https://www.um.edu.mt/library/oar/handle/123456789/6651 2026-04-15T04:30:35Z 2026-04-15T04:30:35Z https://www.um.edu.mt/library/oar/handle/123456789/58740 2020-07-19T05:20:28Z 2015-11-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 7(2)] Abstract: The reviews in this issue focus on two practical books for teachers, as well as on two policy reports to continue our expansion of focus onto reports in the reviews section. Both books, on the Kidscope peer mentoring approach and on listening approaches for teachers in a busy school context, advocate user-friendly approaches centred on the importance of interpersonal relations and communication in school settings. The holistic development of children is a pervasive concern of both. The policy reports are both based on examples across a range of European city and project contexts, through an EU funded PREVENT project on parental involvement for early school leaving and a European Commission, Directorate General Education and Culture focus on lessons from alternative education for mainstream school settings. The PREVENT project report seeks bridges between education and health contexts to combine a joint strategy for parental involvement and family support. The Ecory's report sets out an agenda for reform of mainstream school settings based on learnings from alternative education. Both reports focus on structures and processes at system levels to give supports and voices to the marginalised to help ensure the education system also works for them.

2015-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58739 2020-07-19T05:19:17Z 2015-11-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 7(2)] Abstract: One of the main issues in the development and implementation of social and emotional (SEL) programmes is the cultural context where such programmes are implemented. Programmes need to consider and address the cultural variations that may influence the ways in which emotions are expressed, and the ways in which they influence interpersonal awareness, communication and relationships.

2015-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58644 2020-07-19T05:18:16Z 2015-04-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 7(1)] Abstract: Given that internationalisation is an increasing influence on education systems across the world, there is a real need for more fora to offer critical exchange, dissemination and debate on policy reports in education that are purporting to address international audiences and influence a wide range of national education systems. Against this backdrop, the International Journal of Emotional Education has decided to add Policy Reports to the scope of reviewed works for its book reviews section. This issue focuses on a review by Neil Boland of the OECD’s Skills for Social Progress: The Power of Social and Emotional Skills. While the OECD’s PISA findings do include a limited focus on students’ perceptions of belongingness and sense of inclusion in school, this OECD report represents an expansion of the ambit of its previous concerns. The assumptions underlying this attempted expansion are interrogated by Boland. If there are other Policy Reports in Education that readers would like to review or have reviewed, please contact me at: paul.downes@dcu.ie Professor Erna Nairz-Wirth offers a review of the multidisciplinary book Winning Without Fighting which combines theoretically informed understandings with practical approaches for education and working in the classroom. It addresses key issues such as the need to go beyond stigmatising labels for children and to focus on interactional dimensions to experience and behaviour.

2015-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58643 2020-07-19T05:18:14Z 2015-04-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 7(1)] Abstract: Welcome to the special edition of the International Journal of Emotional Education on the Promotion of Mental Health and Wellbeing in Young People. The purpose of this issue is to highlight research methodologies used to promote mental health in children and young people. This edition has been supported by the Edith Cowan University Children’s Mental Health and Wellbeing Collaborative Research Network (CRN) and the Flinders Centre for Student Wellbeing and the Prevention of Violence (SWAPv)1. This special edition draws together a number of major streams of research which focus on different methodologies used to research mental health in young people. Mental health is a national and international priority (see special edition of ‘The Psychology of Education Review’ edited by Humphrey and Qualter, 2013, and the reviews by Carta et al., 2015). For example, in the Australian context the Council of Australian Government’s National Action Plan for Mental Health 2006–2011 (COAG, 2010) and the recent Roadmap for National Mental Health Reform 2012–2022 (COAG, 2012) identified promotion, prevention and early intervention for positive mental health as essential actions for governments and organisations to undertake. National evaluations of KidsMatter Mental Health have been undertaken in Australia highlighting the delivery of effective school-based mental health interventions (Slee et al., 2009; Slee et al., 2013).

2015-04-01T00:00:00Z