https://www.um.edu.mt/library/oar/handle/123456789/3980 2026-04-07T12:40:58Z 2026-04-07T12:40:58Z https://www.um.edu.mt/library/oar/handle/123456789/58639 2021-04-06T13:55:57Z 2014-04-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 6(1)] Abstract: A common theme among a number of the books reviewed in this issue is that of care and relationships as part of preparing future professionals, whether in the area of primary education, health and social care or youth work. Cefai & Cavioni’s book is concerned with Social and Emotional Education (SEE) in primary schools, adopting a layered focus through a multi-component, multiintervention, multi-population and multi-year approach that is largely psychological in focus. Brotherton & Parker’s book on education in health and social care takes a more sociological, social policy and political focus, while also seeking to address the needs of practitioners. Similarly Sapin’s book, engaging with relationships as part of developing creativity and reflection in youth work settings, offers perspectives that are relevant across disciplines and professional domains. Gray & Webb’s ambit of concern is with social work; they draw on a diverse and eclectic range of thinkers, mainly through a sociological and political theories lens. The commonality of themes, concerns and approaches, while obviously offering distinctive angles of specific concern as well, raise the issue as to how much current and future university courses across education, health and social care, social work and youth work could increasingly offer some similar joint modules as part of a broader multidisciplinary and interdisciplinary approach – some disciplinary boundaries may need expansion to benefit from such crossfertilisation of ideas and approaches. It is increasingly evident in the education, health, social care, social work and youth work domains that no domain is an island.

2014-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58638 2020-07-19T05:17:59Z 2014-04-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 6(1)] Abstract: This special issue of the International Journal of Emotional Education presents some of the highlights of two International Conferences on the Promotion of Social and Emotional Competence, namely the 10th Anniversary Conference of the Centre for Social Competence at Diakonhjemmet University College, Norway in 2012, and the 4th International ENSEC Conference at Zagreb University, Croatia in 2013. The first three papers are from the Social Competence conference in Norway, while the last four papers are taken from ENSEC conference in Croatia. This edition then, in the spirit of ENSEC and the Centre for Social Competence conferences, is brought to you by three editors from the Norway, Croatia, and the United Kingdom, and represents a truly international collaboration.

2014-04-01T00:00:00Z Turner, Wendy https://www.um.edu.mt/library/oar/handle/123456789/6218 2015-11-06T02:07:01Z 2014-04-01T00:00:00Z

Title: Enabling undergraduates to put in practice learning to support emotional well-being for children and young people Authors: Turner, Wendy Abstract: In the UK policies such as the Children’s Plan 2008 -2020 through to Promoting the Emotional Health of Children and Young People (2010) identify that professionals such as teachers, youth workers, social workers and youth offending specialists, do not have the necessary underpinning knowledge to adequately support children and young people’s emotional well-being. Further that these professionals fail to recognise when a child or young person may need additional help. These findings suggest that gaining knowledge and understanding of emotional well-being for children and young people is a key requirement for those working in this field. This paper is an evaluation of an initiative that saw a partnership of developing joint learning materials from expert emotional well-being organisations being delivered as part of an undergraduate award at a traditional Higher Educational (HE) Institution. The evaluation showed that the introduction of interactive, e-learning materials, supplemented with role play and scenario based learning and running concurrently alongside work experiences enabled students to acquire and apply knowledge and understanding of emotional well-being for children and young people to real situations, and thus bridged the ‘practice –theory gap’.

2014-04-01T00:00:00Z Cowie, Helen Myers, Carrie-Anne https://www.um.edu.mt/library/oar/handle/123456789/6216 2015-11-06T02:07:07Z 2014-04-01T00:00:00Z

Title: Bullying amongst university students in the UK Authors: Cowie, Helen; Myers, Carrie-Anne Abstract: This study with 20 university students examined perspectives in three different participant roles: the perpetrator, the target and the bystander. The purpose of the exercise was to resolve the outcome of an alleged incident of cyberbullying using a social network site via the means of a restorative conference. The findings suggest that the power of the peer group needs to be fully understood if cyberbullying, is to be tackled efficiently. The bystanders tended to blame the victim and were reluctant to intervene, the victim felt let down and marginalised by peers’ indifference and hostility, and the bully failed to realise or understand the consequences of their actions. The study offers ideas for strategies and policies to address the issue of cyberbullying with university students.

2014-04-01T00:00:00Z