https://www.um.edu.mt/library/oar/handle/123456789/18261 Wed, 22 Apr 2026 13:47:51 GMT 2026-04-22T13:47:51Z https://www.um.edu.mt/library/oar/handle/123456789/18284 Title: Editorial Editors: Cooper, Paul; Cefai, Carmel Abstract: Editorial Sat, 01 Apr 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/18284 2017-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/18283 Title: Book reviews Editors: Downes, Paul Abstract: Book Reviews Description: Review made by Dr. Paul Downes from Dublin City University, Ireland of three books: Highly Using Poetry to Promote Talking and Healing by Pooky Knightsmith, School bullying: Teachers helping students cope by Phillip T. Slee and How to Prevent and Tackle Bullying and School Violence: Evidence and Practices for Strategies for Inclusive and Safe Schools, NESET II report by Paul Downes & Carmel Cefai. Sat, 01 Apr 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/18283 2017-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/18282 Title: Short research report : cyberbullying levels of impact in a special school setting Authors: Beer, Paula; Hallet, Fiona; Hawkins, Claire; Hewitson, Dawn Abstract: Cyberbullying is defined as “an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself” (Smith et al., 2008, p. 376). There are many quantitative studies on cyberbullying, but now researchers argue that we need to develop understanding of the contextual determinants of cyberbullying and the actors involved (Bastiaensens et al, 2014; Shultz, Heilman & Hart, 2014). More research is needed to better understand the complexities of bystander behaviours (Jones, Mitchell & Turner, 2015) and about cyberbullying reported by individuals with autism (Zeedyk et al, 2014) and students in special educational provision (Heiman, Olenik-Shemesh & Eden, 2015; Kowalski, 2016). In response, this study offers an analysis of „real world‟ cyberbullying between members of a special school community. Sat, 01 Apr 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/18282 2017-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/18281 Title: Extended paper : reconceptualising foundational assumptions of resilience : a cross-cultural, spatial systems domain of relevance for agency and phenomenology in resilience Authors: Downes, Paul Abstract: This article seeks to amplify Bronfenbrenner‘s (1979) concerns with concentric structured, nested systems and phenomenology, for Ungar‘s (2012) extension of resilience to systems based on Bronfenbrenner‘s (1979, 1995) socio-ecological paradigm. Resilience rests on interconnected assumptions regarding space, agency and system blockage, as well as the role of individual phenomenological dimensions. This article proposes a specific model of dynamic spatial systems of relation to underpin agency and phenomenology in resilience, building on a reinterpretation of Lévi-Strauss‘ (1962, 1963, 1973) cross-cultural observations of contrasts between concentric and diametric spatial systems; space is a key bridge between material, symbolic and interpersonal domains of relevance for resilience. Agency in resilience is interpreted in terms of movement between concentric and diametric spatial systems at social and school microsystem levels, as well as for individual phenomenology. Space is not just an object of analysis but an active constituent part of educational and developmental processes pertaining to resilience, as a malleable background contingent condition for causal trajectories. This framework of spatial-relational agency shifts focus for resilience from bouncing back into shape, towards transition points in space, moving from diametric spaces of splitting to concentric spatial relations of assumed connection across different system levels. Sat, 01 Apr 2017 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/18281 2017-04-01T00:00:00Z