https://www.um.edu.mt/library/oar/handle/123456789/26840 2026-04-15T08:16:09Z https://www.um.edu.mt/library/oar/handle/123456789/6218 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 https://www.um.edu.mt/library/oar/handle/123456789/6216 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 https://www.um.edu.mt/library/oar/handle/123456789/6215 Title: Developing transformative schools : a resilience-focused paradigm for education Authors: Nicoll, William G. Abstract: For the better part of the past century, the field of education has witnessed repeated calls and initiatives for change, reform and improvement of our schools. Yet today, the problems of improving academic achievement and social adjustment among youth continue unabated. An explanation for this ‘change without change’ phenomenon is offered which differentiates innovative change from transformative change processes. A review of the research evidence regarding resilience and positive youth development, both academically and socially, is utilized to formulate a conceptual framework for guiding educators in creating resilience-focused, transformative schools. Specific attention is addressed to the application of such concepts as mindsets, resilience, socialemotional competencies, and supportive social environments (family and school) in adopting a new, transformative paradigm for developing more effective schools and more capable youth. 2014-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6214 Title: Parental socialization of emotion : how mothers respond to their children's emotions in Turkey Authors: Ersay, Ebru Abstract: Several research studies suggest a link between parents’ emotion socialization and children’s social competence and behavior problems. Parents contribute to their children’s emotion socialization, more directly, through responses to their children’s emotions. Early emotion socialization experiences with parents establish patterns of emotion experience, expression, and regulation that children carry into their broader social circles. Few scales exist to document parents’ responses to children’s emotions. The aim of this study was to document mothers’ responses to their children’s sadness, anger, fear, and being overjoyed. A study sample of 868 mothers of preschoolers completed the questionnaire in Turkey. The validity and reliability properties of the Responses to Children’s Emotions (RCE) Questionnaire were also examined. We found that mothers in Turkey preferred to respond differently to children’s different emotions. Mothers’ responses generally did not differ according to the gender of their children; the only difference was found for sadness. Mothers’ responses to their children’s emotions related to the children’s and mothers’ ages, monthly family income, levels of mothers’ education, mothers’ employment status, birth order of children, and the city they lived in. This study is important in that it is the first to document mothers’ emotion socialization 2014-04-01T00:00:00Z