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Children's social and emotional wellbeing in schools
A critical perspective

Author/Editor(s):
Debbie Watson, Carl Emery, Phillip Bayliss, with, Margaret Boushel, Karen McInnes
Format:
Hardback, 288 pages, 234 x 156 mm
ISBN
9781847425232
Published:
18 Jan 2012

£56.00 - List price: £70.00 You save: £14.00

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North America customers can order this book here from the University of Chicago Press.

About This Book

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.

Author Biography

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.

Contents

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.


 

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