https://www.um.edu.mt/library/oar/handle/123456789/24236 Tue, 07 Apr 2026 00:24:08 GMT 2026-04-07T00:24:08Z https://www.um.edu.mt/library/oar/handle/123456789/58681 Title: Book reviews [International Journal of Emotional Education, 10(2)] Abstract: Hope is an abiding theme throughout all four of the reviewed books. It is a precondition for the relationality of restorative practice, the core theme of Slezackova‟s book, with resonances also in the mental health promotion concerns of Cefai and Cooper‟s book interrogating these issues across diverse cultures. Moreover, Hood‟s interrogation of system complexity in social work to meet the needs of those experiencing a range of adversities, traumas and despair rests on the precondition of hope as the fuel for change, whether at individual or system level. Hope does not give the bland assurance that things will work out, it is not a quasiHegelian telos that treats the future as being etched with inexorable paths. Hope offers the chance that things can work out, it gives the breath of possibility, rather than the false ground of certainty. Hope is not the flat certitude of optimism, it is a more subtle dimension of human experience and system development in education, social work and beyond. Thu, 01 Nov 2018 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58681 2018-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58648 Title: Editorial [International Journal of Emotional Education, 10(2)] Abstract: The first edition of the International Journal of Emotional Education was published 10 years ago. IJEE was established as a peer-reviewed, international, electronic journal providing space for high quality, empirically based papers on effective intervention and evaluation in the area of emotional education. Areas covered by the journal include, among others: emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional learning, social and emotional competence, social, emotional and behaviour difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behaviour management and behaviour modification, teaching and learning. Thu, 01 Nov 2018 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58648 2018-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/36567 Title: Adolescent beliefs about antisocial behavior : mediators and moderators of links with parental monitoring and attachment Authors: Dane, A.; Kennedy, Richard; Spring, M.; Volk, A.; Marini, Zopito Abstract: The current study examined whether parental monitoring and attachment were related to adolescent beliefs about antisocial acts, with temperament, gender, and age considered as potential moderators. A total of 7135 adolescents, ages 14-18 years, completed self- report measures of antisocial beliefs, parental monitoring, attachment security, and temperament. Results indicate that both attachment security and parental monitoring are associated with adolescent beliefs about antisocial behaviour. It also appears that the two aspects of parenting are complementary, in that a secure attachment relationship is associated with greater parental monitoring knowledge, which in turn is linked with a lower tolerance for antisocial behaviour. However, the relations between these aspects of parenting and beliefs about antisocial acts depended on the young people's characteristics, with some results varying by age, gender and temperament. Implications for future research and parent-focused interventions to prevent antisocial beliefs and behaviour are discussed. Thu, 01 Nov 2018 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/36567 2018-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/36566 Title: The neglected shadow : European perspectives on emotional supports for early school leaving prevention Authors: Downes, Paul Abstract: Recent OECD reports emphasize ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention. Thu, 01 Nov 2018 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/36566 2018-11-01T00:00:00Z