/library/oar/handle/123456789/54957 2025-11-18T16:53:22Z /library/oar/handle/123456789/65123 Title: Editorial [International Journal of Emotional Education, 12(2)] Abstract: In this edition we have an interesting collection of thematic papers, other papers and a short research report and a book reviews section. We have three thematic papers on the theme School design, climate and safety: strategies for anti-bullying interventions and inclusiveness guest edited by our colleagues, Professor Muthanna Samara and Professor Peter Smith. The three papers are discussed in detail below by Professor Samara and Professor Smith; we would like to thank them both for their work and effort in this regard. In the first of the other papers, Kumschick, Thiel, Goschin and Froehlich (Germany) discuss the relationship between mood and decision making in the teaching process in initial teacher education. They report that after the completion of their internship, preservice teachers reported a significant increase in the three dimensions of their teaching performance, namely planning, teaching and reflecting. They also found that negative mood predicts the processes of planning and reflecting following the internship, but had no effect on the actual teaching of the lesson. They conclude that initial teacher education programmes need to particularly address negative mood as it significantly impacts teaching competences during teaching practice and consequently the quality of teaching in schools. [excerpt] 2020-01-01T00:00:00Z /library/oar/handle/123456789/65122 Title: Practitioners’ perceptions, attitudes, and challenges around bullying and cyberbullying Authors: Samara, Muthanna; Da Silva Nascimento, Bruna; El Asam, Aiman; Smith, Peter; Hammuda, Sara; Morsi, Hisham; Al-Muhannadi, Hamda Abstract: Practitioners’ perceptions and understanding of bullying in schools is vital and can help to tackle bullying. The aim of this study is to investigate perceptions, attitudes, and challenges towards bullying amongst 135 practitioners (psychologists, social-workers, and medical professionals) (56.9% women; mostly aged 26-50 years) in Qatar. The practitioners answered self-report questionnaires on the definition, causes, and consequences of bullying as well as the presence of bullying and anti-bullying policies at their workplace. The findings revealed that practitioners have a clear understanding of the definition, causes, and consequences of bullying and recognise bullying and cyberbullying as a problem in Qatari students. Higher bullying knowledge and experience were related to higher perception of bullying as a problematic behaviour, better identification of bullying characteristics, more support of anti-bullying laws, and more bullying guidelines in their workplace. There is a great need for practitioner training in issues concerning bullying and to design suitable anti-bullying policies and interventions in schools. 2020-01-01T00:00:00Z /library/oar/handle/123456789/65121 Title: School environment as a mediating variable between family support and social wellbeing in high school students Authors: Flores-Verduzco, Guadalupe Refugio; Fraijo-Sing, Blanca Silvia; Tapia-Fonllem, Cesar Octavio Abstract: Educational institutions are crucial environments to promote students’ wellbeing. This introduces major challenges into the processes of executing and evaluating programmes such as the ones focused on achieving bullying-free schools. The concept of social wellbeing that is used throughout the present paper is associated to the subjective sense of action in the social construction and understanding of reality. The primary objective was to examine the relationship between Family Support (FS) and Social Wellbeing (SW) of high school education students in the state of Sonora, Mexico, as well as the effect of potential mediation of the School Environment (SE). This research was carried out with a cross-sectional sample of 265 teenagers (average age = 16 years old, SD=1.35), who responded to a self-report scale developed for this research study. The structural model has shown a high predictive power of SE as a mediating variable between FS and SW. Furthermore, both immediate contexts of students, i.e. family and school, were found to be relevant to their emotions and SW, which translates into a lower probability of being a victim of bullying. Therefore, we discuss a concept of SW seen from a perspective related to emotions, where material, economic, and/or monetary factors are not a priority. 2020-01-01T00:00:00Z /library/oar/handle/123456789/65096 Title: “It’s hard to be everywhere” : teachers’ perspectives on spatiality, school design and school bullying Authors: Horton, Paul; Forsberg, Camilla; Thornberg, Robert Abstract: In this qualitative study, we explore teachers’ perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the institutional context of schooling being conducted in schools in Sweden, focusing on the perspectives of teachers and students from pre-school class up to grade eight. The findings from this particular study are based on participant observations and semi-structured interviews with teachers from pre-school class to grade six (i.e. approx. ages 5-13) at three schools in Sweden. The findings demonstrate that environmental, social and structural elements of school spaces affect both social relations between students and teachers’ ability to prevent school bullying. Taken as a whole, the study highlights the importance of looking beyond the issue of supervision in schools and considering in more detail the ways in which spatiality and school design influence school bullying and preventative work in schools. 2020-01-01T00:00:00Z