Children's Social and Emotional Wellbeing in Schools : A Critical Perspective

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.--publisher's Website. Introduction -- 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 -- 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 -- New Directions. The Space To Do Something Different -- Policy And Practice Reflections -- Conclusion. Debbie Watson ... [et. Al.]. Includes Bibliographical References (p. 229-262) And Index. CHILDREN’S SOCIAL AND EMOTIONAL WELLBEING IN SCHOOLS Contents List of figures and tables Figures Table Acknowledgements List of abbreviations Biographical notes 1. Introduction Why social and emotional wellbeing? ‘Social and emotional wellbeing’ in schools Wellbeing as a concept – some theoretical tools A road map A note about voice Part 1 Context 2. Conceptual dimensions of wellbeing Introduction Limited models of wellbeing that underpin everything Subjective/objective theories Functions and capabilities Interrelated terminology renders wellbeing meaningless The space to do something different Conclusion 3. Policy on the promotion of wellbeing in schools Introduction The rise and rise of wellbeing in education policy The regions and wellbeing policy The unheard debate Conclusion 4. Practice of social and emotional wellbeing in schools Introduction What are Social and Emotional Aspects of Learning? Origins of Social and Emotional Aspects of Learning The Collaborative for Academic Social and Emotional Learning The UK influence: Weare and Gray Manchester Scotland Wales Northern Ireland Conclusion 5. The measurement of wellbeing Introduction Measurement What is the problem? Measuring wellbeing Early intervention for children and adults at risk: clinical and educational measurement of wellbeing Final comments Part 2 Key issues 6. Inclusion in schools Introduction Inclusion debates Being well Inclusion A different analysis: complexity 7. Accessing minority voices – implications for wellbeing Introduction The right to be heard? Listening and vocalising Minority voices and the child as subject Methodological challenges Studies that have attempted to access voices on wellbeing Subjective–objective dilemma in wellbeing research More than just listening? Conclusion 8. Children’s peer relationships in schools Introduction Wellbeing and conflict resolution Peer mediation and buddying The evidence on peer mediation Anti-bullying The evidence on anti-bullying Restorative approaches The evidence on restorative approaches in schools Conflict resolution and power Friendship mediated Conflict resolution: promoting, co-opting or stifling pupil voice Conclusion 9. Opportunities for playful expressions of wellbeing Introduction Wellbeing and play What is play? An alternative conceptualisation of play – playfulness Playfulness and learning Playfulness and wellbeing Playfulness and wellbeing within education Conclusion 10. ‘A golden thread’ – children’s rights and their contribution to wellbeing discourses Introduction Legal and moral definitions of ‘rights’ Children’s rights in the UK – the legal, political and policy context Children and young people’s views on rights Rights-based theories in wellbeing discourses Children’s rights – theoretical and professional challenges ‘Rights’ Generation Capacity Conclusion 11. Professionals supporting wellbeing in schools Introduction Care and support Support staff in schools What’s in a name? The role of policy Evidence from practice ‘Good’ TLSA practice Socio-emotional glue Discussion of TLSA data Conclusion Part 3 New directions 12. The space to do something different Introduction Ethics of care as a value basis for working with children and young people Emotional practice of professionals/embodied nature of support Model of support based on an ethics of care: social pedagogy Caring professionals creating caring pedagogies? A wellbeing approach: ‘crystals of wellbeing’ 13. Policy and practice reflections Introduction The philosophy of Every Child Matters Measurement Evidence, evaluation and critical debate Conclusion References Index Untitled This book is a challenge to the concept of wellbeing as applied to children, suggesting that it should be understood at the level of the child, rather than a list of things that are needed in order to live well.