/library/oar/handle/123456789/26850 2026-08-10T00:44:56Z 2026-08-10T00:44:56Z Reicher, Hannelore Matischek-Jauk, Marlies /library/oar/handle/123456789/24348 2017-12-07T02:36:17Z 2017-11-01T00:00:00Z

Title: Preventing depression in adolescence through social and emotional learning Authors: Reicher, Hannelore; Matischek-Jauk, Marlies Abstract: Preventing depression in adolescence through social and emotional learning.

2017-11-01T00:00:00Z Cowie, Helen Myers, Carrie-Anne Aziz, Rashid /library/oar/handle/123456789/24347 2017-12-07T02:36:27Z 2017-11-01T00:00:00Z

Title: Does diversity in society inevitably lead to a rise in xenophobia among children and young people? Authors: Cowie, Helen; Myers, Carrie-Anne; Aziz, Rashid Abstract: Across Europe, and in the context of a post-BREXIT situation, society is having to accommodate to large numbers of people from diverse cultures. There is a reported increase in xenophobic incidents, bullying and social exclusion, indicating that diversity runs the risk of intolerance and prejudice. This is played out in all manner of social situations in schools and universities, in the community and in the workplace. This discussion paper, written by three U.K. Social Scientists representing the disciplines of psychology, criminology, education and sociology, focuses on the legal and moral aspects of the issue as well as on interventions that promote tolerance and xenophilia in a range of social contexts. It concludes with recommendations to social scientists in all European countries to enter the debate and carry out research in this challenging and highly topical field.

2017-11-01T00:00:00Z Cavioni, Valeria Grazzani, Ilaria Ornaghi, Veronica /library/oar/handle/123456789/24346 2017-12-07T02:36:26Z 2017-11-01T00:00:00Z

Title: Social and emotional learning for children with learning disability : implications for inclusion Authors: Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica Abstract: This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.

2017-11-01T00:00:00Z Poulou, Maria S. /library/oar/handle/123456789/24344 2017-12-07T02:36:25Z 2017-11-01T00:00:00Z

Title: Students’ emotional and behavioral difficulties : the role of teachers’ social and emotional learning and teacher-student relationships Authors: Poulou, Maria S. Abstract: This study investigates how teachers‟ perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students‟ emotional and behavioral difficulties. We examined teachers and students‟ perceptions of students‟ emotional and behavioral difficulties and the degree of agreement between them. Ninety-eight elementary teachers from state schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Student-Teacher Relationships Scale - Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ, teacher version) for 617 students, aged between 6 and 11 years. Three hundred and eight 11 year old students completed the Strengths and Difficulties Questionnaire (SDQ, student version). Regression analysis revealed that teachers‟ perceptions of EI and SEL skills were not related to students‟ emotional and behavioral difficulties, while teacher-student conflictual relationships were mainly linked to these difficulties. This finding was common both to teachers and students‟ perceptions. We found low agreement between teachers and students‟ perceptions of these difficulties. We discuss these findings and their implications for research and practice.

2017-11-01T00:00:00Z