OAR@UM Collection:
https://www.um.edu.mt/library/oar/handle/123456789/54959
2024-03-28T21:21:14ZBook reviews [International Journal of Emotional Education, 12(1)]
https://www.um.edu.mt/library/oar/handle/123456789/55042
Title: Book reviews [International Journal of Emotional Education, 12(1)]
Abstract: The themes of resilience and agency in the face of adversity and at the point of transition
from one stage to another recur in these reviews of recent books, each one of which has
important things to say to the readers of IJEE. Bauman and Rivers celebrate the
opportunities offered by the digital age while not downplaying the potential risks to the
mental health of children and young people. Lamericks, Danby, Bateman and Ekberg use
exciting, child-centred methods to access the experiences and perspectives on mental
health of young people in a range of institutional settings. This innovative book has a
wealth of information that is relevant to practitioners and researchers alike.
Next, two books, one quantitative and the other qualitative, demonstrate convincingly the
extreme impact of poverty on children’s well-being. Evans, Ruane and Southall,
members of the Radical Statistics Group, argue that powerful individuals and institutions
control statistical data to serve their own ends. In fact, the authors propose, governments
often mislead us through their manipulation of statistical findings. Consequently,
physical and mental health difficulties, especially among poor families, are perpetuated.
Kerry Hudson gives the inside view of the child growing up in poverty and the
longstanding impact on her emotional and social development. Through her own
determination and resilience, she not only survived but became a successful writer.
However, on her return to the places of her childhood, she found that many families
continue to experience dire poverty and deprivation. Her book is a moving testament to
her journey and the people who helped her along the way but it is also a plea for action
to be taken in the present day.
In the context of higher education, Lee and LaDousa report on the continuing
patterns of discrimination experienced by students from non-traditional backgrounds, not
only from fellow students but also from the universities themselves. The section on the
institutional lens to marginalisation gives disturbing insights into the ways in which
inequalities are perpetuated.
Finally, from a more theoretical perspective, Paul Downes presents the case for a
spatial phenomenology in our conception of human development. Transitions between
different spatial systems, according to his theory, are a means of understanding agency.
He presents a powerful argument that challenges the domination of time over space by
developmental psychologists. By contrast, he considers movements from one space or
system to another as offering a much deeper understanding of agency and lived
experience.
Each book is challenging and offers us new ways of thinking about our field. I
hope that you find the reviews insightful.
If you would like to review books for IJEE, please write to me and let me know
your areas of interest.2020-04-01T00:00:00ZEditorial [International Journal of Emotional Education, 12(1)]
https://www.um.edu.mt/library/oar/handle/123456789/55041
Title: Editorial [International Journal of Emotional Education, 12(1)]
Abstract: The increasing awareness of the importance of social and emotional learning in the curriculum and the role of
education in promoting students’ mental health and wellbeing is gradually being accompanied by the
realisation that the teachers’ own wellbeing needs to be addressed as well in efforts to promote children’s
wellbeing in school. Teachers’ wellbeing and social and emotional competence are related to students’ social,
emotional and academic learning as well as to quality teaching and teachers’ own commitment and satisfaction at work. This issue is addressed in three of the papers in this edition.2020-04-01T00:00:00ZAn exploratory study of Hungarian university students’ sexual attitudes and behaviours
https://www.um.edu.mt/library/oar/handle/123456789/55040
Title: An exploratory study of Hungarian university students’ sexual attitudes and behaviours
Authors: Keresztes, Noemi; Piko, Bettina F.; Howard-Payne, Lynlee; Gupta, Himanshu
Abstract: Sexual health is the integration of the somatic, emotional, intellectual and social aspects of sexual being that
may positively enrich personality (WHO, 1975). It includes not only the prevention of sexually transmitted
infections (STIs), unwanted and unplanned pregnancy, coercion, violence and discrimination, but also a
positive approach to sexuality (Edwards & Coleman, 2004). Given the apparent inadequacies of the global
approach to sexual health education (SHE) for young people (UNESCO, 2009), it is unsurprising that the
prevalence of STIs have increased worldwide (WHO, 2018). Although Hungary is still among the countries
with low HIV/STISs infection rate, sexually active young people are at higher risk of infection (Goodwin et
al., 2003; Gyarmathy, McNutt, et al., 2002; UnAIDS, 2018).2020-04-01T00:00:00ZMental health promotion in schools : a comprehensive theoretical framework
https://www.um.edu.mt/library/oar/handle/123456789/55039
Title: Mental health promotion in schools : a comprehensive theoretical framework
Authors: Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica
Abstract: Recent decades have seen a rise in mental health problems among children and
adolescents. Despite a proliferation of studies describing effective school-based mental
health programs, reviews of current research in this field suggest a strong lack of
consensus concerning the definition of school mental health and its constructs. In the
present paper, we set out to fill this gap via a two-step process: first, we offer a critical
overview of recent research around the concept of school mental health; second, we
propose a comprehensive theoretical framework for researchers, practitioners, and
policy-makers involved in mental health promotion and school prevention programs. The
proposed framework comprises three key domains: the first two, cover the promotion of
social and emotional learning and resilience, while the third concerns the prevention of
behavioural problems.2020-04-01T00:00:00Z