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https://www.um.edu.mt/library/oar/handle/123456789/85632
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DC Field | Value | Language |
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dc.date.accessioned | 2021-12-15T15:33:24Z | - |
dc.date.available | 2021-12-15T15:33:24Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Cooper, P., & Cefai, C. (2021). Editorial. International Journal of Emotional Education, 13(2), 1-3. | en_GB |
dc.identifier.issn | 20737629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/85632 | - |
dc.description.abstract | There is increasing interest in both research and practice in the use of meditative practices such as guided reflection and mindfulness in reducing stress and anxiety amongst both children and adults, but their acceptability as a mainstream intervention with school students appears to have generated little research interest. In the first paper, Kimble et al. (USA) examined the acceptability of bilingual guided meditation and its components (music, positive suggestions) to second language learners and their teachers in a culturally diverse and economically disadvantaged school setting. This qualitative study indicated that both music and guided meditation were acceptable to the teachers as well as the majority of the students, the latter particularly valuing the calming effects of the meditation music. [excerpt] | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Editorials | en_GB |
dc.subject | Classroom environment -- Psychological aspects | en_GB |
dc.title | Editorial [International Journal of Emotional Education, 13(2)] | en_GB |
dc.type | editorial | en_GB |
dc.rights.holder | The 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.reviewed | N/A | en_GB |
dc.publication.title | International Journal of Emotional Education | en_GB |
dc.contributor.creator | Cooper, Paul | - |
dc.contributor.creator | Cefai, Carmel | - |
Appears in Collections: | IJEE, Volume 13 Issue 2 IJEE, Volume 13 Issue 2 Scholarly Works - FacSoWPsy |
Files in This Item:
File | Description | Size | Format | |
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v13i2edit.pdf | 400.87 kB | Adobe PDF | View/Open |
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