Children's social and emotional wellbeing in schools

1. Auflage 2012
ISBN: 978-1-84742-523-2
Verlag: Policy Press

Buch, Englisch, 288 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 599 g

This book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.

Autoren/Hrsg.

Watson, Debbie

Emery, Carl

Bayliss, Phill

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Altersgruppen Kinder- und Jugendsoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik Soziale Arbeit/Sozialpädagogik: Familie, Kinder, Jugendliche

Inhaltsverzeichnis

Introduction; Part 1 Context: Conceptual dimensions of wellbeing; Policy on the promotion of wellbeing in schools; Practice of social and emotional wellbeing in schools; The measurement of wellbeing; Part 2 Key issues: Inclusion in schools; Accessing minority voices- implications for wellbeing; Children's peer relationships in schools; Opportunities for playful expressions of wellbeing ~ Karen McInnes; 'A golden thread' - children's rights and their contribution to the wellbeing discourses ~ Margaret Boushel; Professionals supporting wellbeing in schools; Part 3 New directions: The space to do something different; Policy and practice reflections; Conclusion.

Über Autor(innen)

Debbie Watson is a Senior Lecturer in Childhood Studies at the University of Bristol. She has experience in children's social and emotional learning and children's rights.

Carl Emery is a Lecturer in Social and Personal Development and Conflict Management. He teaches at Warwick University whilst completing his PhD at Manchester University.

Phil Bayliss is a retired academic. He has researched inclusion with regard to interpersonal relationships and is now working as an independent educational developer in Europe.