https://www.um.edu.mt/library/oar/handle/123456789/49275 Sun, 26 Apr 2026 10:46:05 GMT 2026-04-26T10:46:05Z 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 https://www.um.edu.mt/library/oar/handle/123456789/42657 Title: Enhancing pre-service teachers’ socio-emotional competence Authors: Aspelin, Jonas Abstract: A rapidly growing body of research reveals that teachers’ abilities to build positive relationships with students play a vital role in education. However, there is a lack of research regarding teacher education. This article aims to contribute by reporting from a project focusing on pre-service teachers’ relational competence. More specifically, it focuses on a phenomenon labelled socio-emotional competence. The first section discusses meanings of the concept, using a relational framework, and it highlights three aspects: i) the teacher acts sensitively and responsively; ii) the teacher is directly present to the student and manages feelings; and iii) the teacher confirms the student and supports the student’s emotional development. The next section discusses indications of improvement in pre-service teachers’ socio-emotional competence, based on data from an intervention study using digital video as the main method. The findings show that pre-service teachers’ relational understandings improved in several respects: they began to use a variety of words for specific emotions, to understand emotions as aspects of interaction, and to support their interpretations with behavioral cues. The concluding section considers why the intervention was successful and why socio-emotional competence seems to play a subordinate role in teacher education. Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/42657 2019-04-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/42656 Title: Schools for well-being? Critical discussions with schoolchildren Authors: Kutsar, Dagmar; Soo, Kadri; Mandel, Liis-Marii Abstract: International quantitative studies among children, such as the Health Behaviour of School-Aged Children and the Programme for International Student Assessment have revealed a gap between learning outcomes and children’s subjective well-being across countries. The Children’s Worlds international study showed that liking school decreases from the second to the sixth grade. Compared to other countries the decrease is one of the biggest among schoolchildren in Estonia. The aim of the study is to find in-depth evidence to explain the low level of satisfaction with school life and reasons for the decrease in children liking school in Estonia. The analysis is based on data from eight focus group interviews with 12-year-old children in rural and urban schools. The study showed that children develop negative feelings from various aspects of school life that leads to criticism and a dislike for school. Bullying among children and behavioural shortcomings of teachers (including coping with personal distress) are the key factors that decrease the well-being of many children and cause a dislike of school. An ideal school-for well-being would promote physical, social and mental well-being for both children and teachers. Mon, 01 Apr 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/42656 2019-04-01T00:00:00Z