New publications

Based on a review of child and youth health strategic documents published between 2000 and 2005, this report identifies future priorities for child and youth health in New Zealand. The report highlights concerns over 'unacceptable rates of certain conditions and causes of death, illness and impairment'. Disparities between certain groups are viewed as potential evidence of 'systematic disadvantage'. Concern over children and young people's access to affordable health care is also noted. The report suggests that increased resource allocation, the development of a skilled workforce, and recognition of the 'real health challenges' facing youth are necessary for achieving good health for children and young people in New Zealand. Researchers conducted a search engine and website search of published articles and reports, from which they determined a selection of 48 relevant documents on which to base findings. The report describes key issues, areas for action and includes a synopsis of articles. (Adapted from executive summary.)

The report outlines the Victorian Government's response to the Parliamentary Inquiry into the development of body image and associated risks among young people. The 12 recommendations of the Inquiry are described, along with an overview of the Inquiry, key findings, current government initiatives addressing negative body image among young people and further plans for implementation. The Government has endorsed several of the proposals outlined in the report, including to evaluate, monitor and implement health promotion in primary schools; support a media code of conduct; map existing eating disorder services; and establish a community advisory group. Funding for the implementation of the endorsed proposals is now under review. (Adapted from report introduction and summary.)

Based on interviews with leading staff at three secondary schools in the UK, the research aims to outline successful practice for developing emotional literacy among secondary school students. The key characteristics of an emotionally literate school, reasons for developing emotionally literate schools and related leadership strategies are outlined. The report suggests methods for developing students' emotional literacy, which include explicit teaching programs and modelling, setting high behaviour and learning expectations, involving the school community, professional development and staff collaboration. Citing organisational features that support emotional literacy, the report mentions small teaching teams, small learning communities and accessing specialist intervention. The impact of emotional literacy on students' behaviour and learning is also explored. (Adapted from summary report.)

An update of an earlier work, this book explores the development of children's literature over the past 150 years. Each chapter focuses on a genre or theme, and outlines the development of children's literature in relation to social context. For example, a 'challenging' chapter on migration and national identity looks at how attitudes towards immigrants have changed with increasing numbers of refugees in recent times, and how immigrants are 'reflected differently in books' as a result. Chapters include the origins of Australian children's literature, the Gallipoli legend, migration and national identity, Indigenous children's literature, the natural environment, the family, dilemmas for today's young people, future histories of Australia, the hero and the quest (fantasy), popular fiction for the cyber-generation, poetry and picture books. The reviewer offers a critique of some of the book's commentaries on particular authors and titles, but commends the consideration given to science fiction, information titles and popular fiction. (Adapted from review by Pam Macintyre in Synergy, vol 4, no 1 2006 and publisher's description.)

The author examines examples of distributed leadership from the everyday school context, and considers both formal routines and informal interactions. The leadership responsibilities and routines of administrators, specialists and teachers are explored. The book aims to offer an overview of an emerging school of thought on distributed leadership, to help both aspiring and practising leaders keep pace with theory. Practical tips for readers are also suggested. (Adapted from distributor's description.)

The book aims to provide an introduction to a range of strategies to help students in the transition from primary to secondary school. Thinking, reasoning and decision-making skills and behaviours are outlined to help students become confident, effective, tolerant and positive members of society. The book is divided into four units that can be completed in any order: personal awareness, the power of good communication, thinking positively about life, and dealing with pressure and stress. (See distributor's description.)