Promoting Emotional Education: Engaging Children and Young People with Social, Emotional and Behavioural Difficulties
Promoting Emotional Education: Engaging Children and Young People with Social, Emotional and Behavioural Difficulties
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This 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.
Andere Kunden interessierten sich auch für
- Barbara KnowlesHow to Help Children and Young People with Complex Behavioural Difficulties: A Guide for Practitioners Working in Educational Settings38,99 €
- Janine KoeriesProblem Postcards63,99 €
- Behrman HouseGrowing Jewish Minds, Growing Jewish Souls22,99 €
- Allan Stuart FowlerYoung People as Reflexive Insider-Ethnographers within Teaching, Learning and Behavioural Environments27,99 €
- Tracee PerrymanElevate14,99 €
- Nancy Lourié MarkowitzTeaching with a Social, Emotional, and Cultural Lens35,99 €
- Nikki WatsonLife Coaching for Kids: A Practical Manual to Coach Children and Young People to Success, Well-Being and Fulfilment36,99 €
-
-
-
This 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.
Produktdetails
- Produktdetails
- Innovative Learning for All
- Verlag: Jessica Kingsley Publishers
- Seitenzahl: 192
- Erscheinungstermin: August 2009
- Englisch
- Abmessung: 227mm x 153mm x 15mm
- Gewicht: 289g
- ISBN-13: 9781843109969
- ISBN-10: 1843109964
- Artikelnr.: 26120611
- Innovative Learning for All
- Verlag: Jessica Kingsley Publishers
- Seitenzahl: 192
- Erscheinungstermin: August 2009
- Englisch
- Abmessung: 227mm x 153mm x 15mm
- Gewicht: 289g
- ISBN-13: 9781843109969
- ISBN-10: 1843109964
- Artikelnr.: 26120611
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, Université Du Québec A Trois-Rivières,
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
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, Université Du Québec A Trois-Rivières,
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
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, Université Du Québec A Trois-Rivières,
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
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, Université Du Québec A Trois-Rivières,
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