https://www.um.edu.mt/library/oar/handle/123456789/3975 2026-06-11T23:36:10Z https://www.um.edu.mt/library/oar/handle/123456789/58629 Title: Book reviews [International Journal of Emotional Education, 3(2)] Abstract: The reviews in this edition of IJEE have a distinctly ‘applied’ feel to them, with each dealing with practical and professional issues, albeit in very different contexts. Many thanks to our reviewers for giving up their time to read the texts and write the 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. 2011-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58628 Title: Editorial [International Journal of Emotional Education, 3(2)] Abstract: The latest Eurostat statistics show that one in every five children in the European Union is at the risk of poverty (Eurostats, 2010). This figure is set to rise as a result of the current economic crisis, with increasing unemployment, taxation and cuts in social benefits leading to further economic hardship and poverty. Inequality and social exclusion are likely to rise with the looming European economic winter, as children and young people from socially and economically disadvantaged backgrounds are more likely to leave education and training before completing upper secondary education levels than other young people (European Commission, 2011). The EU initiatives to address this European-wide issue started even before the current economic crisis, with the Europe 2020 strategy identifying inclusive growth as one of the key drivers for growth and prosperity by tackling poverty and reducing early school leaving. (European Commission, 2009). 2011-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6133 Title: Coping with the emotional impact of bullying and cyberbullying : how research can inform practice Authors: Cowie, Helen Abstract: Despite more than two decades of anti-bullying initiatives in schools, children and young people regularly mention relationships within the peer group as the major factor that causes them to feel unsafe at school. The situation is complicated by the fact that these interpersonal safety issues are actually generated by the peer group and often in contexts that are difficult for adults to control. The recent upsurge of cyberbullying is a case in point. Teachers and parents often feel powerless to intervene in the private world that children and young people create for themselves. This article explores the strategies that are commonly recommended for dealing with cyberbullying and examines what research tells us about their effectiveness. The conclusion is that, whatever the value of technological tools for tackling cyberbullying, we cannot avoid the fact that this is also an interpersonal problem. The implication for practice is that we already know many approaches for preventing and reducing cyberbullying and should build on this knowledge rather than treating the issue as something completely new. 2011-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6132 Title: Whole-school mental health promotion in Australia Authors: Slee, Phillip T.; Dix, Katherine; Askell-Williams, Helen Abstract: Although there is increasing recognition internationally of the significance of social and emotional health and wellbeing for the healthy development of young people, the levels of support that governments provide for mental health policy and programme initiatives vary widely. In this paper, consideration is given to Australia’s approach to mental health promotion from early years to secondary school, including specific reference to the KidsMatter Primary mental health promotion, prevention and early intervention initiative. Although it is now well established that schools provide important settings for the promotion of mental health initiatives, there are significant challenges faced in effectively implementing and maintaining the delivery of evidence-based practice in school settings, including concerns about quality assurance in processes of implementation, translation, dissemination and evaluation. 2011-11-01T00:00:00Z