) Bullying and Victimization, Depressive
Mood, and Non-Suicidal Self-Injury in Adolescents: The Moderating Role of
Parental Support. J Child Fam Stud 24(11):3363–3371. doi:<span class="externalref"> </span></span><a href="https://doi.org/10.1007/s10826-015-0138-2" target="_blank"><span class="refsource"><span style="color: #8e2555; font-size: 12pt; letter-spacing: 0.1pt; line-height: 150%; text-decoration-line: none;">10.1007/s10826-015-0138-2</span></span></a><span class="citationref"><span style="background: #FCFCFC; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;"><o:p></o:p></span></span></div>
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K, Saunders KEA, O’Connor RC (2012) Self-harm and suicide in adolescents. The
Lancet. 379(9834):2373–2382. doi:<span class="externalref"> </span></span><a href="https://doi.org/10.1016/S0140-6736(12)60322-5" target="_blank"><span class="refsource"><span style="color: #8e2555; font-size: 12pt; letter-spacing: 0.1pt; line-height: 150%; text-decoration-line: none;">10.1016/S0140-6736(12)60322-5</span></span></a><span class="citationref"><span style="background: #FCFCFC; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;"><o:p></o:p></span></span></div>
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<span style="background: white; color: #222222; font-size: 12.0pt; line-height: 150%; mso-bidi-font-family: Arial;">Klemera, E., Brooks, F. M., Chester, K. L., Magnusson, J., &
Spencer, N. (2017). Self-harm in adolescence: protective health assets in the
family, school and community. <i>International journal of public health</i>, <i>62</i>(6),
631-638.</span><span class="citationref"><span style="background: #FCFCFC; font-size: 12.0pt; letter-spacing: .1pt; line-height: 150%;"><o:p></o:p></span></span></div>
<br />HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com1tag:blogger.com,1999:blog-4223408439810855914.post-40838449665534890532018-03-13T04:55:00.000-07:002018-03-13T04:55:57.677-07:00Don’t forget the “hidden” forms of bullying<br />
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;">We have recently published a paper titled “<a href="http://onlinelibrary.wiley.com/doi/10.1111/josh.12558/abstract" target="_blank">Association between experiencing relational bullying and adolescent health-related quality of life</a>” in the <a href="http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1746-1561" target="_blank">Journal of School Health</a>.<o:p></o:p></span></div>
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<span style="background: white; color: #282828; mso-bidi-font-family: Arial;">Bullying is a widespread concern across schools, with around
1 in 3 young people being victimised</span><!--[if supportFields]><span
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style='mso-element:field-end'></span></span><![endif]--><span style="background: white; color: #282828; mso-bidi-font-family: Arial;">. It is widely viewed as a public health
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"abstract" : "OBJECTIVE: To investigate the strength of the
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style='mso-element:field-end'></span></span><![endif]--><span style="background: white; color: #282828; mso-bidi-font-family: Arial;">, with negative outcomes reported for
both the victim and the perpetrator</span><!--[if supportFields]><span
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<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;">Bullying behaviours can be broadly broken down into physical,
verbal, cyber and relational bullying. Relational bullying behaviours upset the
victim by damaging their peer relationships, friendships and social status</span><!--[if supportFields]><span
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}<span style='mso-element:field-separator'></span></span><![endif]--><span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><sup><span style="mso-no-proof: yes;">4</span></sup></span><!--[if supportFields]><span
style='mso-bidi-font-family:Arial;color:#282828;background:white'><span
style='mso-element:field-end'></span></span><![endif]--><span style="background: white; color: #282828; mso-bidi-font-family: Arial;">. Sometimes it is described as “indirect
bullying” and can include actions which are harder to spot like social
exclusion and the spreading of rumours.</span></div>
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<span style="background: white; color: #282828;"><br /></span></div>
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<span style="background: white; color: #282828;">The study of relational bullying specifically is warranted
because it is the least understood form of bullying, and has seen little
attention in a UK context. Also, teachers have been shown to respond with less
empathy and concern to instances of relational bullying among students</span><span style="background: white; color: #282828;"><sup>5</sup></span><span style="background: white; color: #282828;">.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-0ebgdVDceaOzMgV12L7efmKYW_fXJuTu2FK_O7YLo3Rug0TGGoya3AkfKZSkFroZlQqh5K2TxmGNRWOQ8p_2Xc-7z_d-YAmS1rRUjBWbhprEg62V4uGqkHQTctLccrkW7-_bcSJv1ew/s1600/relbul.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="359" data-original-width="522" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-0ebgdVDceaOzMgV12L7efmKYW_fXJuTu2FK_O7YLo3Rug0TGGoya3AkfKZSkFroZlQqh5K2TxmGNRWOQ8p_2Xc-7z_d-YAmS1rRUjBWbhprEg62V4uGqkHQTctLccrkW7-_bcSJv1ew/s400/relbul.jpg" width="400" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="background-color: white; color: #282828;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="background-color: white; color: #282828;">The study examined the association between relational
bullying specifically and adolescent health related quality of life, whilst
controlling for the effect of demographic variables and other forms of
bullying. Health related quality of life was measured with <a href="https://www.kidscreen.org/english/questionnaires/" target="_blank">KIDSCREEN-10</a> – a
measure created for young people which provides an overall score.</span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;">Young people who experienced relational bullying had lower
KIDSCREEN-10 scores than those who were not bullied. Interestingly, the decrease
in score which was linked to relational bullying was larger than the decrease
for physical or verbal bullying. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;">The full paper can be found by clicking </span><a href="http://onlinelibrary.wiley.com/doi/10.1111/josh.12558/abstract" target="_blank">here</a>.<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"> If you are
interested in the topic of bullying you may also like to read our publications
on <a href="http://journals.sagepub.com/doi/abs/10.1177/0044118X16673281" target="_blank">cyberbullying</a> and cross-national <a href="https://academic.oup.com/eurpub/article/25/suppl_2/61/590463" target="_blank">trends in bullying</a> victimisation.<o:p></o:p></span></div>
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<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><o:p><br /></o:p></span></div>
<div class="MsoNormal">
<span style="background: white; color: #282828; mso-bidi-font-family: Arial;"><span style="font-size: x-small;"><u>References</u><o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<!--[if supportFields]><span
style='mso-element:field-begin;mso-field-lock:yes'></span>ADDIN Mendeley
Bibliography CSL_BIBLIOGRAPHY <span style='mso-element:field-separator'></span><![endif]--><span style="font-size: x-small;">1. Chester KL, Callaghan M, Cosma A, et
al. Cross-national time trends in bullying victimization in 33 countries among
children aged 11, 13 and 15 from 2002 to 2010. <i>Eur J Public Health</i>.
2015;25(suppl 2):61-64. doi:10.1093/eurpub/ckv029.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<span style="font-size: x-small;">2. Bowes L, Joinson C, Wolke D, Lewis G.
Peer victimisation during adolescence and its impact on depression in early
adulthood: prospective cohort study in the United Kingdom. <i>BMJ</i>.
2015;350(January 2016):h2469. doi:10.1136/bmj.h2469.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<span style="font-size: x-small;">3. Wolke D, Copeland WE, Angold A, Costello
EJ. Impact of bullying in childhood on adult health, wealth, crime, and social
outcomes. <i>Psychol Sci</i>. 2013;24:1958-70. doi:10.1177/0956797613481608.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<span style="font-size: x-small;">4. Crick NR. The role of overt aggression,
relational aggression, and prosocial behavior in the prediction of children’s
future social adjustment. <i>Child Dev</i>. 1996;67(5):2317-2327.
doi:10.2307/1131625.<o:p></o:p></span></div>
<div style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<!--[if supportFields]><span style='font-size:11.0pt;line-height:107%;
font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-GB;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span
style='mso-element:field-end'></span></span><![endif]--></div>
<div class="MsoNormal" style="line-height: normal; margin-left: 32.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -32.0pt;">
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><span style="font-size: x-small;">5. <span style="mso-tab-count: 1;"> </span>Kahn JH, Jones JL, Wieland AL.
Preservice teachers’ coping styles and their responses to bullying. <i>Psychol
Sch</i>. 2012;49(8):784-793. doi:10.1002/pits.21632.</span></span><span style="mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><o:p></o:p></span></div>
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<o:p></o:p></div>
<!--[if supportFields]><span style='font-size:11.0pt;line-height:107%;
font-family:"Calibri",sans-serif;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:
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mso-ansi-language:EN-GB;mso-fareast-language:EN-US;mso-bidi-language:AR-SA'><span
style='mso-element:field-end'></span></span><![endif]-->HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-77478516194463855472018-03-13T04:40:00.001-07:002018-03-15T02:59:53.227-07:00#2018TeenHealth<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOYh567Jf_DQ6iRlT0GhVXtA3vWq8w2QxprSact7Q7B-zTPQhusamxilzKw4vV_bi1rGuD4hTdkKdivU-yqutNXxP-ZiDrBZRcgrT8hSEQGZqu5bUH_KbansDH0ls8IGVjkY1RwOlYqIo/s1600/THW_2018_Logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOYh567Jf_DQ6iRlT0GhVXtA3vWq8w2QxprSact7Q7B-zTPQhusamxilzKw4vV_bi1rGuD4hTdkKdivU-yqutNXxP-ZiDrBZRcgrT8hSEQGZqu5bUH_KbansDH0ls8IGVjkY1RwOlYqIo/s320/THW_2018_Logo.jpg" width="320" /></a></div>
<br />
<div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;">
<span style="background: lime; mso-highlight: lime;"><span style="font-size: large;">Next week (18-24 March) is Teen Health Week!!!</span></span><o:p></o:p></div>
<div class="MsoNormal" style="line-height: 150%;">
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Teen Health Week is an
initiative to raise awareness of the unique health issues facing teenagers. 2018
marks the first year of this initiative going global - bringing together young
people across the world to increase recognition of the health and wellbeing
concerns of teenagers today.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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During Teen Health Week each day
has a specific theme:<o:p></o:p></div>
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Sunday, March
18: <i>Violence Prevention</i><o:p></o:p></div>
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Monday, March
19: <i>Preventive Care and Vaccines</i><o:p></o:p></div>
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Tuesday, March
20: <i>Healthy Diet and Exercise</i><o:p></o:p></div>
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Wednesday, March
21: <i>Mental Health</i><o:p></o:p></div>
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Thursday, March
22: <i>Sexual Development and Health</i><o:p></o:p></div>
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Friday, March
23: <i>Substance Use and Abuse</i><o:p></o:p></div>
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Saturday, March
24: <i>Oral Health </i><o:p></o:p></div>
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The HBSC England team will be
raising awareness of Teen Health Week with lots of tweeting and blogging! We
will be sharing data and key findings from the latest <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">HBSC survey</a> carried out
in England. We will also share key messages from other projects within our department,
including <a href="http://hbscengland1.blogspot.co.uk/2016/11/the-teacher-connectedness-project.html" target="_blank">The Teacher Connectedness Project</a> and Beyond the School Gate, which
focus on teen health.<o:p></o:p></div>
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<span style="background-color: lime;"><b><span style="font-size: large;">We
hope Teen Health Week will help raise the profile of adolescent health!</span></b></span><o:p></o:p></div>
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Remember to follow us on twitter
<a href="https://twitter.com/HBSCEngland" target="_blank">@HBSCEngland</a>, and join the conversation using #2018TeenHealth. </div>
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<br />HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-76771515984951677922016-12-12T04:55:00.004-08:002016-12-12T05:04:49.712-08:00Young people’s experience of visiting their GP: Summary of our publication in the Journal of Adolescent Health<div class="MsoNormal" style="line-height: 115%;">
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<span style="font-family: "verdana" , sans-serif;">Our recent publication is based on a collaborative project between researchers and practitioners to explore the health measures associated with
young people’s use of general practitioner (GP) services in England. The
findings have been published in the <a href="http://www.jahonline.org/" target="_blank">Journal of Adolescent Health </a>in a paper entitled
“<a href="http://www.jahonline.org/article/S1054-139X(16)30371-8/fulltext" target="_blank">Experience of primary care services among early adolescents in England and association with health measures</a>”.<o:p></o:p></span><br />
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<span style="font-family: "verdana" , sans-serif;">There is a gap in knowledge surrounding young people’s experience of GP services in England, with national surveys limited to capturing the experience of patients aged 18 years and over<sup>1</sup>. For that reason, questions on young people’s use of GP services were added to the 2014 HBSC England survey. The survey initially asks a question on service use – identifying whether young people have had visited their GP in the last year. This is followed up with a number of questions which concern young people’s experience of their last visit to their GP (Figure 1). </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf6vyLo0dN9fmFbtVGFa3AQ_M1LmK9zalppxLciMxr_5eChiM6Dj__8KW6JY2BdtYiJBV_MTzMtJbbkaEXWWJ7zB1wp28G6RXdVOtxz0aGqSC16dVCLUGFKJS8JAieulAMf-b2hb048_E/s1600/ServiceUseQuestions.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "verdana" , sans-serif;"><img border="0" height="127" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf6vyLo0dN9fmFbtVGFa3AQ_M1LmK9zalppxLciMxr_5eChiM6Dj__8KW6JY2BdtYiJBV_MTzMtJbbkaEXWWJ7zB1wp28G6RXdVOtxz0aGqSC16dVCLUGFKJS8JAieulAMf-b2hb048_E/s400/ServiceUseQuestions.png" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;"><i>Figure 1. Questions measuring GP service use in the 2014 HBSC England survey</i></span></td></tr>
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<span style="font-family: "verdana" , sans-serif;">The majority (80%) of young people
said they had visited their GP in the last year. Respondents reported a largely
positive experience of GP service use; 75% of respondents felt at ease with the
GP during their last visit, 89% felt their GP treated them with respect from GP
and 83% reported they were satisfied with the explanations their GP provided.
However, only just over half (52%) of respondents stated they felt comfortable
talking to their GP about personal things, a finding which seemed fairly
consistent across gender and age (Figure 2). The <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">2014 HBSC England national report</a> provides a comprehensive account of data on GP service use<sup>2</sup>.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_vp1d4dWBI0RW1imQX_ybJFIn7vF79BRB_OU5RyZynTYEFWFxJQQPkgOF6kyrxxqC25w_b8btPVScVj6_0BSw6W6wGu1dw3-O535vQrwLIg0zKyk9TcOlNJOyX1dVwx7tZcB8FjsvyZ0/s1600/ServiceUse_TalkAboutPersonal%25282%2529.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "verdana" , sans-serif;"><img border="0" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_vp1d4dWBI0RW1imQX_ybJFIn7vF79BRB_OU5RyZynTYEFWFxJQQPkgOF6kyrxxqC25w_b8btPVScVj6_0BSw6W6wGu1dw3-O535vQrwLIg0zKyk9TcOlNJOyX1dVwx7tZcB8FjsvyZ0/s400/ServiceUse_TalkAboutPersonal%25282%2529.png" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "verdana" , sans-serif; font-size: x-small;"><i><span style="font-size: 12.8px;"> Figure 2. Young people who reported they were able to talk to their GP about personal things, by age and gender (graph originates from <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">Brooks et al. 2015</a>)</span></i></span><br />
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<span style="font-family: "verdana" , sans-serif;">One of the aims of our recent
analysis sought to explore whether young people’s perception of GP visits is related to different
health measures; is poor experience of GP service use associated with worse
reports of emotional wellbeing and physical health? The paper examined five
health measures: headaches, sleeping problems, low mood, general self-rated
health and self-harm (among 15 year olds only). <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">The analysis focussed on the 80% (4149)
young people who reported visiting their GP in the last year. Binary logistic
regression identified respondents who reported poor GP experience were more
likely to report poor health measures, whilst controlling for ethnicity, age,
gender and family affluence. For example, poor ratings on all indicators of GP
experience (Figure 1) were significantly associated with an increased risk of
self-harm, feeling low and sleep problems among young people.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">The data collected through HBSC
surveys is cross-sectional and as such we cannot determine the direction of
this relationship. Having poor health may result in a more negative perception
of GP services, or it could be that a poor perception of GP services influences
young people’s health through disengagement and a reduction in use of health
care services.<o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">The findings highlight the
important role GPs may play in young people’s health and wellbeing, and
emphasise the need for health care services to be understanding of the
different skills required for working with young people. <o:p></o:p></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">For a through discussion of our findings the
full paper can be accessed by clicking <a href="http://www.jahonline.org/article/S1054-139X(16)30371-8/fulltext" target="_blank">here</a>.</span></span></div>
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<i><span style="font-family: "verdana" , sans-serif;">References</span></i></div>
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<ol>
<li style="text-align: left;"><span style="font-family: "verdana" , sans-serif;">Ipsos_Mori (2016). GP Patient Survey - National summary report. NHS England. Retrieved October, 12, 2016 from <a href="http://gp-survey-production.s3.amazonaws.com/archive/2016/July/July2016NationalSummaryReport.pdf" style="text-indent: -24px;">http://gp-survey production.s3.amazonaws.com/archive/2016/July/July2016NationalSummaryReport.pdf</a> </span></li>
</ol>
<ol>
<li style="text-align: justify;"><span style="font-family: "verdana" , sans-serif;">Brooks,
F., Magnusson, J., Klemera, E., Chester, K., Spencer, N., & Smeeton, N.
(2015). HBSC England national report: Findings from the 2014 HBSC study for
England. Hatfield, UK: University of Hertfordshire. Retrieved October, 12, 2016
from <span style="line-height: 107%;"><a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf">http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf</a></span></span></li>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-32464143600739264252016-11-09T03:35:00.001-08:002016-11-09T03:35:36.598-08:00The Teacher Connectedness Project <div class="MsoNormal" style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEzVu2ZxAF1gydqRnkNR0QCAKvJplvUmUmwYRqOviEds2uxqsflV3F4mc1PVpMlss_1FYBkC7xuqoPJUZMHdafvOKLaxUHCbjWgmQTIm05xNDx_mP2zI11lQUxr2g9Oz7Tux6rSLApv7I/s1600/EU+emblem_short+text.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="71" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEzVu2ZxAF1gydqRnkNR0QCAKvJplvUmUmwYRqOviEds2uxqsflV3F4mc1PVpMlss_1FYBkC7xuqoPJUZMHdafvOKLaxUHCbjWgmQTIm05xNDx_mP2zI11lQUxr2g9Oz7Tux6rSLApv7I/s320/EU+emblem_short+text.jpg" width="320" /></a><span style="font-family: "verdana" , sans-serif;">The Teacher Connectedness </span><span style="font-family: "verdana" , sans-serif;">Project
started on 4</span><sup style="font-family: Verdana, sans-serif;">th</sup><span style="font-family: "verdana" , sans-serif;"> July 2016 and represents a very exciting collaboration
between the HBSC Spain and HBSC England teams. During the next 2 years, the
Teacher Connectedness Project team will work to get a better understanding of
relationships between young people and their teachers and how they can improve
young people’s wellbeing.</span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">But what does connectedness mean and why should
we pay attention to it? Connectedness comes from the word ‘connection’ and
therefore we used the term <b>teacher
connectedness</b> to refer to meaningful relationships with teachers. Previous
research shows that supportive and trusting relationships with teachers have very
positive effects on young people’s wellbeing in and outside the school </span></span><sup><span style="font-family: "calibri" , sans-serif; font-size: 11pt; line-height: 107%;">1,2</span></sup><span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">. In an earlier study we found that teacher connectedness is very
important for the emotional wellbeing of both Spanish and English adolescents
of all ages and regardless of how well or not so well they thought they did at
school</span></span><sup><span style="font-family: "calibri" , sans-serif; font-size: 11pt; line-height: 107%;">3 </span></sup><span style="font-family: "verdana" , sans-serif;">(read our earlier <a href="http://hbscengland1.blogspot.co.uk/2014/11/teacher-connectedness-as-health-asset.html">blog post</a> for a summary). Unfortunately, research also shows that relationships with teachers
tend to become more distant during secondary school – HBSC data below can serve
to illustrate this.</span><br />
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;"><b>Figure 1. Percentage of adolescents who agree or strongly agree with the statement "teachers care about me as a person".</b></span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-nLo7tfodZbaEOpvYNkyQMgQgItbXZ7Ry21fBSANEknIK4gxxl1KGsM1ZOHriwYz49zakMENELwhFqUuxtZCIoiyKP6ITT7w2mrG7RN1JWITO3_5T4Cf_BsQOLbHSrwYrvLJCSF1tr1k/s1600/teachers+care+blog.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-nLo7tfodZbaEOpvYNkyQMgQgItbXZ7Ry21fBSANEknIK4gxxl1KGsM1ZOHriwYz49zakMENELwhFqUuxtZCIoiyKP6ITT7w2mrG7RN1JWITO3_5T4Cf_BsQOLbHSrwYrvLJCSF1tr1k/s640/teachers+care+blog.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "verdana" , sans-serif;">Source: HBSC England and HBSC Spain, 2014</span></td></tr>
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<span style="font-family: "verdana" , sans-serif;">In the Teacher Connectedness
Project, we want to know more about <b>what
the key ingredients are that make it possible to establish and maintain meaningful student-teacher
connections</b>. <o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">And because nobody can know better
about teacher-student relationships than teachers and students themselves we
are looking forward to having the opportunity to hear from them directly. We
will be going to schools in Hertfordshire to have <b>chats with groups of young people and interviews with their teachers from
January 2017 onwards</b>, so any local secondary school that want to share their
views with us is more than welcome. <a href="mailto:i.garcia-moya2@herts.ac.uk" target="_blank">Just let us know!</a><o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">If you’d like, you can find <b>further information about the project and
its team</b> at our <a href="https://teacherconnectedness.wordpress.com/" target="_blank">website</a>.
You can also follow us on Twitter <a href="https://twitter.com/teachconproject">@TeachConProject</a> to keep track
of all the new findings and activities linked to the Teacher Connectedness
Project. <o:p></o:p></span></div>
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<b><span style="font-family: "verdana" , sans-serif;">Teachers, students, your views and feedback are very much appreciated!</span><o:p></o:p></b></div>
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<span style="font-family: "verdana" , sans-serif;">1. <span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal; text-indent: -18pt;"> </span><span style="text-indent: -18pt;">Kidger,
J., Araya, R., Donovab, J., & Gunnel, D. (2012). <a href="http://pediatrics.aappublications.org/content/pediatrics/early/2012/03/28/peds.2011-2248.full.pdf" target="_blank">The effect of the school environment on the emotional health of adolescents: A systematic review</a>. </span><i style="text-indent: -18pt;">Pediatrics 129</i><span style="text-indent: -18pt;">(5): 925-949. DOI:
10.1542/peds.2011-2248</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="text-indent: -18pt;">2. Shochet,
I. M., Dadds, M. R., Ham, D. & Montague, R. (2006). <a href="http://www.tandfonline.com/doi/abs/10.1207/s15374424jccp3502_1" target="_blank">School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study</a>. </span><i style="text-indent: -18pt;">Journal of
Clinical Child and Adolescent Psychology 35</i><span style="text-indent: -18pt;">(2): 170-179. doi: 10.1207/s15374424jccp3502_1</span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="text-indent: -18pt;">3. </span>García-Moya, I., Brooks, F.,
Morgan, A., & Moreno, C. (2015). <a href="http://hej.sagepub.com/content/74/6/641" target="_blank">Subjective well-being in adolescence and teacher connectedness</a>. A health asset analysis. <i>Health Education Journal, 74</i>(6), 641-654. doi:
10.1177/0017896914555039.</span></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-47922196242438336532016-10-31T02:25:00.000-07:002016-10-31T11:29:12.303-07:00A Nuffield Foundation placement student joined HBSC England<h3>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">During summer 2016 the <a href="http://www.herts.ac.uk/research/centres-and-groups/cripacc" target="_blank">Centre for Research in Primary and Community Care</a> (CRIPACC) at the University of Hertfordshire hosted two <a href="http://www.nuffieldfoundation.org/nuffield-research-placements" target="_blank">Nuffield Foundation</a> research placements. <span style="background-color: white; color: #282828;">Nuffield Foundation placements are awarded to gifted and talented students who have just finished their AS levels and are interested in pursuing careers in STEMM subjects. The placement allows the student to undertake an independent research project.</span><span style="background-color: white; color: #282828;"> La-Dantai joined the HBSC England team to conduct her research project on self-harm in adolescence, while Umme's research evaluated online dietary information available for people with type 2 diabetes.</span></span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">We are pleased to report that both La-Dantai and Umme were awarded Gold Crest 1 awards for their independent research projects. Many congratulations to both of them! </span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">La-Dantai has written the following blog post reflecting on her time in the department...</span></h3>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I would first like to
start by showing a great appreciation towards everybody in the CRIPACC
department of the University of Hertfordshire. Not only were they really
welcoming, but they also offered a hand whenever I required a little bit of
help to make this project even better</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">My project included research into associated factors with self-harming
in adolescence, this involved identifying both protective and risk factors, as
well as using the HBSC survey that is produced nationally to gather data.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Immediately I was introduced to new concepts, such as a literature
search - it may sound easy, but there are a few minute details that you must
really remember to find the best sources of literature - and literature reviews.
Thankfully my mentor was extremely helpful when she saw me struggling and,
after helping, set up for me to have a meeting with someone who could show me
in the in’s and out’s of literature reviews.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">After that, reviewing
and structuring my report was fairly easy. There was a hiccup when I was
required to process the data, as the program that University of Hertfordshire
uses in this department to analyse data, I hadn’t used before. Again, my mentor
was very helpful and took me through step by step on how to get the most
accurate and reliable results from the data.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The placement, which took place over 4 weeks in the summer, was a very
informative and fun experience. Not only was there a picnic within the
department - I was super happy about that - but it exposed me to what research
is, how aims and hypothesises are produced, the work required to find
literature to support or disprove a statement. It gave me a look into what
being a researcher is and has contributed towards my decision on the degree I
wish to do.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">These skills I have gained - the ability to literature search, to
analyse data with great accuracy, being able to produce a standardised method
to carry out research to form reliable results and writing a report (the most
important one!) - will be ever so important in University.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I am very grateful for
the testing of my time management skills by having to be on time every morning
and complete tasks by a specific time and date - for example, meetings with my
mentor would be planned and a specific task such as my introduction would have
to be completed by then. <o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Alongside this, my
organisational skills and communication skills were tested, it was important to
be clear when asking a question and important to write fluently, as well as
have all my information designated to a specific folder in order to not get
confused!<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The placement has
contributed to my development by testing my abilities and proving that I am
capable of anything new if I put my mind to it. I am very grateful for that.</span><o:p></o:p></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">CRIPACC has hosted a number of Nuffield Foundation placements since 2013. <a href="http://hbscengland1.blogspot.co.uk/2015/09/my-nuffield-research-placement.html" target="_blank">Chelsea</a>, <a href="http://hbscengland1.blogspot.co.uk/2015/10/how-nuffield-foundation-placement.html" target="_blank">Marium</a> and <a href="http://hbscengland1.blogspot.co.uk/2015/09/getting-to-grips-with-visual-data.html" target="_blank">Susanna</a> have each written a blog post about their placements during summer 2015.</span></h4>
HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com1tag:blogger.com,1999:blog-4223408439810855914.post-68554047607761335842016-10-24T00:36:00.000-07:002016-10-31T11:41:54.886-07:00Cyberbullying: Summary of our publication in Youth & Society<div class="MsoNormal">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">We have recently published a paper titled “<a href="http://yas.sagepub.com/content/early/2016/10/18/0044118X16673281.abstract" target="_blank">The mitigating role of ecological health assets in adolescent cyberbullying victimization</a>”
in <a href="http://yas.sagepub.com/" target="_blank">Youth & Society</a><span style="font-size: 10.6667px;">.</span><o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Cyberbullying can be defined as bullying which take place in
the virtual world (for example via messaging services, social networking sites,
emails and gaming websites), and can include a number of behaviours such as
sending abusive messages, posting embarrassing or altered photographs, </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">purposely
excluding people from online groups and setting up fake online profiles</span><sup style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">1</sup><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Cyberbullying has been shown to have a detrimental effect on
young people’s health and wellbeing and their social outcomes. Young people who
are cyberbullied are more likely to experience depression, anxiety, feelings of
loneliness and low self-esteem<sup>2,3</sup>; research has also identified a
link between being cyberbullied and poorer outcomes at school<sup>3</sup>. <o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Questions to measure cyberbullying were first added to the
HBSC survey in 2014. You can read our previous blog post which describes why
cyberbullying warranted attention in the HBSC study by clicking <a href="http://hbscengland1.blogspot.co.uk/2013/02/cyberbullying-bullying-hasprobably-been.html" target="_blank">here</a><span style="font-size: 10.6667px;">.</span> Cyberbullying was measured by two questions which addressed different forms of
cyberbullying (Figure 1).</span><o:p></o:p></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>Figure 1. Questions measuring cyberbullying in the 2014 HBSC survey</i></span></td></tr>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The prevalence of cyberbullying, and bullying more broadly,
has been reported extensively in the <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">2014 HBSC England national report</a><sup>4</sup>. Of the young people who participated in the
2014 HBSC survey in England, 18% reporting experiencing some form of
cyberbullying in the past two months. Reporting cyberbullying was more common
among girls than boys, and the likelihood of being victimised in this was appeared to increase with age for all
young people (Figure 2).</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeIsNUjd0ekVUKZ6Z-eVQDDsphbIeaieRC8kG6nNEuxzHW40Ohp5OKzD1XfWM_rzuLj482nP9H0ljOeXDRn3MtrG96tQrd8VtVr7biEhtB8K-pdJY02HNJGOnUSr5kfJWEWRJDAtxLApI/s1600/Cyberbullied_figure+2.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeIsNUjd0ekVUKZ6Z-eVQDDsphbIeaieRC8kG6nNEuxzHW40Ohp5OKzD1XfWM_rzuLj482nP9H0ljOeXDRn3MtrG96tQrd8VtVr7biEhtB8K-pdJY02HNJGOnUSr5kfJWEWRJDAtxLApI/s400/Cyberbullied_figure+2.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>Figure 2. Prevalence of cyberbullying (graph original published in <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">Brooks et al. (2015</a>))</i></span></td></tr>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Traditionally the health and wellbeing of young people has
been approached from a deficit perspective; this approach asks why young people
are ill and has often focussed on risk factors such as substance use<sup>5</sup>.<sup>
</sup> However more recently asset based
approaches have begun to emerge; asking what makes young people healthy and identifying
protective factors which sustain health<sup>6</sup>.<sup> </sup>The HBSC
England team are keen to take a positive rather the deficit approach to young
people’s health.</span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The data collected from the HBSC study is ideal for
approaching health in this manner as it situates young people’s health in its
social context, with the HBSC England survey asking young people about their
family, friends, peers, school and neighbourhood. Work from the research team
has explored protective factors of young people’s health in relation to risk
behaviours<sup>7</sup>, body image<sup>8</sup> and self-harm<sup>9</sup>. (Check
out our recent blog post summarising our self-harm publication by clicking <a href="http://hbscengland1.blogspot.co.uk/2016/10/adolescent-self-harm-summary-of-our.html" target="_blank">here</a>).<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Our latest paper on cyberbullying uses a similar positive perspective,
and sought to identify elements from the different domains in young people’s
lives, including family, school and neighbourhood, which may protect against
cyberbullying. <o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The analysis highlighted eight key factors which were
associated with cyberbullying. Factors were identified at the individual level
(gender, age, autonomy), family (family affluence, family communication),
school (sense of belonging to school, teacher support) and neighbourhood
environments (perception of local area). Unlike the more traditional forms of
bullying which are often restricted to the school grounds cyberbullying can
continue beyond the school environment and school hours. Despite this, our
recent paper emphasises the important role the school may play in preventing
cyberbullying; young people who reported positive perceptions of the school
environment and supportive teacher-student relationships were significantly less
likely to say they had been cyberbullied. <o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The full paper can be found by clicking <a href="http://yas.sagepub.com/content/early/2016/10/18/0044118X16673281.abstract" target="_blank">here</a>.
If you are interested in the topic of bullying you may also like to read our
international collaborative paper presenting cross-cultural trends in bullying
victimization between 2002-2010 by clicking <a href="http://hbscengland1.blogspot.co.uk/2015/08/international-trends-in-bullying.html" target="_blank">here</a><span style="font-size: 10.6667px;">.</span> </span><o:p></o:p></div>
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<o:p><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><u><i>References</i></u></span></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>1.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Bullying UK. What is cyberbullying? Retrieved October,
12, 2016 from <a href="http://www.bullying.co.uk/cyberbullying/what-is-cyberbullying/" target="_blank">http://www.bullying.co.uk/cyberbullying/what-is-cyberbullying/ </a><o:p></o:p></i></span></div>
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<!--[if !supportLists]--><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>2.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Wang, J.,
Nansel, T. R., & Iannotti, R. J. (2011). <a href="http://www.sciencedirect.com/science/article/pii/S1054139X10003435" target="_blank">Cyber and traditional bullying: Differential association with depression</a>.
Journal of Adolescent Health, 48(4), 415–417. <o:p></o:p></i></span></div>
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<!--[if !supportLists]--><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>3.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Tsitsika,
A., Janikian, M., Wójcik, S., Makaruk, K., Tzavela, E., Tzavara, C., …
Richardson, C. (2015). <a href="http://www.sciencedirect.com/science/article/pii/S074756321500343X" target="_blank">Cyberbullying victimization prevalence and associations with internalizing and externalizing problems among adolescents in six European countries</a>.<span class="MsoCommentReference"><span style="line-height: 107%;"> </span></span>Computers
in Human Behavior, 51, 1–7.</i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i><span style="text-indent: -18pt;">4. Brooks, F., Magnusson, J., Klemera, E., Chester,
K., Spencer, N., & Smeeton, N. (2015). HBSC England national report:
Findings from the 2014 HBSC study for England. Hatfield, UK: University of
Hertfordshire. Retrieved October, 12, 2016 from </span><a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" style="text-indent: -18pt;">http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf</a></i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>5.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> D</span>epartment of Health. 92010). Health lives,
healthy people: our strategy for public health in England. Retrieved October,
12, 216 from <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216096/dh_127424.pdf">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216096/dh_127424.pdf</a>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>6.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Whiting,
L., Kendall, S., & Wills, W. (2012). <a href="http://www.scie-socialcareonline.org.uk/an-asset-based-approach-an-alternative-health-promotion-strategy/r/a1CG0000000GVVMMA4" target="_blank">An asset-based approach: An alternative health promotion strategy?</a>
Community Practitioner, 85(1), 25–28.<o:p></o:p></i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>7.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Brooks, F., Magnusson, J., Spencer, N., &
Morgan, A. (2012). <a href="http://jpubhealth.oxfordjournals.org/content/34/suppl_1/i48.full.pdf" target="_blank">Adolescent multiple risk behaviour: An asset approach to the role of family, school and community</a>.
Journal of Public Health, 34(S1), 48–56<o:p></o:p></i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i>8.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Fenton, C., Brooks, F., Spencer, N. H., &
Morgan, A. (2010). <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2524.2009.00888.x/abstract" target="_blank">Sustaining a positive body image in adolescence: An assets-based analysis</a>.
Health and Social Care in the Community, 18(2), 189–198. <o:p></o:p></i></span></div>
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<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">9.<span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span>Klemera, E., Brooks, F. M., Chester, K. L.,
Magnusson, J., & Spencer, N. (2016). <a href="http://link.springer.com/article/10.1007/s00038-016-0900-2" target="_blank">Self-harm in adolescence: protective health assets in the family, school and community</a>.
International Journal of Public Health. </span><o:p></o:p><span style="background-color: #fcfcfc; letter-spacing: 0.238px;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">doi:10.1007/s00038-016-0900-2</span></span></i></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-56620005346463850442016-10-10T01:04:00.001-07:002016-10-31T11:31:22.591-07:00Adolescent self-harm: Summary of our publication in the International Journal of Public Health <div class="MsoNormal">
<span style="font-family: "trebuchet ms" , sans-serif;">We have recently published an article in the <a href="http://www.springer.com/public+health/journal/38" target="_blank">International Journal of Public Health</a> entitled
“<a href="http://link.springer.com/article/10.1007/s00038-016-0900-2" target="_blank">Self-harm in adolescence: protective health assets in the family, school and community</a>".</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Self-harm can be defined as the act of deliberately causing
harm to oneself, and may include a number of behaviours such as cutting,
burning, hitting, scratching and self-poisoning<sup>1</sup>. The behaviour is
thought to be most common among teenagers<sup>2</sup>, and self-harming during
adolescence has been associated with an increased risk of mental health
problems in adulthood<sup>3</sup>. <o:p></o:p></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Questions on self-harm were added to the HBSC England survey
for the first time in 2014, motivated by reports poor emotional wellbeing and
self-harm were on the increase among young people<sup>4,5</sup>. Furthermore,
a review conducted in 2013 by the Association for Young People’s Health (AYPH) identified
a lack of research on young people who self-harm but do not attend hospital
with their injuries<sup>6</sup>. We have blogged previously about the
motivation to include the topic of self-harm in the HBSC England survey, for
further details have a read of our blog post <a href="http://hbscengland1.blogspot.co.uk/2013/04/childline-report-68-increase-in-calls.html" target="_blank">here</a>. <span class="MsoCommentReference"><span style="font-size: 8.0pt; line-height: 107%;"></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Analysis of the 2014 HBSC England data identified around a
fifth (21.5%) of 15 year old respondents reported having self-harmed (data published
previously in articles by the <a href="https://www.theguardian.com/society/2014/may/21/shock-figures-self-harm-england-teenagers" target="_blank">Guardian<span style="font-size: 10.6667px;"> </span></a>and <a href="http://www.bbc.co.uk/newsbeat/article/27509051/self-harm-rate-triples-among-teenagers-in-england" target="_blank">BBC</a>).
Fifteen year old girls were nearly three times as likely as boys to report having
self-harmed; 31.9% of girls compared with 11.4% of boys. Figure 1 illustrates
how often young people were self-harming; the majority of those who self-harmed
reported self-harming around once a month. </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_zQrG_t6nOIHddc0lbpI__jKfBv2hBBOS9_spLwT8k8yQIaz_IFGUyFrJ-pp2YWIjqbsmETX07Z6zQGR2DcYdzDsrS7a1X5GDtCZ9jh3J5ZLcO4Lr7Ih6MdR7OmM0mlLI9Uad3K977w/s1600/Frequency+of+self-harming.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="390" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_zQrG_t6nOIHddc0lbpI__jKfBv2hBBOS9_spLwT8k8yQIaz_IFGUyFrJ-pp2YWIjqbsmETX07Z6zQGR2DcYdzDsrS7a1X5GDtCZ9jh3J5ZLcO4Lr7Ih6MdR7OmM0mlLI9Uad3K977w/s640/Frequency+of+self-harming.png" width="640" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: x-small;"><i>Note: Figure 1 originates from <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">Brooks et al. (2015)</a></i></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Given that this is the first time self-harm has been added
to the HBSC England survey our data alone cannot tell us whether self-harm has
changed over time. However, comparing our data to a similar school based study
conducted in England during 2000/01<sup>7 </sup>suggests self-harm rates may
have nearly tripled over the past decade. Questions on self-harm will be
included in the HBSC England survey during the next round, allowing us to
observe any changes between 2014 and 2018. </span><o:p></o:p></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">While it was important to gain new insight into prevalence
rates of self-harm, particularly for those young people who do not present at
hospital with their injuries, the HBSC study also allows us to examine the
relationship between self-harm and different elements of young people’s lives. <o:p></o:p></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Our recent article sought to identify factors from the
family, school and community which may help protect young people against self-harming.
The study utilised data from a total of 1519 15 year olds who participated in
the 2014 HBSC England survey. Self-harm was measured via the question “Have you
ever deliberately hurt yourself in some way, such as cut or hit yourself on
purpose or taken an overdose?” <o:p></o:p></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">The analysis identified key elements which were associated
with self-harming including gender, family communication and a positive perception
of the school and neighbourhood environments. In line with existing research<sup>6</sup>,
the analysis identified girls were at a greater risk of self-harming compared
to boys. The paper highlights the important role parents may play in preventing
self-harm, as young people who found it difficult to talk to their mother and
father had a greater chance of reporting self-harm than those who described
family communication as easy. <o:p></o:p></span></div>
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<span style="line-height: 107%;"><span style="font-family: "trebuchet ms" , sans-serif;">For a more thorough discussion of our latest
findings the full paper can be found by clicking <a href="http://link.springer.com/article/10.1007/s00038-016-0900-2" target="_blank">here</a>. The International Journal of Public Health have also created a useful visual summary of this paper which you can access <a href="https://magic.piktochart.com/output/16881319-selfharm" target="_blank">here</a>. </span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "trebuchet ms" , sans-serif;"><u>References</u></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></span></div>
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<span class="apple-converted-space"><span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;">1. National Self Harm
Network. What is self harm? <i>NSHM.</i>
Retrieved October, 5, 2016 from <u><a href="http://www.nshn.co.uk/whatis.html">http://www.nshn.co.uk/whatis.html</a></u></span></span></span></div>
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<span class="apple-converted-space"><span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">2.<sup> </sup></span>Hawton, K., Saunders, K. &
O’Connor, R, (2012). <a href="http://www.sciencedirect.com/science/article/pii/S0140673612603225" target="_blank">Self-harm and suicide in adolescents</a>.<i> The Lancet, 379</i>, 2373-82.<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;">3. Kidger, J., Heron, J., Lewis, G., Evans, J. &
Gunnel, D. (2012). <a href="http://bmcpsychiatry.biomedcentral.com/articles/10.1186/1471-244X-12-69" target="_blank">Adolescent self-harm and suicidal thoughts in the ALSPAC cohort: a self-report survey in England</a>. <i>BMC
Psyhiatry, 12</i>, 69.<o:p></o:p></span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">4. </span><span style="background: white; line-height: 107%;">Collishaw, S., Maughan,
B., Goodman, R. & Pickles, A. (2004). <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.2004.00335.x/full" target="_blank">Time trends in adolescent mental health</a>.<span class="apple-converted-space"> </span><i>Journal of Child
Psychology and Psychiatry, 45</i>(8),
1350-62.</span><span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><o:p></o:p></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="background: white; line-height: 107%;"><br /></span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;">5. ChildLine. (2012). <span style="color: #282828;"><a href="http://cdn.basw.co.uk/upload/basw_15340-3.pdf" target="_blank">Saying the unsayable: What’s affecting children in 2012</a>. </span><o:p></o:p></span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="color: #282828;"><br /></span></span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;">6. Hagell, A. (2013).<span class="apple-converted-space"> </span><i><a href="http://www.ayph.org.uk/publications/316_RU13%20Self-harm%20summary.pdf" target="_blank">Adolescent self-harm: AYPH Research Summary No. 13</a>.</i><span class="apple-converted-space"> </span>Association
for Young People's Health (AYPH) & ChiMat. <o:p></o:p></span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></span></div>
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</span></span></div>
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<span style="background: white; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="font-family: "trebuchet ms" , sans-serif;">7. Hawton, K., Rodham, K., Evans, E., &
Weatherall, R. (2002). <a href="http://www.bmj.com/content/325/7374/1207.short" target="_blank">Deliberate self-harm in adolescents: self-report survey in schools in England</a>.<span class="apple-converted-space"> </span><i>BMJ,<span class="apple-converted-space"> </span>325</i><b>,<span class="apple-converted-space"> </span></b>1207–11<span style="color: #282828; font-size: x-small;">. </span></span></span><o:p></o:p></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-18762963580503810062016-06-21T09:02:00.002-07:002016-06-27T05:53:47.401-07:00*** Call for Papers - Special Issue of Children & Society ***<h2 style="background: white; margin-bottom: 8pt; text-align: center;">
<span style="font-size: large;"><span style="font-family: "calibri" , sans-serif; font-weight: normal;"><br /></span></span></h2>
<h2 style="background: white; margin-bottom: 8pt; text-align: center;">
<span style="font-size: large;"><span style="font-family: "calibri" , sans-serif; font-weight: normal;">Children & Society are running a special edition entitled</span></span></h2>
<h2 style="background: white; margin-bottom: 8pt; text-align: center;">
<span style="background-color: transparent;"><span style="font-family: "calibri" , sans-serif;"><span style="font-size: x-large;"><i>"Children’s and teenagers’ food practices in contexts of poverty and inequality"</i><span style="font-weight: normal;"> </span></span></span></span></h2>
<h2 style="background: white; margin-bottom: 8pt; text-align: center;">
<span style="font-size: large;"><span style="font-family: "calibri" , sans-serif; font-weight: normal;">with guest editors</span><span style="font-family: "calibri" , sans-serif; font-weight: normal;"> <a href="http://researchprofiles.herts.ac.uk/portal/en/persons/wendy-wills(4a9fafa2-1abf-49c3-a84c-4d5b47ffb3e7).html" target="_blank">Wendy Wills</a> (University of
Hertfordshire) and <a href="https://iris.ucl.ac.uk/iris/browse/profile?upi=REOCO01" target="_blank">Rebecca O’Connell</a> (Thomas Coram Research Unit, UCL).</span></span></h2>
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<b><span style="font-family: "calibri" , sans-serif;"><span style="font-size: large;">The call for papers is now open. </span></span></b></h2>
<h2 style="text-align: center;">
<b><span style="font-family: "calibri" , sans-serif;"><span style="font-size: large;">Deadline for abstracts: 30th September 2016</span></span></b></h2>
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<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;">Contemporary concern with food security and nutritional diets
indicates that food and eating are particularly important for children and
young people. Children’s and young people’s consumption of food is materialised
and made manifest in their physical, emotional and mental health, and
intersects with self-esteem and body image, both of which become more salient
as they mature. Furthermore, commensality plays a role in establishing and
cementing social networks, with food consumption playing a significant role in
children’s attempts to connect to, and reject, social relations with others (James,
1997). Food is also an important medium for children’s expression of identity
and control and a means of enacting agency and increasing their autonomy as
they grow older (O’Connell and Brannen, 2016). Children and young people also
make significant contributions to domestic food provisioning, including
producing, procuring and preparing food for themselves and their families
(Backett-Milburn, Wills et al., 2011).</span></span></div>
<div style="background: white; margin-bottom: 8.0pt;">
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;">Yet children’s and young people’s access to food (and other
resources) is limited by food availability, family income and their own access
to money. Qualitative studies of children’s perspectives of poverty show the
damaging effects on them of material disadvantage and social exclusion, as well
as the ways that resourceful and resilient young people manage and moderate the
effects of poverty (Ridge, 2011). However, not enough is known in the
contemporary context of austerity, nor at an international level, about how
children and young people negotiate food and eating in contexts of enduring
disadvantage. This special issue of <a href="http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1099-0860" target="_blank">Children & Society</a> (2018) will address
this gap in knowledge.</span></span><span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;">Incorporating international, multi-disciplinary papers the special
issue will draw together cutting edge research providing empirical and
theoretical insights about the lives of children and young people in relation
to their food practices and the different contexts and domains in which they
are enacted. Papers will examine the implications of poverty and inequality for
food access as well as the meanings and uses of food in children’s and young
people’s everyday lives, reflecting the symbolic and material nature of their
socio-economic position: at home, school, in community settings and the
commercial marketplace. Given contemporary concern with the quality of
children’s diets and with social inclusion, the special issue will make a
scholarly, practice and policy contribution in relation to theories of
childhood; children's everyday lives at home, school and in the community;
children's culture, rights and participation; and children's health and
well-being, in line with the scope of the journal.</span></span><br />
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;"><br /></span></span>
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;"><br /></span></span>
<span style="font-weight: normal;"><span style="font-family: "calibri" , sans-serif;"><b style="font-family: "Times New Roman";"><span style="font-family: "calibri" , sans-serif;">Addressing the variability of children’s and young people’s food practices and the contexts in which they are enacted, abstracts of up to 300 words are invited for papers that address the topic of children’s and teenagers’ food practices in contexts of poverty and inequality, including but not limited to the following questions:</span></b></span></span></div>
<ul>
<li><span style="font-family: "calibri" , sans-serif;">How do poverty and inequality mediate children’s and young
people’s food practices? </span></li>
</ul>
<ul>
<li><span style="font-family: "calibri" , sans-serif;">What is the relevance of social contexts and social
policies and where is responsibility for children’s and young people’s food and
eating seen to reside? </span></li>
</ul>
<ul>
<li><span style="font-family: "calibri" , sans-serif;">Which conceptual approaches are helpful in seeking to
understand children’s experiences?</span></li>
</ul>
<ul>
<li><span style="font-family: "calibri" , sans-serif;">And what methodological and ethical issues
need to be considered in researching and influencing young people’s food
practices in the context of poverty and inequality?</span></li>
</ul>
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<h2 style="background: white; margin-bottom: 8pt; text-align: center;">
<b><span style="font-family: "calibri" , sans-serif;">Timetable for Children & Society Special Issue</span></b></h2>
<div style="text-align: center;">
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<span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Abstract deadline - 30th September 2016 </span></span><br />
<span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Accepted authors notified - 31st October 2106</span></span><br />
<span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Full papers deadline - February 2017</span></span><br />
<span style="font-family: "symbol"; font-size: 10pt; text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Papers reviewed between February - September 2017</span></span><br />
<span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Revised manuscripts deadline - December 2017<span style="font-size: 14.6667px;"> </span></span></span><span style="font-family: "symbol"; font-size: 10pt; text-indent: -18pt;"><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><br />
<span style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">Special Issue published - May 2018</span></span></div>
<div style="text-align: center;">
<b style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;"><br /></span></b></div>
<div style="text-align: center;">
<b><span style="font-family: "calibri" , sans-serif; text-align: start;">Abstracts and queries should be sent to:</span><span style="font-family: "calibri" , sans-serif; text-align: start;">Wendy Wills </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"><a href="mailto:w.j.wills@herts.ac.uk"><span style="color: #0563c1; font-size: 12pt;">w.j.wills@herts.ac.uk</span></a></span><span style="font-family: "calibri" , sans-serif; text-align: start;"> or </span><span style="font-family: "calibri" , sans-serif; text-align: start;">Rebecca O’Connell </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"><a href="mailto:rebecca.oconnell@ucl.ac.uk"><span style="color: #0563c1; font-size: 12pt;">rebecca.oconnell@ucl.ac.uk</span></a></span></b></div>
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<b style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;"><br /></span></b></div>
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<b style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;"><br /></span></b></div>
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<b style="text-indent: -18pt;"><span style="font-family: "calibri" , sans-serif;">About
the guest editors...</span></b></div>
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<span style="font-family: "calibri" , sans-serif;">Wendy
Wills is Professor of Food and Public Health at the University of Hertfordshire
where she works at the interface of social science and public health in
relation to food, eating, weight/obesity and health; inequalities and young
people are a particular concern and a focus of her research. She has previously
guest edited issues of <a href="http://www.socresonline.org.uk/index_by_issue.html" target="_blank">Sociological Research Online</a> </span><span style="font-family: "calibri" , sans-serif;">and <a href="http://www.tandfonline.com/toc/ccph20/21/4" target="_blank">Critical Public Health</a></span><span style="font-family: "calibri" , sans-serif;">, on the subject of food practices; both
these special issues drew on papers submitted to the British Sociological
Association ‘Food and Society’ conference in 2010, which Wendy convened.</span></div>
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<span style="font-family: "calibri" , sans-serif;">Dr
Rebecca O'Connell is a Senior Research Officer at the Thomas Coram Research
Unit, UCL Institute of Education. She is a Social Anthropologist whose research
interests focus on children’s and families’ food practices, poverty and
inequality, work-life issues, and research methodology. Rebecca is currently
Principal Investigator on a European Research Council funded study of <a href="http://foodinhardtimes.org/" target="_blank">Families and Food in Hard Times</a> in the UK, Portugal and Norway</span><span style="font-family: "calibri" , sans-serif;">. She is also
co-convenor of the British Sociological Association Food Study Group.</span></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com2tag:blogger.com,1999:blog-4223408439810855914.post-48880926222210760142016-03-17T08:39:00.000-07:002016-03-17T08:41:16.529-07:00Launch of the HBSC international report<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">On the 15<sup>th</sup> March the
WHO Health Behaviour in School-aged Children (HBSC) International report was
launched in Brussels! The international report provides an insight into the
health and wellbeing of young people aged 11 – 15 years from across Europe and North
America. The data is based on responses from over 200,000 young people from 42
countries who took part in the 2013/14 HBSC study. You can access the report <a href="http://www.euro.who.int/en/health-topics/Life-stages/child-and-adolescent-health/health-behaviour-in-school-aged-children-hbsc/growing-up-unequal-gender-and-socioeconomic-differences-in-young-peoples-health-and-well-being.-health-behaviour-in-school-aged-children-hbsc-study-international-report-from-the-20132014-survey" target="_blank">here</a>, along with <a href="http://www.euro.who.int/en/health-topics/Life-stages/child-and-adolescent-health/health-behaviour-in-school-aged-children-hbsc/background-briefs" target="_blank">factsheets</a>
and <a href="http://www.euro.who.int/en/health-topics/Life-stages/child-and-adolescent-health/health-behaviour-in-school-aged-children-hbsc/success-stories" target="_blank">success stories</a> illustrating how HBSC has been
used to affect policy in different countries. The international report contains
quotes from young people from different countries in the study – we think they
are a fantastic addition and provide context and understanding to the data.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The HBSC international report is
titled “Growing up unequal: gender and socioeconomic differences in young
people's health and well-being. Health Behaviour in School-aged Children (HBSC)
study: international report from the 2013/2014 survey” and reflects the
findings that differences between gender and socioeconomic status are having a
negative effect on the health and wellbeing of young people. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">With our data being presented
alongside countries from Europe and North America we are able to make cross
cultural comparisons and see how well young people in England are doing
compared with their peers in other countries. English girls showed one of the
highest levels of inequality for multiple health complaints, self-rated health,
and tobacco initiation compared to other European and GB countries. The girls
from the least affluent households (lowest 20%) in England are more likely to
experience weekly multiple health complaints and they rate their health much
lower than girls from the most affluent (highest 20%) households. The
difference in prevalence between these groups is one of the largest across all
HBSC countries. On a positive note, the report found that English 11-year olds fare
better on a number of health indicators compared with many of their European
peers, such as having breakfast every day and regular tooth brushing.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For more details about the
international data you can check out the press coverage from <a href="http://www.independent.co.uk/news/uk/home-news/britain-s-teenagers-are-stressed-drink-too-much-and-think-they-re-fat-a6932431.html" target="_blank">The Independent</a>,
<a href="http://www.telegraph.co.uk/news/uknews/12194857/Lad-culture-How-British-teenage-girls-outdo-boys-for-sex-and-drunkenness.html" target="_blank">The Telegraph</a> and <a href="http://www.theguardian.com/society/2016/mar/15/british-teenagers-among-least-satisfied-in-western-world" target="_blank">The Guardian</a>. You can also follow the conversation by using
#teenhealth.</span><o:p></o:p></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-91737476868181415812016-03-16T05:12:00.002-07:002016-10-19T02:34:32.675-07:00Crucial Crew<div class="MsoNormal">
<span style="background-color: white; color: #282828; font-family: "arial" , sans-serif; line-height: 14.85pt;">On Tuesday 15</span><sup style="background-color: white; color: #282828; font-family: Arial, sans-serif; line-height: 14.85pt;">th</sup><span style="background-color: white; color: #282828; font-family: "arial" , sans-serif; line-height: 14.85pt;"> March we manned a stall at Crucial Crew, a
Welwyn Hatfield event aimed at sharing information with young people. Year 9
students from six local schools attended the event throughout the day. A range
of stalls were available to provide young people with information and advice
about services and opportunities available to them. The HBSC England team were
there to inform young people about how they can be involved in research, why it
is important and the benefits for them.</span></div>
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<span style="color: #282828; font-family: "arial" , sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">The HBSC England study is keen to involve young people in the research
process, and not just as participants. Young people can be involved in lots of
different ways, in the past young people have helped us develop the HBSC
questionnaire, piloted questions with their peers to gain feedback on the
questions, and interpreted the HBSC data through</span><span style="font-family: "arial" , sans-serif;"> </span><span style="font-family: "arial" , sans-serif;"><a href="http://hbscengland1.blogspot.co.uk/2015/07/what-we-think.html" target="_blank">blog posts</a></span><span style="font-family: "arial" , sans-serif;">, </span><span style="font-family: "arial" , sans-serif;"><a href="http://hbscengland1.blogspot.co.uk/2013/07/youth-engagement-at-hbsc-conference.html" target="_blank">conference presentations</a> </span><span style="font-family: "arial" , sans-serif;">and </span><span style="font-family: "arial" , sans-serif;"><a href="http://hbscengland1.blogspot.co.uk/2015/10/health-in-young-people.html" target="_blank">designing infographics</a></span><span style="font-family: "arial" , sans-serif;">. <span style="color: #282828;"><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , sans-serif; line-height: 107%;">Young people usually engage
with our research through schools, however Crucial Crew gave us the opportunity
to talk to lots of young people from different schools about our research and how
they can get involved. </span><br />
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<span style="font-family: "arial" , sans-serif; line-height: 107%;"><span style="background: white; color: #282828; font-family: "arial" , sans-serif;">The day was very successful! We had some
interesting conversations with young people about research, and they had lots
of great ideas about the best ways for involving young people. To all the
students (and teachers!) who were interested in getting involved with our
research – we will be in touch soon and are looking forward to our
future collaboration! </span><span style="background-color: white; color: #282828; font-family: "arial" , sans-serif; line-height: 18.4px;">We hope all the year 9 students who attended Crucial Crew found the event to be both useful and interesting.</span></span>HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-39083251923081124292016-02-22T04:12:00.000-08:002016-02-22T04:12:02.760-08:00And the winner is...<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Thank you to all the young people who completed our quiz at the Galleria on 17th February! </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">All completed quizzes were entered into a prize draw to win a £15 high street voucher, and earlier today </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: x-large;"><u><b>Bethany Moss</b></u> </span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">was picked as the prize winner! </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: large;">Congratulations to Bethany!</span>HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-90474920022494715252016-02-22T04:08:00.000-08:002016-02-22T04:34:26.558-08:00#UHatGalleria<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The involvement of young people in
the HBSC England study goes beyond young people being participants and
completing the HBSC survey. The HBSC England team have been keen to involve
young people in all parts of the research process including questionnaire development,
piloting questions with peers, design and survey delivery, and interpretation
of data. We have written a number of blog posts about how young people have
been involved in our research, click <a href="http://hbscengland1.blogspot.co.uk/2013/02/involving-people-that-matter-day-with.html" target="_blank">here</a> and <a href="http://hbscengland1.blogspot.co.uk/2013/07/youth-engagement-at-hbsc-conference.html" target="_blank">here</a> to read about our young
co-researchers.<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Usually youth participation is
facilitated through local schools, however we were recently part of a
University of Hertfordshire public engagement event to showcase our research
with young people and the public. On Wednesday 17<sup>th</sup> February, along
with colleagues from our department CRIPACC, we set up our stall at the
Galleria in Hatfield ready to share our research with the public!</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivtev9d-92JvTVd64533m2Po1GXR9gLBxYdRbiB_gFXV16er3DHpclujTlLS_w_yF_DApC5R6d1S7Dk8M75O_sEmIdeJvFq4KuyieSUYiqB6mEZBgMur4vYX2sJU7f4eHjarXMlWY87I4/s1600/IMG_20160217_102737.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivtev9d-92JvTVd64533m2Po1GXR9gLBxYdRbiB_gFXV16er3DHpclujTlLS_w_yF_DApC5R6d1S7Dk8M75O_sEmIdeJvFq4KuyieSUYiqB6mEZBgMur4vYX2sJU7f4eHjarXMlWY87I4/s640/IMG_20160217_102737.jpg" width="480" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Our data was presented on
infographics – two of which had been designed by a young researcher called
Harrison who joined us for work experience. </span><o:p></o:p></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">We also ran a quiz about young
people’s health in England. It was interesting talking to young people (and
their parents!) about the health of English teenagers - some of the answers to
the quiz were surprising and even questioned the assumptions we hold about
teenagers. Thank you to all the young people who took part in the quiz - we
will be drawing the prize winner soon!</span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF9oN7oSy7D6um-ndQxvWmfXghhR3E6zXFsxuCLvVf1v1IBOexhe2NQfjSyRTGwqhdkeNHqCurFL1QMXowA79utd0EulAMqPHAIA3h5Tvq2-jnbtQfRplfcBvXXbum4uP0G3wcW_HBWBI/s1600/IMG_20160217_102906.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF9oN7oSy7D6um-ndQxvWmfXghhR3E6zXFsxuCLvVf1v1IBOexhe2NQfjSyRTGwqhdkeNHqCurFL1QMXowA79utd0EulAMqPHAIA3h5Tvq2-jnbtQfRplfcBvXXbum4uP0G3wcW_HBWBI/s640/IMG_20160217_102906.jpg" width="480" /></a></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The day was very successful and we hope
everyone who attended the event found it interesting and had lots of fun! To
have a look at what we got up to on the day you can search with #UHatGalleria
or follow us on twitter @HBSCEngland.</span><o:p></o:p></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-41152367482777721852016-01-20T03:45:00.000-08:002016-01-20T04:20:05.565-08:00Competition: Design an infographic! <div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Interested in design? Good with computers? Feeling creative?
Enter our competition to have your design published AND win a high street
shopping voucher.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><span style="font-size: large;">What you can win...</span></b></span><br />
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: red;">1<sup>st</sup> prize</span>: £30 high street voucher and the winning
infographic will be printed on promotional material e.g. posters, oyster card
holders.</span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: red;">2<sup>nd</sup> prize</span>: £20 high street voucher</span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: red;">3<sup>rd</sup> prize</span>: £10 high street voucher</span></blockquote>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">And even if you don’t win, your entry will still be
displayed on our website and shared with our followers on Twitter and Facebook!
<o:p></o:p></span></div>
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<b style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">What you need to do…</span></b></div>
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<b style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><br /></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">We want to tell people about our research, and one good way
of doing that is using infographics. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">An infographic displays data and
information in a visual way – making it easy to understand. See infographics
made by work experience student Harrison by clicking <i><a href="http://hbscengland1.blogspot.co.uk/2015/10/consumption-in-teens-infographic.html" target="_blank">here</a></i> and <i><a href="http://hbscengland1.blogspot.co.uk/2015/10/health-in-young-people.html" target="_blank">here</a>.</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b>You need to create an </b><span style="font-weight: bold;">infographic</span><b> based on the data
from the <a href="http://www.hbscengland.com/" target="_blank">Health Behaviour in School-aged Children</a> study in England</b>. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The
data can be found in our national report by clicking <a href="http://www.hbscengland.com/wp-content/uploads/2015/10/National-Report-2015.pdf" target="_blank">here</a>. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">There are lots of different websites which you can use to
create an infographic including <a href="https://www.canva.com/create/infographics/" target="_blank">Canva</a> and <a href="http://piktochart.com/" target="_blank">Piktochart</a>. </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you are feeling creative, you can even make an
infographic in Word/Publisher/Paint! </span></div>
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<b style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">How to enter…</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">You must be 18 years or younger to enter this competition.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The deadline is the 31st March 2016. Email
your infographic (as a PDF or image file) to <a href="mailto:hbsc.england@herts.ac.uk">hbsc.england@herts.ac.uk</a>. Remember
to tell us your name and age too!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you have any questions please get in touch. You can email
us, or get in touch with us on <a href="https://twitter.com/hbscengland" target="_blank">Twitter</a> or <a href="https://www.facebook.com/HbscEngland/" target="_blank">Facebook</a>.</span><o:p></o:p></div>
HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-27448431671630439882016-01-05T02:52:00.000-08:002016-01-05T02:52:02.806-08:00Congratulations!<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial, Helvetica, sans-serif;">The <a href="http://www.herts.ac.uk/research/hhsri/research-areas-hhsri/nursing-midwifery-social-work/cripacc" target="_blank">Centre for Research in Primary and Community Care </a>(CRIPACC) at the University of Hertfordshire</span><span style="font-family: Arial, Helvetica, sans-serif;"> hosted five <a href="http://www.nuffieldfoundation.org/nuffield-research-placements" target="_blank">Nuffield Foundation</a> research placements between July and August 2015. Nuffield Foundation
placements are awarded to gifted and talented students
who have just finished their AS levels and are interested in pursuing careers
in STEMM subjects. The placement allows the student to
undertake an independent research project lasting between 4 - 6 weeks, supported by a designated supervisor or supervisory team.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 107%;">We would like to say congratulations to Nuffield placement
student, Marium, for reaching the National Science + Engineering Competition
finals! Marium's research project explored </span><span style="color: #141823; line-height: 107%;">the
delivery of nutrition information for people with Type 2 diabetes in community
pharmacies. For more information about her time in the department, check out her blog post <a href="http://hbscengland1.blogspot.co.uk/2015/10/how-nuffield-foundation-placement.html" target="_blank">here</a>.</span><span style="line-height: 107%;"> Marium
will present her research at the competition finals held at The Big Bang Fair
2016.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 107%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 107%;">You can also read about Chelsea's Nuffield Foundation placement exploring <a href="http://hbscengland1.blogspot.co.uk/2015/09/my-nuffield-research-placement.html" target="_blank">nutritional information dietitians use with patients that have type 2 diabetes</a> and Susanna's experience of <a href="http://hbscengland1.blogspot.co.uk/2015/09/getting-to-grips-with-visual-data.html" target="_blank">content analysis of user generated images</a>.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 107%;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 107%;"><br /></span></span>HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-54402923502528602732015-11-19T00:42:00.000-08:002015-11-19T01:03:12.842-08:00International Men's Day<div>
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November 19<sup>th</sup> is <a href="http://www.internationalmensday.com/" target="_blank">International Men’s Day 2015</a>,
aimed at raising awareness of men’s health and wellbeing, promoting male role
models and celebrating men’s positive contributions, highlighting male
discrimination and promoting gender equality. The UK theme for 2015 is <a href="http://ukmensday.org.uk/" target="_blank">“Make a Difference for Men and Boys”</a>;
identifying what action needs to be taken to address issues. How can we make a
difference to the lives of men and boys across the world? <o:p></o:p></div>
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The latest data from <a href="http://bit.ly/1MqnnrG" target="_blank">HBSC England</a><sup>1</sup> is drawn from a large representative sample across England, encompassing girls
and boys aged between 11 – 15 years from varying social backgrounds,
ethnicities and religions. Consequently the HBSC England data provides a
comprehensive picture of the lives of young boys living in England today; allowing
us to identify both aspects of physical health and emotional and social
wellbeing in which boys are flourishing, and also areas of concern.<o:p></o:p><br />
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Since 2002 a decline in traditional risk behaviours such as
drinking alcohol, smoking tobacco, cannabis use and fighting have all been
noted among adolescents. Today only a small minority (6%) of 15 year old boys
report smoking on a weekly basis, falling from 28% in 2002. Likewise, the
prevalence of weekly drinking among 15 year old boys has reduced sharply from
52% in 2002 to 12% in 2014. Similar reductions in substance use have been noted
elsewhere; in 2014 the Health and Social Care Information Centre<sup>2</sup>
reported the lowest rates of smoking and alcohol consumption among teenage boys
since their research began in 1988, while the HBSC Scotland team<sup>3</sup>
recorded the fewest instances of drunkenness among 15 year old boys since 1990.
Fighting is typically viewed as a male behaviour, but although more boys than
girls still report being involved in fighting, the gender gap is narrowing due
to a steady decline in the number of young boys who said they have been involved
in a physical fight (Figure 1). This is a trend which Pickett and colleagues<sup>4</sup>
identified to be occurring on an international level.<o:p></o:p></div>
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<b>Figure 1: Proportion of boys aged 11-15 years who reported being in two or more physical fights during the previous year (adapted from Brooks et al. 2015)</b><br />
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<a href="https://www.blogger.com/blogger.g?blogID=4223408439810855914" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwozJfD7pM8qDjcTAxbpk-FrrsZHhb-KWLv2YX7AH7Vrn6qYRcNvWzt5ZQM2_LAvE5udwyuzuW8_9fqX4DS6SbA39g-WzO3J6ZJN14n8afmEgHokfBcBQplJwfgwtIN3EL5fFExZckhTA/s1600/Boys_fighting.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="369" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwozJfD7pM8qDjcTAxbpk-FrrsZHhb-KWLv2YX7AH7Vrn6qYRcNvWzt5ZQM2_LAvE5udwyuzuW8_9fqX4DS6SbA39g-WzO3J6ZJN14n8afmEgHokfBcBQplJwfgwtIN3EL5fFExZckhTA/s640/Boys_fighting.png" width="640" /></a></div>
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While the number of young boys engaging in traditional risk
behaviours appears to be improving, the same cannot be said about healthy
behaviours. The World Health Organization (WHO) recommends young people participate
in at least 1 hour of moderate to vigorous physical activity per day. The
latest HBSC England data identified less than a quarter (22%) of all boys
surveyed met the recommended levels of physical activity. Moreover, the
proportion of boys who are physically active for an hour every day has decreased
by 6 percentage points from 2010, and is now at the lowest it has been since
2002. Similarly, fewer than half of boys reported eating fruit and vegetables
every day, with no substantial changes since 2006. Sleep is a new topic for
HBSC England, but the latest data suggest that this is an area of concern -
only 48% of 15 year old boys reported achieving 8.5 hours sleep and nearly a
third said they are unable to concentrate at school due to a lack of
sleep. </div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Adolescent boys are often reported to fare better in terms
of health and well-being than their female peers, but there are particular
areas where men are known to be at greater risk. An integral part of
International Men’s Day is raising awareness of male suicide: Men are <a href="http://www.esrc.ac.uk/news-events-and-publications/news/news-items/the-under-diagnosis-of-male-mental-illness-may-help-us-explain-why-75-per-cent-of-suicides-are-among-men/" target="_blank">three times more likely to commit suicide than women</a>,
and the last five years has seen a 40% increase in suicides among men aged
45-49 years<sup>5</sup>. Despite these figures, men are less likely to be
diagnosed with depression than women<sup>6</sup>. The HBSC England data
contributes to challenging the gender stereotype surrounding emotional
wellbeing, and adds to the call for action regarding young boys’ mental health.
A substantial proportion of young boys reported poor emotional wellbeing (Table
1), with a quarter of 15 year old boys feeling low once a week and nearly a
third feeling nervous on a weekly basis. Further, one of the most commonly
reported health complaints among 15 year old boys, feeling irritable, is
recognised as one of the markers of depression in men<sup>6</sup>. Boys’
self-reported life satisfaction is a concern, with 21% of boys reporting they
are “struggling” or “suffering” and a dramatic decrease in life satisfaction among
15 year old boys in the last 4 years. In line with decreases in emotional
wellbeing, 11% of 15 year old boys reported self-harming in 2014 compared with
3.2% in a comparable survey-based study conducted in 2002<sup>7</sup>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoCaption" style="page-break-after: avoid;">
<br /></div>
<div class="MsoCaption" style="page-break-after: avoid;">
<b>Table <!--[if supportFields]><span
style='mso-element:field-begin'></span><span
style='mso-spacerun:yes'> </span>SEQ Table \* ARABIC <span style='mso-element:
field-separator'></span><![endif]-->1<!--[if supportFields]><span
style='mso-no-proof:yes'><span style='mso-element:field-end'></span></span><![endif]-->:
Proportion of boys who reported experiencing health complaints and emotions
during the past week (adapted from Brooks et al. 2015)</b><o:p></o:p><br />
<b><br /></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTable15Grid2Accent3" style="border-collapse: collapse; border: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="background: white; border-bottom: solid #C9C9C9 1.5pt; border: none; mso-background-themecolor: background1; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<br /></div>
</td>
<td style="background: white; border-bottom: solid #C9C9C9 1.5pt; border: none; mso-background-themecolor: background1; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b>11 year olds<o:p></o:p></b></div>
</td>
<td style="background: white; border-bottom: solid #C9C9C9 1.5pt; border: none; mso-background-themecolor: background1; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b>13 year olds<o:p></o:p></b></div>
</td>
<td style="background: white; border-bottom: solid #C9C9C9 1.5pt; border: none; mso-background-themecolor: background1; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b>15 year olds<o:p></o:p></b></div>
</td>
<td style="background: white; border-bottom: solid #C9C9C9 1.5pt; border: none; mso-background-themecolor: background1; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
<b>All ages<o:p></o:p></b></div>
</td>
</tr>
<tr>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Feeling low<o:p></o:p></b></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
14%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
15%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
25%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
18%<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Feeling nervous<o:p></o:p></b></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
22%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
25%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
29%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
25%<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Feeling irritable<o:p></o:p></b></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
26%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
32%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
41%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
32%<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Sleeping difficulties<o:p></o:p></b></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
29%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
28%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
30%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
29%<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Felt full of energy<o:p></o:p></b></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
67%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
55%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
44%<o:p></o:p></div>
</td>
<td style="background: #EDEDED; border-bottom: solid #C9C9C9 1.0pt; border: none; mso-background-themecolor: accent3; mso-background-themetint: 51; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
57%<o:p></o:p></div>
</td>
</tr>
<tr>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-right-alt: solid #C9C9C9 .25pt; mso-border-right-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-right-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 106.35pt;" valign="top" width="142"><div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b>Felt able to pay attention<o:p></o:p></b></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
76%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 3.0cm;" valign="top" width="113"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
65%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border-left: none; border-right: solid #C9C9C9 1.0pt; border-top: none; mso-border-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-right-themecolor: accent3; mso-border-right-themetint: 153; mso-border-themecolor: accent3; mso-border-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.1pt;" valign="top" width="123"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
54%<o:p></o:p></div>
</td>
<td style="border-bottom: solid #C9C9C9 1.0pt; border: none; mso-border-bottom-alt: solid #C9C9C9 .25pt; mso-border-bottom-themecolor: accent3; mso-border-bottom-themecolor: accent3; mso-border-bottom-themetint: 153; mso-border-bottom-themetint: 153; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-alt: solid #C9C9C9 .25pt; mso-border-left-themecolor: accent3; mso-border-left-themecolor: accent3; mso-border-left-themetint: 153; mso-border-left-themetint: 153; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-alt: solid #C9C9C9 .25pt; mso-border-top-themecolor: accent3; mso-border-top-themecolor: accent3; mso-border-top-themetint: 153; mso-border-top-themetint: 153; padding: 0cm 5.4pt 0cm 5.4pt; width: 82.25pt;" valign="top" width="110"><div align="center" class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: center;">
66%<o:p></o:p></div>
</td>
</tr>
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There is much focus on the emotional well-being of girls and
young women, but while highlighting such issues is necessary it is equally
important that we do not forget about boys and young men in the process. The
idea that males are ‘doing fine’ just because they report a lower prevalence of
risk factors than young women could marginalise boys’ emotional well-being
needs. The HBSC England data provides an insight into the lives of adolescent
boys in England today, and the temporal nature of the study allows us to make
comparisons spanning over a decade. The data indicates positive behavioural
changes including a decline in substance use and fighting which are worthy of
celebration. However, in keeping with the theme of International Men’s Day: How
can we make a difference to the lives of boys? The HBSC England data suggests
we move away from traditional, masculine risk behaviours and begin to address
healthy behaviours and emotional wellbeing. The majority of boys are not
engaging with healthy behaviours such as physical activity, and comparisons
across time suggest uptake of these behaviours are at best static, and at worst
in decline. Moreover, we need greater acknowledgement that emotional well-being
is an issue for the teenage boys of England just as it is for girls. <o:p></o:p></div>
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Why not check out blog posts written by our young male co-researchers? Vato and Roman recently wrote a blog titled <a href="http://hbscengland1.blogspot.co.uk/2015/07/what-we-think.html" target="_blank">“What we think”</a>
which explores the internal struggles adolescents face, and Harrison has
written <a href="http://hbscengland1.blogspot.co.uk/2015/10/adolescent-stress-from-young-persons.html" target="_blank">“Adolescent stress from a young person’s view”</a>.<o:p></o:p></div>
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<br />
<ol>
<li><span style="font-size: 7pt; font-stretch: normal;"> </span><span style="text-indent: -18pt;">Brooks, F., Magnusson, J., Klemera, E., Chester,
K., Spender, N. & Smeeton, N. (2015). </span><i style="text-indent: -18pt;"><a href="http://bit.ly/1MqnnrG" target="_blank">HBSCEngland National Report: Findings from the 2014 HBSC Study for England</a></i><span style="text-indent: -18pt;">.
Hatfield: University of Hertfordshire.</span></li>
<li><span style="text-indent: -18pt;">Health and Social Care Information Centre
(2015). <a href="http://www.hscic.gov.uk/catalogue/PUB17879/smok-drin-drug-youn-peop-eng-2014-rep.pdf" target="_blank">Smoking, drinking and drug use among young people in England 2014</a>.
Leeds: HSCIC</span></li>
<li><span style="text-indent: -18pt;">Currie C, Van der Sluijs, W., Whitehead, R.,
Currie, D., Rhodes, G., Neville, F., Inchley, J. (2015) <a href="http://www.cahru.org/content/03-publications/04-reports/hbsc_nr14_interactive_final.pdf?utm_content=buffer05a8a&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer" target="_blank">HBSC 2014 Survey inScotland National Report</a>. Child and Adolescent Health Research Unit (CAHRU),
University of St Andrews</span></li>
<li>Pickett, W., Molcho, M., Elgar, F. J., Brooks,
F., de Looze, M., Rathmann, K., … Currie, C. (2013). <a href="http://pediatrics.aappublications.org/content/131/1/e18.short" target="_blank">Trends and socioeconomiccorrelates of adolescent physical fighting in 30 countries. </a>Pediatrics, 131(1),
e18–26</li>
<li><span style="text-indent: -18pt;">Equality
and Human Rights Commission. (2015). </span><i style="text-indent: -18pt;"><a href="http://www.equalityhumanrights.com/sites/default/files/uploads/IBF/Final-reports/EHRC_IBF_MainReport_acc.pdf" target="_blank">IsBritain Fairer? The state of equality and human rights 2015</a>.</i></li>
<li><span style="text-indent: -18pt;">Wilkins, D. (2010) </span><i style="text-indent: -18pt;"><a href="https://www.livingwell.org.au/wp-content/uploads/2012/11/Untold_problems.pdf" target="_blank">Untold problems: A review of the essential issues in the mental healthof men and boys</a>.</i><span style="text-indent: -18pt;"> Men’s Health Forum.</span></li>
<li>Hawton, K., Rodham, K., Evans, E., &
Weatherall, R. (2002). <a href="http://www.bmj.com/content/325/7374/1207.short" target="_blank">Deliberate self harm in adolescents: self report surveyin schools in England</a>. BMJ, 325(7374), 1207-1211</li>
</ol>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-91621970079256255582015-11-16T01:11:00.001-08:002016-10-31T11:31:47.900-07:00Make a Noise!<div>
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The 16<sup>th</sup> – 20<sup>th</sup> November is Anti-Bullying
Week in
England, organised by the <a href="http://www.anti-bullyingalliance.org.uk/anti-bullying-week/" target="_blank">Anti-Bullying Alliance</a>.
The 2015 theme is “Make a Noise About Bullying”, focused on encouraging
conversations about bullying – among young people, schools and families. Bullying
can have a significant impact on the health and wellbeing of young people.
International research has demonstrated experiencing bullying is linked to both
physical health symptoms (e.g. headaches) and psychological health symptoms
(e.g. loneliness)<sup>1</sup>. Moreover, research by Wolke and colleagues<sup>2</sup>
identified the impact of childhood bullying can last long into adult life. The
detrimental and often long lasting effects of bullying make it imperative young
people speak up about bullying they, or others, are experiencing so that they
receive the necessary support.</div>
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Bullying can be defined as intentional harmful behaviours,
which are carried out repeatedly against a weaker individual. Bullying can be
carried out using many different behaviours, but they can be broadly
categorised in to physical, verbal, relational and cyber bullying.</div>
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The <a href="http://www.hbsc.org/" target="_blank">HBSC study</a> has
long recognised the importance of researching bullying among young people, and
within the international network questions addressing bullying have been a mandatory
feature of the HBSC survey since 1997. HBSC England samples a large,
representative proportion of young people aged 11, 13 and 15 years in England.
Consequently, the latest <a href="http://bit.ly/1MqnnrG" target="_blank">HBSC England</a> data provides an up to date view of
bullying behaviours in England today. </div>
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<o:p></o:p>Overall, 32% of young people surveyed said they had
experienced bullying at school at least once in the past two months. Girls were
slightly more likely than boys to say they had been bullied– 34% of girls
compared with 31% of boys. Comparatively, fewer young people said they had
bullied another student; 18% of the young people surveyed said they had bullied
someone in the past 2 months.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtMurMJGkEGpf1ALofzqxKu63fBNqDfKjL3pCGCwysSmggS081Nhp6LFNPzvPI0SV36GvGQNg2O4TP9tBUQ6zp_g-1l__Kh4AbWPo2gsdosweE_oIV6QoD04pV9iYa8ln2tX8CZ26z4qw/s1600/Blog_bullied.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="390" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtMurMJGkEGpf1ALofzqxKu63fBNqDfKjL3pCGCwysSmggS081Nhp6LFNPzvPI0SV36GvGQNg2O4TP9tBUQ6zp_g-1l__Kh4AbWPo2gsdosweE_oIV6QoD04pV9iYa8ln2tX8CZ26z4qw/s640/Blog_bullied.png" width="640" /></a></div>
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The
2014 survey was the first time HBSC England included questions on the topic of
cyberbullying (read our previous blog post about cyberbullying by clicking <a href="http://hbscengland1.blogspot.co.uk/2013/02/cyberbullying-bullying-hasprobably-been.html" target="_blank">here</a>). Fewer young people
reported being cyberbullied than the more “traditional” forms of bullying; in
total 18% of the young people surveyed said they had experienced cyberbullying
in the past two months. Girls were much more likely to say they had been
cyberbullied, with 24% of girls compared with 12% of boys reporting cyberbullying. Interestingly
cyber bullying appeared to increase with age (Figure 2), compared with
traditional bullying which was less common among older adolescents (Figure 1). <o:p></o:p></div>
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For the full HBSC England report which addresses bullying
(along with other adolescent health behaviours!) click <a href="http://bit.ly/1MqnnrG" target="_blank">here</a><span style="font-size: 10.6667px; line-height: 11.4133px;">.</span><o:p></o:p></div>
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Join in with Anti-Bullying Week on twitter by using the
#antibullyingweek and #MakeaNoise to raise awareness around bullying. We will
be tweeting the latest HBSC England data on bullying from our account
@HBSCEngland, so make sure you follow us for updates!<o:p></o:p></div>
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<li><span style="color: #282828; font-family: "arial" , sans-serif; font-size: 10pt; line-height: 13.85pt; text-indent: -18pt;">Due, P., Holstein,
B. E., Lynch, J., et al. (2005). </span><span style="font-family: "arial" , sans-serif; font-size: 10pt; text-decoration: none;"><a href="http://eurpub.oxfordjournals.org/content/15/2/128" target="_blank">Bullying and symptoms among school-aged children: international comparative cross sectional study in 28 countrie</a>s</span><span style="font-family: "arial" , sans-serif; font-size: 10pt; line-height: 13.85pt; text-indent: -18pt;">. <i style="color: #282828;">Eur J
Public Health</i><span style="color: #282828;">, </span><i style="color: #282828;">15</i><span style="color: #282828;">, 128–132.</span></span></li>
<li><span style="color: #282828; font-family: "arial" , sans-serif; font-size: 10pt; line-height: 13.85pt; text-indent: -18pt;">Wolke, D.,
Copeland, W. E., Angold, A. & Costello, E. J. (2013). <a href="http://pss.sagepub.com/content/24/10/1958" target="_blank">Impact of bullying inchildhood on adult health, wealth, crime, and social outcomes</a>. <i>Psychological
science</i>, <i>24</i>(10), 1958-1970.</span></li>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-18792380242829558672015-10-26T04:57:00.002-07:002015-10-26T04:57:50.330-07:00SEMINAR - "Within arm's reach: School neighbourhoods and the availability of food and drink"<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.herts.ac.uk/research/hhsri/research-areas-hhsri/nursing-midwifery-social-work/cripacc/DHRes-events/foodnet" target="_blank">FoodNet</a> and ReACH from the University of Hertfordshire are hosting a free seminar exploring what young people are eating and drinking in and around school. Check out the flier below for more information...</span><br />
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-15236301998519235292015-10-26T04:47:00.000-07:002015-10-26T04:47:02.175-07:00Consumption in teens: an infographic <div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; color: #282828; font-family: Arial, Helvetica, sans-serif; font-size: 13.2px; line-height: 18.48px;">The HBSC England team are keen to work with young people when disseminating our research. Recently the team were joined by Harrison, a 15 year old student undertaking work experience. Harrison was tasked with presenting the latest HBSC England data (full report <a href="http://bit.ly/1MqnnrG" target="_blank">here</a>) in a more interesting and accessible format. He created the wonderful infographic below...</span></div>
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<span style="background-color: white; color: #282828; font-family: Arial, Helvetica, sans-serif; font-size: 13.2px; line-height: 18.48px;">Harrison also created an infographic about young people's health. Check it out <a href="http://bit.ly/1LWEvsR" target="_blank">here</a>.</span></div>
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<br />HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-58283308685904997562015-10-26T04:37:00.000-07:002015-10-26T04:48:38.619-07:00Health in young people: an infographic <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">The HBSC England team are keen to work with young people to disseminate our research. The infographic below was created by Harrison, aged 15 years. It presents the latest HBSC England data (see full national report <a href="http://bit.ly/1MqnnrG" target="_blank">here</a>) in an attractive and easily accessible format. We think it looks fantastic! What do you think?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Harrison also created an infographic for data on consumption in teenagers. Check it out <a href="http://bit.ly/1jKTawX" target="_blank">here</a>.</span></div>
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<br />HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-71924960070210017732015-10-26T04:23:00.000-07:002015-10-26T04:39:12.006-07:00Adolescent stress from a young person's view<div class="MsoNormal">
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<span style="background-color: white; line-height: 18.48px;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>The following blog post was written by Harrison, 15 years old, during his work experience with the HBSC England team. After studying the latest HBSC England national report, Harrison has reflected on the findings and given an insight into the lives of young people. It is a fascinating read...</i></span></span></div>
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<span style="line-height: 114%;"><span style="font-family: Arial, Helvetica, sans-serif;">During my
work experience, I took some time to read through the recent <a href="http://bit.ly/1MqnnrG" target="_blank">HBSC England report</a>. There were a few figures and points that I found
interesting, and even some that I felt could benefit from a young person’s
input or explanation. I thought I’d try to sum up some of the reasons that I
see for a distressing increase in self-injury behaviour (1/5 of 15
year olds have self-harmed at some point in their life) and mainly reasons for
stress in teens.<o:p></o:p></span></span></div>
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<span style="line-height: 114%;"><span style="font-family: Arial, Helvetica, sans-serif;">In some
cases, problems stem from home life. From personal experience, you can really
tell when something’s wrong at home just from how someone acts around you, and
sometimes the person feels like they can’t tell anyone in fear of making it
worse for themselves or passing on a burden. In fact, it is very important not
to internalise stress or depressive thoughts; this is often a cause for
self-injury behaviour. With a decrease in young people living at home with both
parents, this could be seen as one reason for the increase in self-harm among
adolescents. </span></span></div>
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However, it isn’t only the stress from parental events that can affect
someone’s self-injuring tendencies. A hugely influential factor, across all
social groups and walks of life, is communication and support. The combination
of many middle-aged parents being stereotypically hard to approach about
personal subjects and stereotypical reserved, vague teens often leads to
breakdowns in communication at the most crucial times in a young person’s life.
Without any encouragement, discussion, advice or opinion from someone more
experienced and capable, navigating the quickly-changing life of an adolescent
alone can bring stress levels up to a colossal high. It is of the upmost
importance that parents make absolutely sure that their child is ok; without
guidance and someone to confide in, internal pressure from stress can violently
explode in forms of self-harm. <o:p></o:p></span></span></div>
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<span style="line-height: 114%;"><span style="font-family: Arial, Helvetica, sans-serif;">On a
partially related note, the rise in support for LGBT rights, acceptance and
equality has been hugely noted by the youth. Some have been prompted to ‘come
out’ as non-heterosexuals, and the movement is extremely important for teens
during their most explorative years to realise what they identify as. With
successful campaigns such as the Facebook rainbow ‘profile pictures’ being
spread around and used by teens, the movement has helped distinctly with the
LGBT teens. In some cases though, the embracing of LGBT activities or ‘coming
out’ has led to self-harm behaviour.</span></span></div>
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Imagine yourself as an adolescent who finds they are bisexual. Now, imagine
that your parent/s is/are homophobic. Being surrounded by anti-different ideals
and behaviours at home whilst undergoing a transitional phase is, evidently,
hard. Having to keep everything to yourself, having to change who you are
around others, is going to take a massive toll on you emotionally. Even worse
is that if your parents don’t support the LGBT movement, you can hardly discuss
the things on your mind with them. And it doesn’t just apply to parents. At
school, perhaps not on purpose, homophobic language is everywhere. New coat?
That’s gay. Got the answer right when someone else didn’t? Gay. Staying behind
after a lesson to consolidate your knowledge, extra revision before an exam,
helping someone who doesn’t understand? You get the point. It is easy to see
why LGBT teens would feel uncomfortable or unaccepted at school, where they
spend most of their days. Of course, ridicule and accusations are going to lead
to a build-up of stress and emotional pain. With nobody understanding, you can
sympathise with the LGBT community and realise that sometimes the pressures and
thoughts become too much.</span></span></div>
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My final point regarding stress is the one I find the most suited to my
experience is regarding age. The 2014 HBSC England report found that young
people aged 15 had the most weekly reports of trouble sleeping, with 40% of all
15 year olds identifying it. Sleep loss is both a key indicator and contributor
to stress, and this is down to school work. I can tell you with full confidence
that GCSEs become your life. Every
lesson is a constant reminder and every hour, minute, second is one closer to
the daunting reality of the exams. Even the most well-prepared, almost perfect
student will struggle to keep on top of revision, homework, social activities
and winding down. With months unfortunately stacking up coursework on top of
this, it surprised me that only 40% reported sleep loss more than once a week.
This is one pressure that adds to the negative and depressive thinking that
some teens show. Another comes from social stigmas. Self-harm is seen as a
stigma in itself, those who self-harm being seen as weak or needy. Many of the
adolescents may find confessing what they do for this reason. On top of this,
the study also showed that in general young people find it harder to talk to
their parents as they get older. Honestly this makes sense to me, for several
reasons: </span></span></div>
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a) the problems they’re likely to be facing are generally more private or
intimate<br />
b) teens enjoy independence and self-sufficiency<br />
c) puberty brings about a concoction of hormones, making every conversation a
ticking time bomb for confrontation<br />
and d) you begin to realise that privacy and sorting issues out alone is
important in life.</span></span></div>
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To conclude, I fully understand why the 15 year old population self-harm the
most. A breakdown in communication combined with social and educational stress
factors certainly leads towards major problems internally for teens. For this
reason, I ask any parents reading this to make sure they have a strong,
trusting link with their child and should commit completely to supporting and
helping them with stress, especially during year 11.</span><span style="font-size: 12pt;"><o:p></o:p></span></span></div>
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<span style="line-height: 114%;"><span style="font-family: Arial, Helvetica, sans-serif;">Harrison</span></span></div>
HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com1tag:blogger.com,1999:blog-4223408439810855914.post-16697568786679793872015-10-19T01:12:00.001-07:002016-10-31T11:30:32.931-07:00How a Nuffield Foundation placement helped me...<div class="MsoNormal">
<span style="background-color: white; color: #282828; line-height: 18.48px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;"><i><span style="font-family: "verdana" , sans-serif;">Over the summer the Centre for Research in Primary and Community Care (CRIPACC) at the University of Hertfordshire hosted five <a href="http://www.nuffieldfoundation.org/nuffield-research-placements" style="color: #3d85c6; text-decoration: none;" target="_blank">Nuffield Foundation</a> research placement students. Below is a guest blog post from Marium, reflecting on her research placement within the department... </span></i></span></span></div>
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<span style="font-family: "verdana" , sans-serif;">Throughout the course of my project I was working alongside
a senior lecturer in dietetics, Jane McClinchy and the CRIPACC team at the
University of Hertfordshire. My overall aim was to facilitate a whole research
project that investigated the delivery of nutrition information given to
patients with type 2 diabetes by community pharmacists. </span></div>
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<span style="font-family: "verdana" , sans-serif;">By working on this
project I have learnt that more preventative measures can be taken to control
type 2 diabetes without the need for expensive drugs that cost the NHS billions
every year. Pharmacists hold a key position within the health care system and
more must be done to train them in their roles. Additionally, over the 6 week
placement I managed to develop my understanding of how research is conducted in
the scientific community and I now feel confident in presenting my ideas to
academics. </span></div>
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<span style="font-family: "verdana" , sans-serif;">This project was challenging yet thoroughly enjoyable. Working
alongside other Nuffield students gave me a fun and rewarding experience this
summer and the CRIPACC team were helpful throughout; I am privileged to have
been part of this research centre.</span><o:p></o:p></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXk5_AkMVPdES_Q27eOz-gnf-fc4FVi7LSqMsfY9hq18ryJBtGKX8GOu1fhOuX_o3flf7BGSYLLSPaGhN0ZsFDibPUIl3ya2YBM0WuMkkO1VEgKk1Z1ORZWch72cRdgSwK9-ePqd4w0Ik/s1600/photo+4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXk5_AkMVPdES_Q27eOz-gnf-fc4FVi7LSqMsfY9hq18ryJBtGKX8GOu1fhOuX_o3flf7BGSYLLSPaGhN0ZsFDibPUIl3ya2YBM0WuMkkO1VEgKk1Z1ORZWch72cRdgSwK9-ePqd4w0Ik/s400/photo+4.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Susanna, Sabrina, Chelsea, Diana & Marium</td></tr>
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<i><span style="font-family: "verdana" , sans-serif;">If you want to find out more about the Nuffield Foundation research placements check out Chelsea's blog post about using survey methodology (click <a href="http://hbscengland1.blogspot.co.uk/2015/09/my-nuffield-research-placement.html" target="_blank">here</a>) and Susanna's reflections on using visual research methods (click <a href="http://hbscengland1.blogspot.co.uk/2015/09/getting-to-grips-with-visual-data.html" target="_blank">here</a>).</span></i></div>
HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-35527745310053417312015-10-15T04:23:00.004-07:002015-10-15T04:27:09.004-07:00HBSC England national report!<div class="MsoNormal">
<span style="font-family: Verdana, sans-serif;">We are launching the World Health Organization (WHO)
collaborative Health Behaviour in School-aged Children (HBSC) England National
Report today! This Department of Health funded study included over 5000 young
people from across England.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">The full report can be found <a href="http://bit.ly/1MqnnrG" target="_blank">here</a>.</span></div>
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<span style="font-family: Verdana, sans-serif;">The report paints an important picture about the health and
well-being of young people in England today and how young people’s health has
changed over the last decade. Traditional risk behaviours such as smoking,
drinking alcohol, and fighting are declining – with many showing the lowest
reported prevalence since 2002. However healthy behaviours such as physical
activity and healthy eating have not mirrored these positive changes over the
last decade. The report also highlights young people’s emotional well-being as
an area for concern.<o:p></o:p></span></div>
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<span style="font-family: Verdana, sans-serif;">You will find quotes from young people embedded throughout
the report. Youth engagement is an important element of the HBSC England study,
and it is important to capture young people’s interpretation of the findings.<o:p></o:p></span></div>
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<span style="line-height: 107%;"><span style="font-family: Verdana, sans-serif;">Please take a look at the report and share
within your networks!</span></span><br />
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<span style="line-height: 107%;"><span style="font-family: Verdana, sans-serif;"><br /></span></span>HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0tag:blogger.com,1999:blog-4223408439810855914.post-89336541626743746322015-09-14T03:30:00.000-07:002016-10-31T11:30:11.760-07:00Getting to grips with visual data<div class="MsoNormal">
<i><span style="background: white; color: #282828;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Over the summer the Centre for Research in
Primary and Community Care (CRIPACC) at the University of Hertfordshire hosted
five <a href="http://www.nuffieldfoundation.org/nuffield-research-placements" target="_blank">Nuffield Foundation</a> research placement students. Last week Chelsea
reflected on her time in CRIPACC (click <a href="http://hbscengland1.blogspot.co.uk/2015/09/my-nuffield-research-placement.html" target="_blank">here</a> to read), and this week Susanna
has written a guest blog post about her research placement exploring visual
data…</span></span></i><span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Over my
summer holiday, I dedicated four weeks working under the supervision of the
Centre for Research in Primary and Community Care (CRIPACC), undertaking a
project called ‘Content analysis of user generated images relating to older
people and food’. During this placement, I was given a range of data such as
images and videos gathered by the participants aged 60 and above. The data were
collected from 21 households. The images had to be categorised into main and
sub-themes after I’d familiarised myself with the method of content analysis
from the books provided for me. For example I decided that photos showing food
should have descriptive sub-themes such as healthy, unhealthy, home cooked and
takeaway meals. This strategy made the differences amongst the images more
evident. One of the aims of this research was to highlight if there were common
trends present amongst the data. For instance, themes relating to older people
going to bingo and social club gatherings were dominant whilst the theme of
‘grow your own’ fruit and veg was not as popular.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Below is an
example of how I categorised one image taken by a participant’s wife (his face
is blurred so that he cannot be identified):</span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My placement
begun at 10:00 am and ended officially by 3:00 pm every day. As it was the
summer holidays some of my supervisors were away, therefore as well as face to
face meetings I could also email or Skype with them to ensure I received good
advice to help my understanding of the research.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a result
of this four week placement, I have had the opportunity to improve on my
confidence, working with others and as part of a team in a professional setting
(as I worked in an office). I also worked alongside experts in their field of
work. I have gained valuable insight concerning the field of health research. I
was challenged to meet set deadlines as well as working independently to ensure
these demands were met to a good quality standard. Moreover, I had the
opportunity to speak to both a nutritionist and a dietician who provided me
with insightful advice concerning their occupations (as it is a field I am
interested in).<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Furthermore,
I had the opportunity to make new friends, increase my network and gain overall
experience working with CRIPACC and the Nuffield Foundation. This experience
was such a privilege and a pleasure. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Susanna</span><span style="font-family: "calibri" , sans-serif; font-size: 11.0pt;"> <o:p></o:p></span></div>
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HBSC Englandhttp://www.blogger.com/profile/02215485872313601736noreply@blogger.com0