This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for paper 1 were: Question 1: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' emotional literacy levels? Question 2: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' resilience levels? Question 3: How has the introduction of SEAL had an impact on pupils’ emotional literacy and resiliency levels since the introduction of SEAL into the school? Question 4: To what extent are there any gender differences from students’ responses on the emotional literacy and resiliency questionnaires? This paper adopted a pragmatic epistemological stance and used a mixed methods design, where quantitative data was gathered from teachers and Year 8 pupils using both the NfER Emotional Literacy Questionnaire and the Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths Questionnaire. The quantitative data was triangulated with the semi-­‐structured interviews from Paper 2 to inform the results of research question 3. The sample was derived from three secondary schools in the East Midlands. There were 64 pupils (31 males and 33 females) and three form tutors who completed the questionnaires. The qualitative data was gained from 6 teachers from the three secondary schools in the East Midlands using a semi-­‐structured interview. The results gained from paper 1 found that there was not a significant result for pupils’ emotional literacy scores between 2009 and 2010 for schools X, Y and Z. There was a significant ANOVA result for the teacher’s version of the emotional literacy questionnaire. The results gained from the resiliency scores showed that School Y had a significant result for pupils’ resourcefulness scores and School Z had a significant result for pupils’ vulnerability scores. The ANOVA results showed that there was a significant result for both resourcefulness and vulnerability from the results gained in 2011. The correlational data for school X, Y and Z found an association between pupils’ emotional literacy and resilience scores. The data indicated that males scored lower on the emotional literacy and resiliency questionnaires to females. A significant result was found for male scores on the Vulnerability questionnaire between 2010-­‐2011 and there was a significant difference between males and females on the vulnerability questionnaire. In conclusion, it can be suggested that SEAL had not significantly had an impact on pupils’ emotional literacy, but had impacted on pupils’ resilience scores. Moreover, the qualitative data indicated that SEAL has made pupils more aware of their social and emotional needs and the emotional needs of others. Moreover, the results indicate that staff had become more aware of the social and emotional needs of their pupils. However, it can be concluded that the introduction of SEAL has not necessarily increased pupils’ emotional literacy or resilience and other factors including, the Key Stage Three curriculum and the pastoral system has had an impact on these. From these results, the role of the EP could be to support schools in applying appropriate social and emotional assessment tools and interventions and support staff to recognise a pupil with high/low emotional literacy and resilience and the most appropriate way to support these. The aim of Paper 2 was to focus on the processes involved within a secondary school when introducing SEAL and whether SEAL had an impact on school climate as perceived by school staff. The research questions for this study were: Question 1: How has SEAL been implemented into the school’s curriculum and pastoral system? Question 2: What are staff perceptions of school climate since the introduction of SEAL? Question 3: What are the most effective sources of analysis to explore how effectively SEAL has been introduced into a secondary school (including OFSTED reports, Questionnaires and semi-­‐structured interviews) and its impact on school climate? A pragmatic epistemological approach was adopted for this research study where a mixed design was implemented. Semi-­‐structured interviews were carried out with six teachers, (two members of staff from the three secondary schools). A school climate questionnaire (OCDQ-­‐RM) was administered to 42 teaching staff. The results from both the semi-­‐structured interviews and the OCDQ-­‐RM questionnaire were triangulated. A thematic analysis was completed on the semi-­‐structured interviews adopting Braun & Clarke’s (2003) model. The results indicate that the three schools implemented SEAL into their curriculum quite differently. School X implemented SEAL into all subjects using their curriculum competencies; School Y introduced SEAL into their creative arts curriculum and School Z introduced it into their Humanities and English curriculum. Each school introduced SEAL into their pastoral system in different ways – School X had an activity week, which involved the local community and completed CASE during tutor times and had SEAL-­‐type themes in assemblies. School Y explicitly taught two of the SEAL units per term through the PSHE curriculum, and during tutor time and as part of the assemblies the students engaged in ‘Thought of the week’. Students were involved in an activity day about ‘Being Healthy’. The school had training staff to use Circle of Friends with students. School Z used SEAL type themes as part of their Global-­‐Eye and Thinking Through Schools Programme, which were delivered during assemblies and in tutor time. The school had also trained Teaching Assistants to use the Circle of Friends programme with pupils. The results gained from the OCDQ-­‐RM indicate that school Z had a closed climate, school X had an engaged climate and school Y had an open climate. The conclusions from this study suggest that SEAL had not improved school climate (as perceived by school staff) although it had made staff more aware of what school climate is and had improved relationships between students and staff. Finally, the role of the educational psychologist is important when supporting a school when implementing a whole school social and emotional learning programme and when staff perceive the school climate as being Closed or Disengaged.

Climate change forecasts tell of significant challenges ahead for agrifood systems at all scales, from global to highly local. Farmers are often at the forefront of these challenges. How farmers perceive climate related risks, and the actions they take to protect or adapt their lives and livelihoods are therefore a critical area of inquiry. The purpose of this dissertation is to describe how farmers in Vermont, in the Northeastern U.S., think about climate change, and how their experiences and perceptions influence engagement with adaptation or mitigation activities. To this end, my research questions included: (1) what are farmers already doing to address climate impacts on their farms? (2) Do farmers perceive climate change to be a risk, and if so what are they doing to address it? (3) Are farmers and agricultural technical service providers in agreement about the current performance of climate change adaptation strategies? (4) Can a qualitative typology of farmers describe the degree to which they are resilient in the face of climate change? I conducted this research in the context of a larger, collaborative effort called the Vermont Agricultural Resilience in a Changing Climate Initiative (VAR), based at the University of Vermont. VAR served as an umbrella for transdisciplinary, participatory action research activities that capitalized on a diversity of perspectives and expertise, including the embedded knowledge of farmers and agricultural technical service providers. The VAR team as a whole and in sub-teams utilized a selection of research approaches including preliminary research activities that contributed to the development of research questions addressed in this dissertation, and primary research approaches used to answer those questions. This dissertation report consists of the following chapters: Chapters 1-2 present and introduction and background information related to climate change and agriculture, including a review of national, regional and site conditions as well as an overview of research purpose, approaches, methods, and theoretical frameworks applicable to the exploration of the questions and interpretation of findings. Chapters 3-6 address the following topics: (1) a case study in transdisciplinary participatory action research applied to climate change and agriculture in Vermont, (2) an analysis of farmer perceptions of climate related risk and associated on-farm adaptation strategies, (3) a report of farmer perceptions of climate change and comparison of farmer and technical service provider evaluations of potential climate change best management practices, and (4) a qualitative typology of farmer resilience. This research is some of the first to address these topics from the perspective of farmers in the Northeastern U.S. Through these chapters, an important story is told about role that climate change plays in farm management today. The broader application of these findings is in the design of thoughtful programming and policies that support agrifood system resilience. I argue that social programs and policies that address agriculture and climate change should be informed by the experiences of farmers. When we weave together the knowledge of agricultural practitioners and our best scientific knowledge, we can better prepare for the changes in agrifood systems that a changing climate will require of us.

The term "governance" encompasses both governmental and nongovernmental participation in collective choice and action. Law dictates the structure, boundaries, rules, and processes within which governmental action takes place, and in doing so becomes one of the focal points for analysis of barriers to adaptation as the effects of climate change are felt. Adaptive governance must therefore contemplate a level of flexibility and evolution in governmental action beyond that currently found in the heavily administrative governments of many democracies. Nevertheless, over time, law itself has proven highly adaptive in western systems of government, evolving to address and even facilitate the emergence of new social norms (such as the rights of women and minorities) or to provide remedies for emerging problems (such as pollution). Thus, there is no question that law can adapt, evolve, and be reformed to make room for adaptive governance. In doing this, not only may barriers be removed, but law may be adjusted to facilitate adaptive governance and to aid in institutionalizing new and emerging approaches to governance. The key is to do so in a way that also enhances legitimacy, accountability, and justice, or else such reforms will never be adopted by democratic societies, or if adopted, will destabilize those societies. By identifying those aspects of the frameworks for adaptive governance reviewed in the introduction to this special feature relevant to the legal system, we present guidelines for evaluating the role of law in environmental governance to identify the ways in which law can be used, adapted, and reformed to facilitate adaptive governance and to do so in a way that enhances the legitimacy of governmental action.

This thesis provides a critical review of the Transition movement, a grassroots response to peak oil and climate change, co-founded by this author. It focuses on two key aspects of the Transition approach, resilience and economic relocalisation, with the aim of analysing whether and how they can be implemented in a locality based on the Transition approach, and assessing what socio-economic and community-related structures would be necessary to implement such a process. The focus of the research is Totnes, Devon, which because of its status as the UK’s first Transition initiative and the longer history of various initiatives to promote local resilience, offers a valuable case study of attempts to practically implement resilience and localisation. A variety of research methods were employed, including surveys, focus groups, oral history and in-depth interviews, as well less conventional public participation methods such as Open Space and World Café. The first major finding was that Transition Town Totnes (TTT) has become a significant organisation in the town, with a high level of popular support. It was also found that the obstacles to resilience and relocalisation lie not, as was hypothesised, in a lack of skills or an absence of community cohesion, but in issues of governance and the need for increased social entrepreneurship. It was found that what researchers call the ‘Value Action Gap’ (i.e. the gap between people’s declared sympathies and intentions and their actions) exists in Totnes as much as anywhere else, but that some of TTT’s projects, such as ‘Transition Together’, are working imaginatively to overcome this and to reduce emissions. From this evidence is it concluded that Transition’s approach towards relocalisation and reducing carbon emissions can be argued to be effective in, generating engagement and initiating new enterprises. Like other ‘green’ initiatives, it struggles to engage those from more disadvantaged backgrounds, but some of its initiatives are showing promise for overcoming this. Its primary contribution is in suggesting a redefining of resilience, not as a state of preparedness for disaster, but as a desired characteristic of a sustainable society. A more resilient community, it is argued, would be one more in control of its food and energy production, as well as being one that enables inward financial investment. It also argues that the government focus on ‘localism’, the devolving of political power to the local level, ought to be expanded to include ‘localisation’, the strengthening of local production to meet local needs, a shift which would financially benefit local communities. It argues that the key challenge for Transition initiatives such as TTT is going to be scaling up from being ‘niche’ organisations to become economically viable organisations with a broad appeal and engagement, and also articulates the need for ‘Resilience Indicators’ which would allow communities to measure the degree to which their levels of resilience are increasing.

The relationship between psychological hardiness and individuals' coping with two life events, involuntary job loss and post-parental launching of adolescent children, was investigated in a sample of 146 adults, 83 of which had experienced job loss and 61 of which had experienced the empty nest. Volunteers completed questionnaires which measured hardiness, distress, coping strategies, neuroticism, and extraversion. Multivariate analyses were performed, both with and without covariates, for overall hardiness as well as the hardiness subscales of control, commitment, and challenge. Significant hardiness by life event interactions on escape-avoidance coping were found in both sets of analyses. Main effects for hardiness, however, disappeared when controls for neuroticism and extraversion were utilized. Findings underscore the necessity of employing neuroticism controls in future hardiness research.

Resilience is the ability to survive and persevere during difficult times. Resilient people also thrive after overcoming adversity. Adolescents have many developmental tasks to overcome in their quest to becoming adults. Difficulty with these tasks can lead to academic and personal failures. Adolescents with low resilience often struggle with low self-esteem. If students are identified early as having lower levels of resilience, professional school counselors have an opportunity to provide resilience-enhancing activities. Prior to middle school, students are assigned all of their classes. During middle school, students begin to select their elective courses which may be representative of their interests and current emotional status. By looking at students' elective courses, I looked for patterns of resilience that may help professional school counselors proactively identify students in need of additional guidance in order to be academically successful. This study utilized a convenience sample of middle school students enrolled in the 8th grade (N = 190) of a large suburban school district located in the southwest United States to measure levels of resilience and elective course enrollment. Gender of the participants was 107 females and 83 males. The students reported their ethnicity as 5.8% African American/Black, 11.1% Asian, 12.6% Hispanic, 1.1% Native American, 1.6% Pacific Islander, 59.5% Caucasian/White, and 8.4% multiracial. I measured resilience in this study using the Resilience Scale and comparisons based on elective course. Data analyses include descriptive statistics and ANOVAs. Based on a statistical significance criterion of p < .05, students enrolled in athletics scored significantly higher in resilience than did non-athletics students enrolled in physical education/outdoor education (p = .035). Additionally, Caucasian females were significantly less resilient than Caucasian males (p = .031). Limitations of the study, implications of the results for practice, and recommendations for future research are presented.

The justice system in the east-African country Kenya has long been subject to severe corruption and lengthy bureaucracy.  Both historical and current injustices have been left unattended and unaddressed, obstructing community resilience. This has lead to the development of alternative dispute resolution (ADR) mechanisms that often build on traditional practices. In this study the ADR of restorative justice is examined. The study seeks to explore the relationship between the informal practice of restorative justice and the social dimensions of community resilience in the rural communities of Nakuru County in western Kenya. By merging questions on the practice of restorative justice with indicators of community resilience the study has found that the informal practice of restorative justice indeed has links to the shaping of community resilience. The practice has enabled dialogue between different ethnic groups. This has facilitated reconciliation and healing of trauma partly because new narratives have formed and partly because the culture of silence has been broken allowing people to share testimonies of violence and conflict. The study has also informed the community resilience field on the importance for collectivistic communities to have historical and ancestral events honoured, shared and addressed in order to fully enable conditions under which community resilience can form. However the practice shows ambiguous tendencies when it comes to inclusion of all members of society as community elders’ possesses a lot of power over the process, partially restricting community resilience to form.

The Alliance for Excellent Education (2011) estimates every 26 seconds in America, a student drops out of school. Numerous intervention and prevention approaches have been implemented to reduce the incidents of school dropout. One program, Communities In Schools (CIS), has shown promise in impacting the issue of school dropout by attending to both academic and non-academic factors at play in influencing a student’s risk for dropping out. The primary aim of this secondary data analysis was to develop an increased understanding of CIS services, to explore whether service provision varies systematically in relation to student outcomes and student characteristics, and to gain initial understandings of whether service provision is related to end-of-year outcomes. The volume of services provided was examined in terms of the number of service categories received and the amount of services (in hours) received. Bivariate statistical tests were used to examine the differences in the two service volumes based on student characteristics and prior year outcomes. The findings suggest that the total number of services received and the total number of hours of services received does not significantly vary by student characteristics or prior year outcomes. However, significant differences were found in the number of hours of distinct service categories and prior year outcomes. Multiple regression analyses were employed to examine in what ways services were related to student outcomes. The findings indicate that specific services are associated with better outcomes. Practice and future research implications are discussed.

The major purposes of this study were to determine the relationships among resilience, risk-taking behavior and personal characteristics of Thai adolescents living in Bangkok and to examine the differences in risk-taking behavior by school grades or gender. To accomplish these, a cross-sectional correlational research design was conducted. Resilience was measured by using the State-Trait Resilience Inventory developed by Hiew, Mori, Shirnizu and Torninaga.Risk-taking behavior was measured by the Risk-taking Behavior Questionnaire for Thai Adolescents which is a modified version of the 2003 Youth Risk Behavior Survey (YRBS) originally developed by the U.S. Centers for Disease Control and Prevention. In order to make it more applicable to the Thai setting, the author modified the 2003 YRBS. The modified instrument was then translated and back translated; equivalence testing was performed; a pilot study was conducted; and test-retest reliability was measured. Overall, these procedures indicated that the modified version of YRBS had evidence of equivalence (semantic, content, and conceptual), feasibility and acceptability as well as good reliability for use among Thai adolescents to measure risk behavior. Risk-taking behavior in this study includes six categories of behavior: (1) behavior that contributes to unintentional injuries and violence; (2) tobacco use; (3) alcohol and other drug use; (4) sexual behavior contributing to unintended pregnancy and sexually transmitted diseases, including HIV infection; (5) unhealthy dietary behavior; and (6) inadequate physical activity.In all, 1409 students, grades 7 to 12 from six secondary schools in Bangkok, Thailand, participated in the study. Their mean age was 14.9 ± 1.8 years, and 54% were female. Data sets were analyzed using the SPSS for Windows, version 14.0 statistical software program. Resilience scores ranged from 72 to 161 with a mean of 125.55 and standard deviation of 11.44. There were significant positive and negative relationships between resilience and various risk-taking behavior (p Overall findings from this study provided more understanding of risk-taking behavior and its relationship with resilience among Thai adolescents. The recommendations for implementation and further studies were discussed.

The purpose of the present study was to determine whether distinct patterns of adolescent adjustment existed when four domains of functioning were considered. The study included a sample of 299 high-risk urban adolescents, predominantly African American, ages 9-16 and their maternal caregivers. Cluster analysis was used to identify patterns of adjustment. Logistic regression analyses were used to explore whether variations in levels of five theoretically and empirically supported protective factors predicted cluster membership. A four-cluster model was determined to best fit the data. Higher rates of goal directedness and anger regulation coping predicted membership within the highest functioning cluster over a cluster demonstrating high externalizing problem behaviors, and neighborhood cohesion predicted highest functioning cluster membership over a cluster demonstrating high internalizing symptoms. Findings suggest that within a high-risk population of adolescents, significant variability in functioning will exist. The presence or absence of specific protective factors predicts developmental outcomes.