Children's Social and Emotional Wellbeing in Schools
A Critical Perspective
By Debbie Watson, Carl Emery, Phill Bayliss, with, Margaret Boushel and Karen McInnes
Published
Jan 18, 2012Page count
288 pagesISBN
978-1847425133Dimensions
234 x 156 mmImprint
Policy PressPublished
Jan 18, 2012Page count
288 pagesISBN
978-1847425232Dimensions
234 x 156 mmImprint
Policy PressPublished
Jan 18, 2012Page count
288 pagesISBN
978-1447307525Imprint
Policy PressPublished
Jan 18, 2012Page count
288 pagesISBN
978-1447307532Imprint
Policy Press
Children's Social and Emotional Wellbeing in Schools
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.
"This is a significant and timely publication. The authors have created an insightful, scholarly analysis that challenges many of the 'assumed truths' of social and emotional wellbeing. Theory, research, policy and practice are examined through a critical lens and the result is an engaging, thought-provoking read." Neil Humphrey, University of Manchester
"An in-depth analysis of terms that we all use, brilliantly explained. The reader is helped to understand the bigger picture of what we need to do to address children's social and emotional wellbeing in our schools." Mick Waters, Professor of Education, Wolverhampton University
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.
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.
