https://www.um.edu.mt/library/oar/handle/123456789/3977 Wed, 15 Apr 2026 15:19:44 GMT 2026-04-15T15:19:44Z https://www.um.edu.mt/library/oar/handle/123456789/58633 Title: Book reviews [International Journal of Emotional Education, 4(2)] Abstract: The books reviewed in this volume are characterised by their diversity of themes and approaches. They include engagement with anger in young children with a focus on the communicative intent of problem behaviour, emotional supports for young people displaying violent and aggressive behaviour, as well as a broader exploration of unconscious emotions and projections in early years’ attachment through a spatial- phenomenology. Other books examined interrogate stories to help build emotional intelligence and resilience in young children, as well as a classroom resource on promoting social and emotional aspects of learning, including for students with special educational needs. We would like to thank Neil Humphrey for his previous editorship of this review section and look forward to continuing to develop excellent reviews. Thu, 01 Nov 2012 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58633 2012-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58632 Title: Editorial [International Journal of Emotional Education, 4(2)] Abstract: In a paper we wrote a couple of years ago we argued that the worldwide shift away from collectivist values and the move towards individualism, which locates self-actualisation as the pinnacle of human achievement, has led to serious problems for children and young people (Cooper and Cefai, 2009). The psychologist Oliver James (2007) refers to this excessive individualism among adults as ‘affluenza’, which he equates to a disease characterised by an obsessive, but hopeless pursuit of fulfillment through rampant materialism and the urge to economic consumption and display. He argues that ‘affluenza’ distorts values to the extent that human qualities such as empathy, kindness and love for others become sidelined. Layard and Dunn (2009) cite this individual pursuit of private interest and success as one of the major causes of problems that contribute to the social, emotional and behavioural difficulties manifested by children and young people, including bullying, anxiety and depression. They refer to evidence showing the widening gap between adults and children in terms of the amount of time that children spend with adults as opposed to with their peers. Thu, 01 Nov 2012 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58632 2012-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6142 Title: Children with social and emotional difficulties need support from a range of professionals : preparing professions for integrated working Authors: Hughes, Lesley Abstract: Inclusive education for all children means that teachers are increasingly faced with challenges in managing children with social, emotional and behavioural difficulties (SEBD) whose complex needs span a number of professional disciplines, some of which sit outside of education. However, whilst it is recognised that children with SEBD require management and support across a range of professions that include education, health, social and youth services, there is little done to prepare teaching staff for working across professional and organisational boundaries. The evidence of poor communication and team working amongst professions has led to policy changes and guidelines calling for greater coordination in the delivery of services for children and young people. This paper considers how education and training needs to prepare students with the knowledge and skills for collaborative working through interprofessional education (IPE), and draws on adult learning theory and activity theory to frame its direction. In doing so, it demonstrates a model for IPE that can be used to engage students from different disciplines to gain insight into the understanding of the wider issues of SEBD and the roles and responsibilities of the other professions involved. The model is one that enables students to consider the impact the role of others has on their own role, and to reflect on how their role impacts on the role of others. Thu, 01 Nov 2012 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6142 2012-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6141 Title: Relating emotional intelligence to academic achievement among university students in Barbados Authors: Fayombo, Grace A. Abstract: This study investigated the relationships between emotional intelligence and academic achievement among 151 undergraduate psychology students at The University of the West Indies (UWI), Barbados, making use of Barchard (2001)’s Emotional Intelligence Scale and an Academic Achievement Scale. Findings revealed significant positive correlations between academic achievement and six of the emotional intelligence components, and a negative correlation with negative expressivity. The emotional intelligence components also jointly contributed 48% of the variance in academic achievement. Attending to emotions was the best predictor of academic achievement while positive expressivity, negative expressivity and empathic concern were other significant predictors. Emotion-based decision-making, responsive joy and responsive distress did not make any significant relative contribution to academic achievement, indicating that academic achievement is only partially predicted by emotional intelligence. These results were discussed in the context of the influence of emotional intelligence on university students’ academic achievement. Thu, 01 Nov 2012 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6141 2012-11-01T00:00:00Z