This paper investigates the use of Narrative Therapy in a high school. The focus is on demonstrating the use of Narrative Therapy in working with students who demonstrate at-risk behaviours especially with a view to building resiliency. It is proposed that to fully understand the value of Narrative Therapy, theory supporting this approach should be discussed. Underlying this approach is the recognition that a better understanding of theory will extend the practice of Narrative Therapy. To that end this paper approaches the use of Narrative Therapy on two levels, (a) a description of the theory that supports the practice of Narrative Therapy. This description focuses on the language and practices associated with Narrative Therapy. Specifically, issues around stories are discussed at length, and (b) a case study is presented attempting to bind theory to practice. It takes the reader on a journey by a student who was at-risk to her developing resilient behaviour. Initially, several key words and phrases are introduced as direct representations of the theory of Narrative Therapy. As the case study unfolds additional descriptions of theory impacting on practice are presented. The final outcome is a comprehensive description of a counselling approach that has relevancy in dealing with the complex issues of mental health resiliency in schools.

This study examined the relative contributions of peer influence, mothers' influence, depression and life events on the attributional style of 9 to 11 year old children. Questionnaires were administered to 173 Year 5 children and their mothers. It was found that measures of depression, life events, and peer's attributional style were all significantly related to children's attributional style. The attributional style of a child's best friend, a year prior to testing, accounted for significant additional variance after controlling for depression and life events. No significant relationship was found between mothers' attributional style and that of their children. Given the emerging evidence about the effect of peer attributional style on pre-adolescent's attributional style, class group interventions could provide benefit not just directly to individuals but also via the reinforcing potential of the individual's peer group. The implications of peer effects on attributional style and the possibility of a critical period for the development of attributional style are discussed with respect to future research, therapy and systemic approaches to promoting optimistic attributional style and thereby reducing levels of depression.

Research into the areas of depression and resilience suggests that an optimistic attributional style is a key factor in coping effectively with stressors and functioning adaptively despite adversity. This study evaluates the effectiveness of a program designed to increase positive thinking skills, through awareness and practice, to pre-adolescent children who have been identified as exhibiting a more pessimistic explanatory style. From a total of 110 Year 5 and 6 students, 38 students were selected to participate in the program because they exhibited a more pessimistic explanatory style. Program participants were administered the Children's Attributional Style Questionnaire (CASQ) at pre-, post-, and 3-month post-program. Non-program participants completed the CASQ at pre- and 3-month post- program. Results indicated that program participants significantly improved their attributional style scores post program, and that these improvements were maintained at 3-month post-program follow-up. When attributional style difference scores at pre- and 3-month post program were compared, improved scores for program participants were significantly greater than changes in attributional style scores for those students who were not in the program. Given the links between attributional style, depression, and a range of behaviours, such promising results warrant further investigation into the effects of such a program on other outcome measures. The findings provide support for the benefits to be gained by developing positive attributional style during the pre-adolescent years.

In considering the applicability of protective factors that have been found in research based largely on Northern American populations to Australian young people, a series of focus groups were established to find out what young people think promotes resilience and well-being. A total of 1447 Year 11 students in Victoria completed a questionnaire which focused on beliefs regarding the factors that promote resilience and well-being. Five main factors were indicated by young people to promote resilience. These were peer connectedness (having good friends), family connectedness (feeling that you are loved by family), feeling that your family respects your decisions, school connectedness (believing that you fit in at school and having good teachers). The current study outlines the factors considered important to the young participants in this study and discusses the implications of these findings for student welfare and the development of programs in schools and communities.

Enhancing coping skills of students at high risk of school dropout is critical, particularly when school demands increase. The data-based Check & Connect school engagement model, originally designed to reduce the risk for dropping out among secondary/middle school youth with learning and emotional/behavioural disabilities, is described. Also described in this article are the students' patterns of school engagement over time, for whom national US statistics indicate only 42 per cent to 61 per cent typically complete high school. Results indicate that the levels of school engagement vary and change over time, among these high risk adolescents, supporting the importance of focusing on alterable indicators of risk, rather than status predictor variables. Furthermore, students' risk for disengagement from school was significantly lower for the youth who received sustained intervention throughout grade nine, compared to similar youth who received intervention support throughout grade eight.

This paper reports findings from a qualitative study conducted with public high school students and guidance counsellors in the north eastern United States of America to examine how class cutting is understood and addressed. Our findings indicate that interactions between students and guidance counsellors are similar to negotiations. These negotiations, however, are implicit rather than explicit. Explicit negotiations offer guidance counsellors a valuable tool for collaboratively exploring cutting with all relevant parties, including students, teachers, administrators, and parents. Explicit negotiations can examine underlying issues and conflicts precipitating cutting, the social meaning that cutting has for this student, desired outcomes, impediments to these outcomes, and the negotiation process itself. Not only can explicit negotiations aid guidance counsellors learning about and responding to cutting more effectively, but they also can model effective, collaborative problem solving for students and the larger school community.