https://www.um.edu.mt/library/oar/handle/123456789/3967 2026-04-04T14:58:59Z https://www.um.edu.mt/library/oar/handle/123456789/58613 Title: Book reviews [International Journal of Emotional Education, 2(2)] Abstract: In this edition we have a smaller number of reviews than usual, but each is excellent and the books themselves are as diverse as ever, covering cognitive psychology, school-based mental health and the role of cognitive neuroscience in education. Many thanks to Paul, Carmel and Sarah for taking the time to read the books and perform the reviews. I am in the process of collecting a new set of texts for review in the next edition, and as usual will email ENSEC members requesting volunteers to perform the reviews (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. 2010-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58612 Title: Editorial [International Journal of Emotional Education, 2(2)] Abstract: One of the objectives of our journal is to promote critical discussions on key issues in emotional education amongst researchers and practitioners working in the area. One way we are encouraging our readers to enter into this discussion is by including critical commentaries on a focus paper in particular editions of the journal. We are starting this feature by focusing on a highly pertinent issue in education, namely the suspension and exclusion of students from school. A report just published by Civitas suggests that school exclusion statistics in the UK may be misleading, as misbehaving students were just being removed to ‘alternative provisions’ or ‘new secret gardens’ such as Pupil Referral Units (Ogg with Kaill 2010). The decrease in official exclusion statistics in recent years has been simultaneously accompanied by an increase in the number of students with challenging behaviour being referred for alternative provision. 2010-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58539 Title: Book reviews [International Journal of Emotional Education, 2(1)] Abstract: Welcome to the second round of book reviews for the International Journal of Emotional Education. In this edition we cover six very diverse texts, which include topics such as self-esteem, infant mental health, and child and youth well-being. Also in this edition we have been able to include our first set of reviews from ENSEC volunteers – many thanks to Mine, John, Geoff, Kathy, (and of course Michael and Sarah from the University of Manchester) for their contributions. I am in the process of collecting a new set of texts for review in the next edition, and as usual will email ENSEC members requesting volunteers to perform the reviews (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 six excellent reviews below. 2010-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58533 Title: Editorial [International Journal of Emotional Education, 2(1)] Abstract: It is ironic that the increasing economic growth and prosperity in the western world today, appears to be accompanied by a decline in the social and emotional wellbeing of children. Layard and Dunn (2009) argue that children and young people today are being increasingly exposed to a world of violence, family break-ups, poverty, individualism, consumerism, and competition, robbing them of the joy and innocence of childhood and bringing distress and anxiety in their lives. They are living in a ‘SEBD-provocative world’. This is the thrust of the opening section in the first paper in this edition. Paul Cooper (UK) argues for the need to consider the negative influence of this ‘affluenza’ and other socio-cultural correlates on children’s emotional wellbeing and behaviour in seeking to develop social policies and educational practices conducive to children’s healthy social and emotional development. In the second part of the paper, Cooper focuses on the education for children and young people with social, emotional and behaviour difficulties, and calls for more sophisticated conceptions of the meaning of inclusive education for such students. He underlines the dangers of positions driven solely by ideological concerns about how provision ought to be irrespective of evidence of what works or does not work, and calls for a more rational and dispassionate look at the ways in which the inclusive education construct affects teachers and students in the real world. 2010-04-01T00:00:00Z