https://www.um.edu.mt/library/oar/handle/123456789/3978 Sun, 26 Apr 2026 01:51:16 GMT 2026-04-26T01:51:16Z https://www.um.edu.mt/library/oar/handle/123456789/58635 Title: Book reviews [International Journal of Emotional Education, 5(1)] Abstract: All of the reviewed books in this edition are relevant to an international dialogue between educational and health domains. Together they address a cluster of related themes relevant to teachers and parents, as well as to many other professionals working with children and young people. These themes include Social, Emotional and Behavioural Disorders (SEBD), Attachment Patterns at preschool and primary level, Anger expression and management, as well as individual differences in sensory processing. Cooper and Jacobs’ book offers a panoramic view of evidence to inform which approaches to promoting the educational engagement of students with SEBD, are most promising, with distinctive arguments therein in relation to labelling and interprofessional collaboration. Golding and her colleagues offer accounts of observational tools as resources for preschool and primary teachers, respectively, to identify attachment difficulties in children. This raises a myriad of issues for exploration. Irving Henry and her colleagues offer a resource for teachers and parents on anger, mainly within a cognitive-behavioural frame of reference. O’Connor identifies a range of theoretically informed, practical strategies for improving children’s concentration and learning through sensory processing. A common theme across most of these books is the need to go beyond a ‘one size fits all’ approach to more differentiated, interdisciplinary strategies for meeting children’s complex array of needs. Mon, 01 Apr 2013 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58635 2013-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58634 Title: Editorial [International Journal of Emotional Education, 5(1)] Abstract: Positive psychology has been making deep inroads in various aspects of our lives, underlining the role of positive emotions such as happiness and hope in facilitating adjustment and wellbeing and preventing depression and anxiety (Seligman et al., 2009). On the other hand, a parallel but opposing movement celebrating negative affect, such as sadness, is becoming popular amongst groups of young people, such as Punks, Goths and Emos. In the first paper in this edition, Cooper (Hong Kong) and Kakos (UK) explore the current interest in Negative Affect amongst young people, and discuss it in relation to the history of melancholy and theories of identity formation. The authors relate the phenomenon to the romantic tradition in art and literature, wherein it is associated with progress and enlightenment, and consequently to modern and postmodern understandings of the human quest for identity. Mon, 01 Apr 2013 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58634 2013-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6150 Title: Increasing emotional intelligence through training : current status and future directions Authors: Schutte, Nicola S.; Malouff, John M.; Thorsteinsson, Einar B. Abstract: Emotional intelligence consists of adaptive emotional functioning involving inter-related competencies relating to perception, understanding, utilising and managing emotions in the self and others. Researchers in diverse fields have studied emotional intelligence and found the construct to be associated with a variety of intrapersonal and interpersonal factors such as mental health, relationship satisfaction, and work performance. This article reviews research investigating the impact of training in emotional-intelligence skills. The results indicate that it is possible to increase emotional intelligence and that such training has the potential to lead to other positive outcomes. The paper offers suggestions about how future research, from diverse disciplines, can uncover what types of training most effectively increase emotional intelligence and produce related beneficial outcomes. Mon, 01 Apr 2013 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6150 2013-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/6148 Title: Circle solutions, a philosophy and pedagogy for learning positive relationships : what promotes and inhibits sustainable outcomes? Authors: Roffey, Sue; McCarthy, Florence Abstract: Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed ‘Circle Time’ in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with active school support that promotes relational values, the learning outcomes for positive relationship building are more sustainable. Mon, 01 Apr 2013 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/6148 2013-04-01T00:00:00Z