https://www.um.edu.mt/library/oar/handle/123456789/3964 Thu, 16 Apr 2026 22:33:24 GMT 2026-04-16T22:33:24Z https://www.um.edu.mt/library/oar/handle/123456789/58523 Title: Book reviews [International Journal of Emotional Education, 1(2)] Abstract: Welcome to the first book reviews section of the International Journal of Emotional Education. Our aim in this part of the journal is to provide frank reviews of the latest publications in this rapidly expanding field. In this and future issues we will be reviewing a wide range of academic and practitioner-oriented texts. The reviews provided below have all been completed by colleagues at the University of Manchester, UK. However, we would greatly welcome offers from other ENSEC members who feel that they can spare the time to read and review one of our new books for a future reviews section. If you are interested in volunteering to act as a book reviewer, please email neil.humphrey@manchester.ac.uk and I will send you a list of our available texts. Sun, 01 Nov 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58523 2009-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58522 Title: Editorial [International Journal of Emotional Education, 1(2)] Abstract: Welcome to this edition of the International Journal of Emotional Education which is focused on the promotion of mental health and social and emotional learning in schools. We present five papers dealing with these issues in the diverse international contexts of Australia, Japan, Malta and the United Kingdom. The first paper by Helen Cowie (UK) presents a comparative study of the contemporary phenomenon of cyberbullying amongst young people in the UK and Japan. The paper underlines the need to address the multidimensionality of cyberbullying in seeking to prevent and reduce this problem, and presents various strategies in how this may be effected. In the second paper, Helen Askell-Williams and her colleagues (Australia) write about KidsMatter, a mental heath promotion, prevention and early intervention initiative in Australian primary schools. The authors explore ways in which mental health promotion initiatives are implemented in schools, and emphasize the ways in which the effective delivery of such interventions take account of the contextual features of the schools where they are being implemented. Sun, 01 Nov 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58522 2009-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58521 Title: Editorial : introducing emotional education Abstract: What is Emotional Education? After seemingly ages of neglect, the past couple of decades have seen a widespread growth in interest in the importance of emotions in relation to education. Along with this has come the demand for more humanistic and holistic approaches to educational practice which are informed by a developing understanding of the ways in which social, cognitive and emotional factors interact and contribute to the learning process. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58521 2009-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6260 Title: Social, emotional and behaviour difficulties in Maltese schools Authors: Cefai, Carmel; Cooper, Paul; Camilleri, Liberato Abstract: This paper reports the first national study of social, emotional and behaviour difficulties (SEBD) in Maltese schools. The study secured a sample of ten percent of the school population in state and non-state primary and secondary schools in Malta and Gozo, with 7000 students and their respective class teachers and parents selected to participate in the study. The study sought to explore the nature and distribution of SEBD in Maltese schools; to examine the relationships between SEBD and socio-cultural factors as reflected in the school, family and community contexts, and identify the risk and protective factors for SEBD. This paper presents the key findings of the study, and makes various recommendations in the prevention and management of SEBD and the promotion of socioemotional literacy in schools. A key message is the complexity and multi-factorial nature of this phenomenon, and the need for multilevel, multisystemic interventions. Wed, 01 Apr 2009 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6260 2009-04-01T00:00:00Z