https://www.um.edu.mt/library/oar/handle/123456789/26853 2026-04-12T20:29:03Z 2026-04-12T20:29:03Z https://www.um.edu.mt/library/oar/handle/123456789/58648 2020-07-19T05:18:48Z 2018-11-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 10(2)] Abstract: The first edition of the International Journal of Emotional Education was published 10 years ago. IJEE was established as a peer-reviewed, international, electronic journal providing space for high quality, empirically based papers on effective intervention and evaluation in the area of emotional education. Areas covered by the journal include, among others: emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional learning, social and emotional competence, social, emotional and behaviour difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behaviour management and behaviour modification, teaching and learning.

2018-11-01T00:00:00Z Dane, A. Kennedy, Richard Spring, M. Volk, A. Marini, Zopito https://www.um.edu.mt/library/oar/handle/123456789/36567 2020-05-15T13:21:57Z 2018-11-01T00:00:00Z

Title: Adolescent beliefs about antisocial behavior : mediators and moderators of links with parental monitoring and attachment Authors: Dane, A.; Kennedy, Richard; Spring, M.; Volk, A.; Marini, Zopito Abstract: The current study examined whether parental monitoring and attachment were related to adolescent beliefs about antisocial acts, with temperament, gender, and age considered as potential moderators. A total of 7135 adolescents, ages 14-18 years, completed self- report measures of antisocial beliefs, parental monitoring, attachment security, and temperament. Results indicate that both attachment security and parental monitoring are associated with adolescent beliefs about antisocial behaviour. It also appears that the two aspects of parenting are complementary, in that a secure attachment relationship is associated with greater parental monitoring knowledge, which in turn is linked with a lower tolerance for antisocial behaviour. However, the relations between these aspects of parenting and beliefs about antisocial acts depended on the young people's characteristics, with some results varying by age, gender and temperament. Implications for future research and parent-focused interventions to prevent antisocial beliefs and behaviour are discussed.

2018-11-01T00:00:00Z Downes, Paul https://www.um.edu.mt/library/oar/handle/123456789/36566 2018-11-24T02:27:54Z 2018-11-01T00:00:00Z

Title: The neglected shadow : European perspectives on emotional supports for early school leaving prevention Authors: Downes, Paul Abstract: Recent OECD reports emphasize ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.

2018-11-01T00:00:00Z Cowie, Helen https://www.um.edu.mt/library/oar/handle/123456789/36565 2018-11-24T02:27:55Z 2018-11-01T00:00:00Z

Title: Coping with the emotional impact of bullying and cyberbullying : how research can inform practice Authors: Cowie, Helen Abstract: Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group as the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and often in contexts that are difficult for adults to control. The recent upsurge of cyberbullying is a case in point. Teachers and parents often feel powerless to intervene in the private world that children and young people create for themselves. This article explores the strategies that are commonly recommended for dealing with cyberbullying and examines what research tells us about their effectiveness. The conclusion is that, whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is also an interpersonal problem. The implication for practice is that we already know many approaches for preventing and reducing cyberbullying and should build on this knowledge rather than treating the issue as something completely new.

2018-11-01T00:00:00Z