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I am co-PI of the International WHO collaborative project ‘Health Behaviour in School aged Children’ (HBSC), representing England in the HBSC international network - the largest international survey in Europe. I lead the HBSC England team. The current focus of my research is on young people’s family culture; I lead and coordinate the international HBSC research focusing on young people’s family life, family culture, and their communication with parents.
I have expertise in young people’s and children’s health and emotional well-being, having led several projects investigating these topics. I have disseminated research relating to young people’s health and well-being in the areas of adolescent family life and parental communication, self-harm, and physical activity, through national and international publications and conferences.
I joined CHSS in April 2021, after 15 years working in the Child, Adolescent & Family Health unit, CRIPACC, University of Hertfordshire, first as a Research Fellow, and from 2016 as Senior Research Fellow. Since 2008, I have been involved in the HBSC International WHO collaborative project; in 2016 I became a deputy PI, and from 2018 a co-PI of the English National team in the HBSC international Network. I obtained my PhD in Developmental and Educational Psychology in Tbilisi (Georgia) and MSc in Research Methods in Psychology at the University of Hertfordshire (2005).
BSc 1st class Hons. MSc in Psychology, qualified as a psychologist and teacher of Psychology, 1981,
Tbilisi State University, Georgia.
PhD in Developmental and Educational Psychology, 1988, Tbilisi State University, Tbilisi, Georgia.
MSc with commendation in Research Methods in Psychology, 2005, Hertfordshire University, UK.
Also view these in the Kent Academic Repository
Articles
Chester, K. L., Klemera, E., josefine, M., Spencer, N. H. and Brooks, F. M. (2019) 'The role of school-based health education in adolescent spiritual moral, social and cultural development', Health Education Journal. SAGE, pp. 582-594. doi: 10.1177/0017896919832341.
Abstract | View in KAR | View Full Text
Background: The broad nature of young people's development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and15years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive aboutthe benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people's broader development, and contributes to the national evidence base advocating forcompulsory PSHE education in schools.
Chester, K., Magnusson, J., Klemera, E., Spencer, N. and Brooks, F. (2019) 'The Mitigating Role of Ecological Health Assets in Adolescent Cyberbullying Victimization', Youth and Society. SAGE, pp. 291-317. doi: 10.1177/0044118X16673281.
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Over the last decade cyberbullying has emerged as a public health concern among young people. Cyberbullying refers to intentional harmful behaviours and communication carried out repeatedly using electronic media. Considerable research has demonstrated the detrimental and long-lasting effects of cyberbullying involvement. This paper draws on a social-ecological perspective to identify protective health assets from across the multiple environmental domains of the adolescent that may mitigate against experiencing cyberbullying. Data were collected from 5335 students aged 11, 13 and 15 years who participated in the 2014 World Health Organization Health Behaviour in School-aged Children Study for England. Protective health assets were identified at the family (family communication), school (school sense of belonging and teacher support) and neighbourhood (neighbourhood sense of belonging) levels. In particular the findings draw attention to the protective role fathers can play in supporting young people.
Wilson, P. M., Bataille, V. and Klemera, E. (2010) 'Self management in atypical mole syndrome: qualitative findings from a pilot study', Dermatological Nursing. British Dermatological Nursing Group, pp. 42-46.
Background: Atypical mole syndrome (AMS) is the most significant risk factor for melanoma. Although the incidence of melanoma is rising, with early detection it is more likely to be curable. Regular systematic skin self-examination is vital, however there is little research exploring self-management behaviours in this population. Aim: This paper reports the qualitative findings of a mixed method study investigating the knowledge, self-management behaviours and experience of living with AMS. Method: Three focus groups were undertaken to explore the experiences, beliefs, strategies, and self-management facilitation in AMS. Discussions were recorded, transcribed and thematically analysed. Results: A sense of anxiety in living with AMS was described, which was heightened by knowing someone who had been diagnosed with melanoma. Impact on life appeared greater for females, although males also discussed anxiety when causing trauma to moles. However, systematic skin self-examination was not regularly undertaken and there was a reliance on clinic visits to a dermatologist to check moles. Conclusion: There is a need to develop self-management interventions for this population to reduce anxiety and promote systematic skin self-examination. The potential of adapting interventions for AMS from other long-term conditions should be explored.
Monographs
Brooks, F., Klemera, E., Chester, K., Magnusson, J. and Spencer, N. (2018) Health Behaviour in School-aged Children (HBSC): World Health Organization Collaborative Cross National Study: Findings from the 2018 HBSC study for England. University of Hertfordshire.
Abstract | View in KAR | View Full Text
This report presents data from the 2018 Health Behaviour in School-aged Children (HBSC) study in England. HBSC is an international study conducted in collaboration with the World Health Organization (WHO). The study captures data on young people's health, health behaviours and social environment. In 2018, 3398 young people in England took part in the study. This report presents prevalence statistics and trends data spanning 2002-2018.