The Paradoxes of Socio-Emotional Programmes in School : Young people’s perspectives and public health discourses (original) (raw)
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L:\Interventions\Mental Wellbeing of Young People -Secondary\Evidence\Consultation\Consultation documents\Promoting young people's social and emotional wellbeing in secondary edcuation -Mapping review.doc Review 1A: Mapping review of current policy practice and evaluation. Searching: Mindmap Searching for the mapping review of current English policy, practice and evaluation was undertaken using Internet based sources and developed using mind mapping software (Free Mind). A mind map of information was developed using FreeMind by the information specialist (a pdf of the mind map is given in Appendix 1). This classified the documents retrieved by a search of Google in terms of whether they were policy related or related to practice and the evaluation of practice. Where possible, the mindmap linked to full text versions of the documents to facilitate the narrative of the review (not available in Appendix 1). A list of sources is given in Appendix 2. The content of the mapping review...
Book reviews [International Journal of Emotional Education, 6(1)]
2014
A common theme among a number of the books reviewed in this issue is that of care and relationships as part of preparing future professionals, whether in the area of primary education, health and social care or youth work. Cefai & Cavioni's book is concerned with Social and Emotional Education (SEE) in primary schools, adopting a layered focus through a multi-component, multiintervention, multi-population and multi-year approach that is largely psychological in focus. Brotherton & Parker's book on education in health and social care takes a more sociological, social policy and political focus, while also seeking to address the needs of practitioners. Similarly Sapin's book, engaging with relationships as part of developing creativity and reflection in youth work settings, offers perspectives that are relevant across disciplines and professional domains. Gray & Webb's ambit of concern is with social work; they draw on a diverse and eclectic range of thinkers, mainly through a sociological and political theories lens. The commonality of themes, concerns and approaches, while obviously offering distinctive angles of specific concern as well, raise the issue as to how much current and future university courses across education, health and social care, social work and youth work could increasingly offer some similar joint modules as part of a broader multidisciplinary and interdisciplinary approach-some disciplinary boundaries may need expansion to benefit from such crossfertilisation of ideas and approaches. It is increasingly evident in the education, health, social care, social work and youth work domains that no domain is an island.
Emotional literacy in the early years
Emotional and Behavioural Difficulties, 2011
become unable to tolerate anxieties and move (in the Kleinian sense) between paranoid-schizoid and depressive position functioning. Examples of this can be read every day at present in the wake of the riots in cities throughout the United Kingdom in August 2011. The case studies give deep insights into the processes at work. After careful analysis, the authors identify two main themes: family circumstances on the one hand and the need for support on the other. They also discuss a variety of ways in which health and social services, as well as families, can support the potential resilience of the challenging young people. Bronfenbrenner's ecological systems model is particularly useful here. The book ends on a note of hope. The authors found that by documenting the social and familial contexts of the young people they were able to increase the empathy of staff towards them, so changing attitudes and increasing tolerance. The book will be an immensely helpful resource for all practitioners who work with excluded young people. The authors' starting point is great knowledge and understanding not only of the young people but of the adults who work educationally and therapeutically with them. The nation has been shaken by the ferocity of the social unrest expressed through rioting, destruction and looting. Quick-fix solutions abound and there are calls for punishment and retribution. At the same time, there has been a counterbalancing expression of a wish for society to be more integrated. I would suggest that this book should be essential reading for all those who wish to change things for the better.
2021
He is Joint Honorary Chair of the European Network for Social and Emotional Competence and joint founding editor of the International Journal of Emotional Education. His research interests are focused on how to create healthy spaces that promote the resilience, wellbeing and psychological wellbeing of children and young people. He has led various national, European and international research projects in social and emotional education and children's wellbeing and resilience. He has published extensively, including RESCUR
2018
Many children and young people in contemporary Europe are unfortunately coming to school carrying heavy social and emotional burdens, among them: poverty and social inequality, bullying and cyberbullying, family conflict, consumerism, media exploitation and technological addiction, academic pressure and stress, etc. Policymakers and educators across the world are increasingly coalescing around a specific approach to address these many challenges, namely, social and emotional education (SEE). SEE is intended for children to develop competences in both self-awareness and self-management, and to raise social awareness and improve the quality of their relationships. The objective of this report is to make recommendations — on the basis of international research, EU policy, and current practices in Member States — for the integration of social and emotional education as a core component of curricula across the EU.
Children and Young People Living in Changing Worlds
School Psychology International, 2002
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