/library/oar/handle/123456789/3970 2026-05-26T21:13:35Z 2026-05-26T21:13:35Z /library/oar/handle/123456789/58637 2020-07-19T05:18:00Z 2013-11-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 5(2)] Abstract: The books reviewed in this edition engage with quite diverse themes, ranging from models of working with people with Asperger’s Syndrome to cognitivebehavioural approaches to stress management for young people, to a framework for understanding domestic violence, as well as analysis of children’s language acquisition and development. Both Bradshaw’s account of Asperger’s Syndrome and Saxton’s book on language acquisition are complimented for their accessibility facilitated by personal stories and humour, with Saxton’s work in particular encompassing a range of crosscultural examples. Laing et al.’s interrogation of domestic violence is interpreted as weaving important conceptual dimensions together with vignettes to inform practice. Both Collins-Donnelly’s approach to coping with stress and Saxton’s language development tend to prioritise cognitive dimensions over wider emotional and social aspects. A number of the reviewers suggest that the contexts of relevance of the books traverse broader domains of education and health professionals than perhaps initially anticipated by some of their authors.

2013-11-01T00:00:00Z /library/oar/handle/123456789/58636 2020-07-19T05:18:00Z 2013-11-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 5(2)] Abstract: Second only to the family, schools provide the most important learning and social environments for children and adolescents. Typically beginning at age five and continuing for more than a decade, children spend nearly as much of their waking time at school as they do at home (Rutter, Maughan, Mortimore, & Ouston, 1982). As one of the most central and thus formative environments in child development, schools have the unique potential – and arguably the responsibility - to actively promote the socio-emotional development and wellbeing of children and adolescents.

2013-11-01T00:00:00Z /library/oar/handle/123456789/58635 2020-07-19T05:17:59Z 2013-04-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 5(1)] Abstract: All of the reviewed books in this edition are relevant to an international dialogue between educational and health domains. Together they address a cluster of related themes relevant to teachers and parents, as well as to many other professionals working with children and young people. These themes include Social, Emotional and Behavioural Disorders (SEBD), Attachment Patterns at preschool and primary level, Anger expression and management, as well as individual differences in sensory processing. Cooper and Jacobs’ book offers a panoramic view of evidence to inform which approaches to promoting the educational engagement of students with SEBD, are most promising, with distinctive arguments therein in relation to labelling and interprofessional collaboration. Golding and her colleagues offer accounts of observational tools as resources for preschool and primary teachers, respectively, to identify attachment difficulties in children. This raises a myriad of issues for exploration. Irving Henry and her colleagues offer a resource for teachers and parents on anger, mainly within a cognitive-behavioural frame of reference. O’Connor identifies a range of theoretically informed, practical strategies for improving children’s concentration and learning through sensory processing. A common theme across most of these books is the need to go beyond a ‘one size fits all’ approach to more differentiated, interdisciplinary strategies for meeting children’s complex array of needs.

2013-04-01T00:00:00Z /library/oar/handle/123456789/58634 2020-07-19T05:17:59Z 2013-04-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 5(1)] Abstract: Positive psychology has been making deep inroads in various aspects of our lives, underlining the role of positive emotions such as happiness and hope in facilitating adjustment and wellbeing and preventing depression and anxiety (Seligman et al., 2009). On the other hand, a parallel but opposing movement celebrating negative affect, such as sadness, is becoming popular amongst groups of young people, such as Punks, Goths and Emos. In the first paper in this edition, Cooper (Hong Kong) and Kakos (UK) explore the current interest in Negative Affect amongst young people, and discuss it in relation to the history of melancholy and theories of identity formation. The authors relate the phenomenon to the romantic tradition in art and literature, wherein it is associated with progress and enlightenment, and consequently to modern and postmodern understandings of the human quest for identity.

2013-04-01T00:00:00Z