University of Malta
 

Volume 5, Issue 1, April 2013
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Editorial [PDF]

 

 1) ‘Man You’ve Been a Naughty Boy, You Let your Face Grow long.’ On the celebration of negative affect in adolescence
Paul Cooper and Michalis Kakos                                                                                        pp. 3 - 16 

In this paper the authors explore the phenomena of positive attitudes towards negative affect among young adolescent as reflected in the appearance and behaviours of ‘radical peer crowds’, such as Punks, Goths and Emos.  The authors consider the significance of this in relation to the history of melancholy and theories of identity formation.

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2) Teacher Change and Development during Training in Social and Emotional Learning Programs in Sweden   
Birgitta Kimber, Therése Skoog and Rolf Sandell
                                                            pp.17 - 35 

The paper presents the results from a thematic analysis of the process diaries of teachers involved in teacher training in social and emotional learning (SEL) in Sweden. Twenty-nine out of the 122 diaries available were analyzed until saturation was reached. The following themes and sub-themes were extracted: development (professional and personal, and classroom climate), and concomitants of development (need for collaboration and unease). The themes and sub-themes are related to theoretical aspects of specialised teacher education and to the debate in Sweden on how to proceed with SEL programs, and more generally with life skills programs. The results suggest that training generates both general teacher improvement and better implementation of SEL programs.

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3) Circle Solutions, a philosophy and pedagogy for learning positive relationships: What promotes and inhibits sustainable outcomes?
Sue Roffey and Florence McCarthy                                                                                 pp. 36 - 55

Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed ‘Circle Time’ in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with active school support that promotes relational values, the learning outcomes for positive relationship building are more sustainable.

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4) Increasing Emotional Intelligence through Training: Current Status and Future Directions   
Nicola S. Schutte, John M. Malouff and Einar B. Thorsteinsson   
                                      pp. 56 - 72

Emotional intelligence consists of adaptive emotional functioning involving inter-related competencies relating to perception, understanding, utilising and managing emotions in the self and others.  Researchers in diverse fields have studied emotional intelligence and found the construct to be associated with a variety of intrapersonal and interpersonal factors such as mental health, relationship satisfaction, and work performance.  This article reviews research investigating the impact of training in emotional-intelligence skills. The results indicate that it is possible to increase emotional intelligence and that such training has the potential to lead to other positive outcomes. The paper offers suggestions about how future research, from diverse disciplines, can uncover what types of training most effectively increase emotional intelligence and produce related beneficial outcomes.

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 Book Reviews [PDF]

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Last Updated: 17 August 2016

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