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.
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.
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
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
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