https://www.um.edu.mt/library/oar/handle/123456789/42634 Fri, 10 Apr 2026 01:57:23 GMT 2026-04-10T01:57:23Z https://www.um.edu.mt/library/oar/handle/123456789/58682 Title: Book reviews [International Journal of Emotional Education, 11(1)] Abstract: I would like to introduce myself as the new Book Reviews Editor for IJEE, a role that I am looking forward to very much. I have been reviewing books for the journal Pastoral Care in Education for a number of years and believe that this experience is highly relevant for readers of IJEE. I am in process of making contact with publishers to hear about their latest books in the field and plan to build up a team of reliable reviewers over time. If you have recently published a book, now is a good opportunity to have it reviewed either by myself or by an expert in your area; please contact me at h.cowie@surrrey.ac.uk Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58682 2019-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/58680 Title: Editorial [International Journal of Emotional Education, 11(1)] Abstract: This Special Issue of the International Journal of Emotional Education brings together papers on the topic Qualitative Research on Children's Well-being Across National and Cultural Contexts. The inspiration for this Special Issue emerged from recent developments in child well-being research. Three developments in particular are relevant for this Special Issue. Firstly, we have seen an increasing number of studies on children’s well-being that involve a multinational or transnational dimension, providing opportunities for comparison of different domains and dimensions of children’s well-being across national contexts. Prominent among these is the Children’s Worlds Study (or ISCWeb study), which collects subjective well-being data from tens of thousands of children from over 45 nations. This research provides rich comparative data at the national level on a range of well-being domains including children’s living arrangements, material possessions, time-use, activities, life-satisfaction, school-satisfaction, sense of self, safety, family relationships, peer relationships and assessment of neighbourhood (Andresen & Ben-Arieh, 2016; Dinisman, Fernandes, & Main, 2015; Rees, 2017). Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/58680 2019-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/42659 Title: An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education Authors: Cahill, Helen; Kern, Margaret L.; Dadvand, Babak; Walter Cruickshank, Emlyn; Midford, Richard; Smith, Catherine; Farrelly, Anne; Oades, Lindsay Abstract: Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on ‘the ecology of relations’ that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes. Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/42659 2019-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/42658 Title: Short research report : the role of language in the relationship between emotion comprehension and theory of mind in preschool children Authors: Sarmento-Henrique, Renata; Lucas-Molina, Beatriz; Quintanilla, Laura; Giménez-Dasí, Marta Abstract: For several decades, there has been an interest in understanding how Emotion Comprehension (EC) and Theory of Mind (ToM) are related during the preschool years. In addition, the links between language and ToM (Astington & Baird, 2005; Schick, de Villiers, de Villiers, & Hoffmeister, 2007) and language and EC (Cutting & Dunn, 1999; Hughes, White, & Ensor, 2014; Pons, Lawson, Harris, & de Rosnay, 2003) have been studied. Numerous studies have highlighted the important role played of language in ToM (Astington & Jenkins, 1999). For some authors, the specific properties of language are necessary for the development of ToM, and not only those related to age and neurological maturity (de Villiers & Pyers, 2002; Jackson, 2001; Remmel, Bettger, & Weinberg et al., 2001; Schick et al., 2007). Moreover, in recent years, evidence has been obtained about the relation between language and EC. Children with high scores in linguistic abilities show better EC (Cutting & Dunn, 1999; Pons et al., 2003; Ruffman, Slade, Rowlandson, Rumsey, & Garnham, 2003). Various studies show an important relation between EC and early conversations between adults and children. Thus, the frequency, style, and content of the discourse between parents and children, including emotional references and explanations, are positively related to EC in children (Beck, Kumschick, Eid, & Klann-Delius, 2012). Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/42658 2019-04-01T00:00:00Z