Overview

Unlike IQ, emotional competence can be nurtured and developed, and is a key factor in physical and mental health, social competence, academic achievement and other aspects in the personal and social development of children and young people. Promoting Emotional Education connects with the contemporary shift from an exclusively academic focus towards a more balanced and broader approach to education, with an emphasis on both academic and emotional literacy. The book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people. The contributors emphasise evidence-based practice, proposing various student-centred and emotion-focused approaches and strategies which have proven to be effective in improving the social and academic behaviour of children and young people with social, emotional and behavioural difficulties. These include student voice approaches, peer-mediated support strategies, personal and social education, nurture groups and aggression replacement training amongst others. An illuminating read, this book will be of interest to school staff and professionals, psychologists, social workers, health workers, researchers and practitioners and anyone interested in developing innovative approaches to the promotion of emotional education among children and young people.

Full Product Details

Author:   Frode Svartdal ,  Damian Spiteri ,  Frances Toynbee ,  Knut Gundersen
Publisher:   Jessica Kingsley Publishers
Imprint:   Jessica Kingsley Publishers
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 22.70cm
Weight:   0.290kg
ISBN:  

9781843109969

ISBN 10:   1843109964
Pages:   192
Publication Date:   15 August 2009
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Introduction. Chapter 1. Emotional Education: Connecting With Students' Thoughts and Emotions. Carmel Cefai, University of Malta, and Paul Cooper, University of Leicester, UK. Part 1: Listening To Students' Voices. Chapter 2. The Perspectives of Young People With SEBD about Educational Provision. Frances Toynbee, Huntington School, York. Chapter 3. The Narratives of Secondary School Students with SEBD. Carmel Cefai and Paul Cooper. Chapter 4. The Perspectives of Ex-Students on Their Experiences at a School For SEBD. Damian Spiteri, College of Arts, Science and Technology, Malta. Chapter 5. The Perspectives of Students on Personal and Social Development in School. Mark G. Borg, University of Malta and Andrew Triganza Scott, PSD Teachers Association, Malta. Part 2: Mobilising Peer Support. Chapter 6. Peer Support Challenges School Bullying. Helen Cowie, University of Surrey, UK. Chapter 7. Classwide Peer Tutoring and Students With SEBD. Anastasia Karagiannakis and Ingrid Sladeczek, Both of Mcgill University, Canada. Chapter 8. Students with SEBD as Peer Helpers. Claire Beaumont, University of Laval, Quebec, Canada. Chapter 9. Circle Time and Socio-Emotional Competence in Children and Young People. Jenny Mosley, Quality Circle Time Consultancy. Part 3: Working With Students' Emotions. Chapter 10. Nurture Groups: An Evaluation of the Evidence. Paul Cooper. Chapter 11. Nurture Groups: Early Relationships and Mental Health. Marion Bennathan, Chair of the Nurture Group Network, UK. Chapter 12. Kangaroo Groups: An Adaptation of Nurture Groups. Caroline Couture, Universite Du Quebec A Trois-Rivieres, Canada. Chapter 13: Aggression Replacement Training: Decreasing Behaviour Problems by Increasing Emotional Competence. Knut Gundersen and Frode Svartdal, Both of Diakonhjemmet University College Rogaland, Norway. Chapter 14. From the Needs of Children to the Need for Children: Contemporary Values and their Implications for the Social and Emotional Well Being of Children. Paul Cooper and Carmel Cefai. The Contributors. Index

Reviews

[this book] is bang up to date with its subject. There's a growing library here but this is one of the best volumes because of its lucid, authoritative and informative content. It is a very practical book, full of suggestions for activities, while also looking at child-centred strategies and approaches. -- Young Minds I very much hope that all stakeholders in education engage with the issues this book presents, particularly in emphasizing the need to listen to youngsters themselves and to work constructively and respectfully with youngsters deemed to have SEBD. -- International Journal of Emotional Education This book points the way forward towards relationship based practice ins chools which will enable the inclusion of young people who struggle with the scope and persistende of negative feelings. The challenge will be to get these tools into the hands of the school staff who really need them, and ensuring that they have the emotional skills and maturity to use them effectively. -- Inclusion Now The book is subtitled 'Engaging Children and Young People with Social, Emotional and Behavioural Difficulties' but like most of the best resources there are lessons here that will have value across the spectrum. Carmel Cefai and Paul Cooper have gathered together case histories and current research into the social development and engagement of young people. Most crucially many of these accounts are directly taken from young people, so we hear their voices and honour their potential as out teachers amnd guides. -- Inclusion Now In every chapter of this outstanding book, the dignity of troubled young people is affirmed, their capacity to learn is recognized, and ways to reach them are delineated. The thread holding all of these excellent chapters together is student engagement, voice, and strengths. Herein lies the key to effective intervention with students with SEBD. Readers will especially enjoy the international perspective and learning about nurture groups, circle time, peer helping, and other evidence-based interventions. This well-written book will appeal to academic researchers as well as diverse school practitioners and those preparing students to enter these fields. Evidence is presented by a number of authors that shows the deleterious effects of coercive and punitive approaches on the spirit and learning capacity of youth with SEBD. The final chapter is an impassioned statement about the importance of children and the need to treat them with nurturance and respect. As Cooper and Cefai state eloquently, if as adults we wish to be genuine self-actualizers then we need to work towards the creation of a world in which our children develop as well balanced, emotionally secure and socially-engaged citizens. This requires the wider adult world to become more constructively engaged with children and their needs. -- Maurice J. Elias, Ph.D. Professor of Psychology, Rutgers University, USA A group of leading researchers in the field of social, emotional and behavioural difficulties (SEBD) communicate their vision of what the E in SEBD really means... a very important book, giving the views and experiences of students with SEBD the long overdue place they should rightly have in the literature. The reader will be surprised by what these students have to say about their school experience and the valuable contribution they can make for themselves and their peers. After reading this book, the reader will appreciate that finally, 'emotional education', the often missing link, has been placed in its right context. A must read for teachers, practitioners and decision makers who want to make a difference in the education and life of these children and young people. -- Egide Royer, Laval University, Quebec, Canada

Author Information

Paul Cooper is Professor of Education at the School of Education, University of Leicester, UK. Paul is also Co-chair of ENSEC, and the ENSEC representative at the European Centre for Educational Resilience and Socio-Emotional Health, University of Malta. Carmel Cefai, is Director of the European Centre for Educational Resilience and Socio-Emotional Health and Lecturer in Psychology at the University of Malta. Carmel is also Co-chair of the European Network for Social and Emotional Competence (ENSEC).

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