https://www.um.edu.mt/library/oar/handle/123456789/3974 2026-04-04T11:24:00Z 2026-04-04T11:24:00Z https://www.um.edu.mt/library/oar/handle/123456789/58615 2020-07-19T05:16:38Z 2011-04-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 3(1)] Abstract: As with the last edition we have a smaller number of reviews than usual, mainly due to requested books not arriving in time to send out for review! However, the next edition promises to be fuller, thanks to a pack of books that arrived from Sage last week. This issue continues our established trend of having an extremely diverse range of reviews, with texts on promoting safe learning environments, lifespan development and helping children deal with stress, change and anxiety – many thanks to Ann, Damian and Jitesh for their excellent reviews. As usual I will email ENSEC members requesting volunteers to perform the reviews for the next issue (don’t forget, you get to keep the book by way of thanks for your help) in the near future. In the meantime, please enjoy the three reviews below.

2011-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58614 2020-07-19T05:16:37Z 2011-04-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 3(1)] Abstract: There is no shortage of information about what mental health in children and young people and what can be done about it. Newspapers, magazines, television and the internet are awash with information relating to the topic. Academics from various disciplines generate voluminous theories and ideas on the topic on an apparently daily basis. One of the problems that the reader is confronted by, however, is the challenge of sifting through the sheer volume of available information and making judgements about the relative merits of different views and positions. A major aim of the International Journal of Emotional Education is to help readers from a range of disciplines to make sense of mental health issues in children and young people within an evidence-based approach (cf. Cooper and Jacobs 2011).

2011-04-01T00:00:00Z Spiteri, Damian De Giovanni, Katya https://www.um.edu.mt/library/oar/handle/123456789/6130 2022-01-13T13:29:28Z 2011-04-01T00:00:00Z

Title: The life-course transitions of young women in a Maltese context Authors: Spiteri, Damian; De Giovanni, Katya Abstract: This study analyzed how a cohort of eight young women who underwent certain difficulties whilst at secondary school experienced their transition from secondary school to either work or further education. It explores changes in their perception of events and happenings that they classified as significant to them, and the influence that these changes of perception had on their evolving life-course. While not formally classified as emotionally or behaviorally challenged, all the participants in this study claimed to have had varying depths of difficulty when at secondary school, some alleging that they had been classified as troublesome by their teachers and others claiming to have seen themselves as disruptive in classroom settings. The study was informed by the participants’ voices about how they saw their transitions being forged and has a phenomenological focus.

2011-04-01T00:00:00Z Couture, Caroline Cooper, Paul Royer, Egide https://www.um.edu.mt/library/oar/handle/123456789/6105 2018-03-29T08:01:43Z 2011-04-01T00:00:00Z

Title: A study of the concurrent validity between the Boxall profile and the strengths and difficulties questionnaire Authors: Couture, Caroline; Cooper, Paul; Royer, Egide Abstract: The aim of the study is to establish the level of concurrent validity between the Boxall Profile, a diagnostic instrument used by teachers and teaching assistants in nurture groups, and the Strengths and Difficulties Questionnaire, a widely used screening instrument in the fields of education, mental health and social work. 202 children and adolescents attending nurture groups in England, aged 3-14 years, participated in the study. These consisted of142 boys and 60 girls and came from 25 schools in 8 LEAs. School staff completed the Boxall Profile and Strengths and Difficulties Questionnaire for all pupils. . The results show a high degree of concordance between the two instruments, with both measures appearing to identify similar behavioural characteristics in the same children. Scores in specific domains of the Boxall Profile are shown to predict performance on particular sub-scales of the Strengths and Difficulties Questionnaire. These preliminary findings support the validity claims of the Boxall Profile, indicating that it is a reliable tool for both diagnostic and research purposes.

2011-04-01T00:00:00Z