/library/oar/handle/123456789/3972 2026-08-05T02:42:25Z 2026-08-05T02:42:25Z /library/oar/handle/123456789/58539 2020-07-05T05:14:40Z 2010-04-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 2(1)] Abstract: Welcome to the second round of book reviews for the International Journal of Emotional Education. In this edition we cover six very diverse texts, which include topics such as self-esteem, infant mental health, and child and youth well-being. Also in this edition we have been able to include our first set of reviews from ENSEC volunteers – many thanks to Mine, John, Geoff, Kathy, (and of course Michael and Sarah from the University of Manchester) for their contributions. I am in the process of collecting a new set of texts for review in the next edition, and as usual will email ENSEC members requesting volunteers to perform the reviews (don’t forget, you get to keep the book by way of thanks for your help) in the near future. In the meantime, please enjoy the six excellent reviews below.

2010-04-01T00:00:00Z /library/oar/handle/123456789/58533 2020-07-05T05:14:39Z 2010-04-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 2(1)] Abstract: It is ironic that the increasing economic growth and prosperity in the western world today, appears to be accompanied by a decline in the social and emotional wellbeing of children. Layard and Dunn (2009) argue that children and young people today are being increasingly exposed to a world of violence, family break-ups, poverty, individualism, consumerism, and competition, robbing them of the joy and innocence of childhood and bringing distress and anxiety in their lives. They are living in a ‘SEBD-provocative world’. This is the thrust of the opening section in the first paper in this edition. Paul Cooper (UK) argues for the need to consider the negative influence of this ‘affluenza’ and other socio-cultural correlates on children’s emotional wellbeing and behaviour in seeking to develop social policies and educational practices conducive to children’s healthy social and emotional development. In the second part of the paper, Cooper focuses on the education for children and young people with social, emotional and behaviour difficulties, and calls for more sophisticated conceptions of the meaning of inclusive education for such students. He underlines the dangers of positions driven solely by ideological concerns about how provision ought to be irrespective of evidence of what works or does not work, and calls for a more rational and dispassionate look at the ways in which the inclusive education construct affects teachers and students in the real world.

2010-04-01T00:00:00Z Cooper, Paul /library/oar/handle/123456789/6103 2016-01-13T10:40:05Z 2010-04-01T00:00:00Z

Title: Social, emotional and behavioural difficulties in young people : the challenge for policy makers Authors: Cooper, Paul Abstract: This paper considers some of the policy issues associated with social, emotional and behavioural difficulties (SEBD) in young people. After briefly defining SEBD the paper goes on to consider some of the ways in which SEBD impinges on different areas of social policy. Emphasis is placed on the need for coherence between different policy areas. Particular attention is given to the area of education and the need for more sophisticated conceptions of the meaning of inclusive education.

2010-04-01T00:00:00Z Elias, Maurice J. /library/oar/handle/123456789/6099 2018-07-19T11:08:08Z 2010-04-01T00:00:00Z

Title: Sustainability of social-emotional learning and related programs : lessons from a field study Authors: Elias, Maurice J. Abstract: Social-emotional learning, character education, and related programs are being implemented in schools with increasing frequency and research supports their short-term effectiveness. However, there has been no empirical work to date that identifies the factors important for the long-term sustainability of programs established as excellent models of implementation. Using a series of case studies of evidence-based socialemotional learning programs implemented successfully for at least five years, this study articulates principles that characterize programs that were found to be well-sustained over time. These principles have implications for practice and serve as starting points for future research.

2010-04-01T00:00:00Z