Part of the Innovative Learning for All series
Paperback: £19.99 / $36.95
2009, 234mm x 156mm / 9.25in x 6in, 192pp
ISBN: 978-1-84310-996-9, BIC 2: JN JNC JNSL
Unlike IQ, emotional competence can be nurtured and developed, and is a key factor in physical and mental health, social competence, academic achievement and other aspects in the personal and social development of children and young people.
Promoting Emotional Education connects with the contemporary shift from an exclusively academic focus towards a more balanced and broader approach to education, with an emphasis on both academic and emotional literacy. The 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. The contributors emphasise evidence-based practice, proposing various student-centred and emotion-focused approaches and strategies which have proven to be effective in improving the social and academic behaviour of children and young people with social, emotional and behavioural difficulties. These include student voice approaches, peer-mediated support strategies, personal and social education, nurture groups and aggression replacement training amongst others.
An illuminating read, this book will be of interest to school staff and professionals, psychologists, social workers, health workers, researchers and practitioners and anyone interested in developing innovative approaches to the promotion of emotional education among children and young people.
2 September 2010
"Whilst the books are driven by a vision of what the educational experience of students should be, they are also driven by an evidence based analysis of what we actually know about the actual day to day experience of students and their educators."
1 September 2010
"The history of educational policy 'innovation' tells us that the most vulnerable and at risk pupils are often ignored or, at best dealt with as an afterthought."
31 August 2010
"It is probably wise to recognise the possibility that SEBD are not only encountered in the classroom - staffrooms have their fair share..."
30 August 2010
"It is easy to be fooled by the apparently dismissive attitude that some young people show towards to school. It may be the case that for many students school is, indeed, 'boring' but this does not mean that it is unimportant to them. On the contrary, the school is the main site where young people establish their independent identities outside the family unit. From their earliest experiences of schooling, children are engaging with a key social institution as individuals in their own right. Whether they see themselves as succeeding or failing, socially and academically, they cannot escape the impact of these experiences on their developing identities. Relationships with teachers are central to this identity formation process."
Edited by Paul Cooper
Paul Cooper and Yonca Tiknaz