Page 190 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 190
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ical factors on education. New York: Academic Press.
Ashby, F. G., Isen, A. M., and Turken, A. U. (1999). A neuropsychological theory
of positive affect and its influence on cognition. Psychological Review, 106,
529–550.
Barrett, P. M. (1998). Evaluation of Cognitive-Behavioural Group Treatments
for Childhood Anxiety Disorders. Journal of Clinical Child Psychology, 27(4),
459–468.
Barrett, P. (2005). My friends youth. Resilience program. Group leaders’ manual for
youth. Brisbane: Pathways Health and Research Centre.
Barrett, P. (2012). Foundations for Mental Health Promotion and Resilience for Life
Training. Presentations from Facilitators Week Training, Brisbane, Austral-
ia, 25. 4.–1. 5. 2013.
Barrett, P. M., Dadds, M. R., and Rapee, R. M. (1996). Family Treatment of Child-
hood Anxiety: A Controlled Trial. Journal of Consulting and Clinical Psychol-
ogy, 64, 333–342.
190 Barret, P. M., Duffy, A. L., Dadds, M. R., and Rapee, R. M. (2001). Cognitive- Behav-
ioural Treatment of Anxiety Disorders in Children: Long Term (6 year) Fol-
low Up. Journal of Consulting and Clinical Psychology, 69, 135–141.
Barret, P. M., in Farrel, L. (2009). Prevention of Child and Youth Anxiety and Anx-
iety Disorders. In M. M. Antony and M. B. Stein (eds.), Oxford Handbook of
Anxiety and Related Disorders (pp. 497–512). New York, USA; Oxford Univer-
sity Press.
Blum, R. W., and Libbey, H. P. (2004). School connectedness – Strengthening
health and education outcomes for teenagers. Journal of School Health, 74,
229–299.
Boxer, P., Edwards-Leeper, L., Goldstein, S. E., Musher-Eizenman, D., and Dubow,
E. F. (2003). Exposure to‘Low-Level’Aggression in School: Associations with
Aggressive Behaviour, Future Expectations, and Perceived Safety. Violence
and Victims, 18(6), 691–704.
Brown, K. M., Anfara, V. A. and Roney, K. (2004). Student achievement in high
performing, suburban middle schools and low performing urban middle
schools – plausible explanations for the differences. Education and Urban
Society, 36(4), 428-456.
Cartwright-Hatton, S., Roberts, C., Chitsabesan, P., Fothergill, C., and Harring-
ton, R. (2004). Systematic Review of the Efficacy of Cognitive Behavior
Therapies for Childhood and Adolescents Anxiety Disorders. British Jour-
nal of Clinical Psychology, 43, 421–436.
student (under)achievement: perspectives, approaches, challenges
ical factors on education. New York: Academic Press.
Ashby, F. G., Isen, A. M., and Turken, A. U. (1999). A neuropsychological theory
of positive affect and its influence on cognition. Psychological Review, 106,
529–550.
Barrett, P. M. (1998). Evaluation of Cognitive-Behavioural Group Treatments
for Childhood Anxiety Disorders. Journal of Clinical Child Psychology, 27(4),
459–468.
Barrett, P. (2005). My friends youth. Resilience program. Group leaders’ manual for
youth. Brisbane: Pathways Health and Research Centre.
Barrett, P. (2012). Foundations for Mental Health Promotion and Resilience for Life
Training. Presentations from Facilitators Week Training, Brisbane, Austral-
ia, 25. 4.–1. 5. 2013.
Barrett, P. M., Dadds, M. R., and Rapee, R. M. (1996). Family Treatment of Child-
hood Anxiety: A Controlled Trial. Journal of Consulting and Clinical Psychol-
ogy, 64, 333–342.
190 Barret, P. M., Duffy, A. L., Dadds, M. R., and Rapee, R. M. (2001). Cognitive- Behav-
ioural Treatment of Anxiety Disorders in Children: Long Term (6 year) Fol-
low Up. Journal of Consulting and Clinical Psychology, 69, 135–141.
Barret, P. M., in Farrel, L. (2009). Prevention of Child and Youth Anxiety and Anx-
iety Disorders. In M. M. Antony and M. B. Stein (eds.), Oxford Handbook of
Anxiety and Related Disorders (pp. 497–512). New York, USA; Oxford Univer-
sity Press.
Blum, R. W., and Libbey, H. P. (2004). School connectedness – Strengthening
health and education outcomes for teenagers. Journal of School Health, 74,
229–299.
Boxer, P., Edwards-Leeper, L., Goldstein, S. E., Musher-Eizenman, D., and Dubow,
E. F. (2003). Exposure to‘Low-Level’Aggression in School: Associations with
Aggressive Behaviour, Future Expectations, and Perceived Safety. Violence
and Victims, 18(6), 691–704.
Brown, K. M., Anfara, V. A. and Roney, K. (2004). Student achievement in high
performing, suburban middle schools and low performing urban middle
schools – plausible explanations for the differences. Education and Urban
Society, 36(4), 428-456.
Cartwright-Hatton, S., Roberts, C., Chitsabesan, P., Fothergill, C., and Harring-
ton, R. (2004). Systematic Review of the Efficacy of Cognitive Behavior
Therapies for Childhood and Adolescents Anxiety Disorders. British Jour-
nal of Clinical Psychology, 43, 421–436.
student (under)achievement: perspectives, approaches, challenges
