International Journal of Emotional Education

4 - 16

Authors: Ching-Yu Huang, April Chiung-Tao Shen, Yi-Ping Hsieh, Jui-Ying Feng, Hsi-Sheng Wei, Hsiao-Lin Hwa and Joyce Yen Feng

The current study aims to clarify the associations as well as the pathways through which parenting and children's emotional intelligence (EI) may influence children's mental health with a cross-sectional sample of 675 school pupils (fourth grade, mean age = 10.4 years, 310 boy, 356 girls and 9 unidentified) in Taiwan. Hierarchical regression and path analyses were used to examine the relationships between parenting styles, children's trait EI, and their psychological symptoms, with children's psychological symptoms as the dependent variable. The results showed that authoritative parenting was positively associated with children‟s trait EI, which in turn had a negative effect on children‟s psychological symptoms, whereas authoritarian and Chinese-specific parenting styles had direct negative effect on children‟s psychological symptoms. These findings shed light on the pathways of the interrelations between different parenting styles, children's trait EI, and psychological symptoms, providing theoretical as well as practical implications for children's emotional development and mental health.

31 - 43

Authors: Renata Miljević-Riđički, Krešimir Plantak and Dejana Bouillet

The aim of this paper is to explore how parents, teachers and children in early years‟ education understand the concept of resilience. The paper analyses the understanding of the concept of resilience in a Croatian kindergarten using qualitative and quantitative research methods. The qualitative research consists of a thematic analysis of data collected through 3 focus groups with 10 parents, 9 teachers and 11 children respectively. The quantitative research includes an analysis of data collected through the Scale of Socio-emotional Wellbeing and Resilience in Preschool Children which teachers and parents completed to assess the resilience of 116 children from a public kindergarten in a city of northern Croatia. The qualitative data indicates that parents and teachers have a different understanding of the resilience concept, while the quantitative data shows that parents, in comparison with teachers, assess all aspects of children‟s resilience more positively.

59 - 71

Authors: Sue Roffey

Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage, clarity of guidance and the characteristics of the facilitator, although attention has also been paid to multi-level factors within an ecological system. The primary emphasis, however, has been on „what‟ should happen, rather than „how‟. Both content and process matter for both access and addressing difference. This paper details the ASPIRE principles and pedagogy for SEL and shows how incorporating these may help address diversity across needs and cultures. ASPIRE is the acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles apply not only to the classroom but to relational well-being at all levels of the system and as such are aspirational. Many are based in the positive psychology literature, and are applicable to both individualistic and collectivist cultures as the intention is not to impose a set of values and behaviours but to structure activities that enable young people to explore what works for themselves and their communities. They have been put into practice within the Circle Solutions framework for SEL across Australia with both Aboriginal and Anglo communities and further afield in the UK, South-East Asia and Africa.

90 - 99

Authors: Helen Cowie, Carrie-Anne Myers and Rashid Aziz

Across Europe, and in the context of a post-BREXIT situation, society is having to accommodate to large numbers of people from diverse cultures. There is a reported increase in xenophobic incidents, bullying and social exclusion, indicating that diversity runs the risk of intolerance and prejudice. This is played out in all manner of social situations in schools and universities, in the community and in the workplace. This discussion paper, written by three U.K. Social Scientists representing the disciplines of psychology, criminology, education and sociology, focuses on the legal and moral aspects of the issue as well as on interventions that promote tolerance and xenophilia in a range of social contexts. It concludes with recommendations to social scientists in all European countries to enter the debate and carry out research in this challenging and highly topical field.

110 - 115

Authors: Hannelore Reicher and Marlies Matischek-Jauk

Preventing depression in adolescence through social and emotional learning.