Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/6148
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dc.contributor.authorRoffey, Sue-
dc.contributor.authorMcCarthy, Florence-
dc.date.accessioned2015-11-04T08:33:07Z-
dc.date.available2015-11-04T08:33:07Z-
dc.date.issued2013-04-
dc.identifier.citationThe International Journal of Emotional Education. 2013, Vol. 5(1), p. 36-55en_GB
dc.identifier.isbn20737629-
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/6148-
dc.description.abstractEducators 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.en_GB
dc.language.isoenen_GB
dc.publisherCentre for Resilence & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectEducation -- Study and teachingen_GB
dc.subjectResilience (Personality trait)en_GB
dc.subjectSocial skillsen_GB
dc.subjectEmotional intelligenceen_GB
dc.titleCircle solutions, a philosophy and pedagogy for learning positive relationships : what promotes and inhibits sustainable outcomes?en_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
Appears in Collections:IJEE, Volume 5, Issue 1
IJEE, Volume 5, Issue 1

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