scholarly journals The health behaviours of secondary school students in New South Wales 2002

2004 ◽  
Vol 15 (2) ◽  
pp. 1 ◽  
Author(s):  
Michael Giffin ◽  
Louisa Jorm ◽  
Lee Taylor ◽  
Margaret Thomas
2010 ◽  
Vol 16 (1) ◽  
pp. 43-49 ◽  
Author(s):  
Neil Donnelly ◽  
Susan Quine ◽  
Brian Oldenburg ◽  
Petra Macaskill ◽  
David Lyle ◽  
...  

2010 ◽  
Vol 16 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Neil Donnelly ◽  
Brian Oldenburg ◽  
Susan Quine ◽  
Petra Macaskill ◽  
Bruce Flaherty ◽  
...  

1986 ◽  
Vol 16 (2) ◽  
pp. 199-207 ◽  
Author(s):  
Peter Homel ◽  
Bruce Flaherty

The nature and extent of alcohol use by Australian adolescents is described and discussed through the results from a survey of drug use by New South Wales secondary school students conducted in late 1983. In this survey, alcohol was the most commonly reported drug and a significant minority of students were using alcohol in a way considered potentially hazardous. The proportion of students regularly drinking has apparently doubled in the past decade, from 24% in 1971 to 50% in 1983. Rates of daily drinking were higher than those reported in the U.S. student survey of Bachman, Johnston & O'Malley (1982). Various ways of controlling or preventing misuse of alcohol by adolescents are discussed.


2014 ◽  
Vol 58 (3) ◽  
pp. 318-336 ◽  
Author(s):  
Iva Strnadová ◽  
Therese M Cumming

This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.


2016 ◽  
Vol 40 (4) ◽  
pp. 329-336 ◽  
Author(s):  
Terryann C. Clark ◽  
Mathijs F.G. Lucassen ◽  
Theresa Fleming ◽  
Roshini Peiris-John ◽  
Amio Ikihele ◽  
...  

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