Emotional well-being and its relationship to schools and classrooms: A critical reflection

British Journal of Guidance and Counselling

Volumn 36, Issue 4, 2008, Pages 353-366

  McLaughlin, Colleen ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

Classrooms; Emotional well being; Programmes; Schools

Indexed keywords

EID: 53349177060     PISSN: 03069885     EISSN: 14693534     Source Type: Journal    
DOI: 10.1080/03069880802364486     Document Type: Article

References (40)

1. Bowlby, J. (1969). Attachment. London: Pelican.
2. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
3. Clyman, R. (1991). The procedural organisation of emotions. In T. Shapiro & R. Emde (Eds.), Affect, psychoanalytic perspectives. New York: International Universities Press.
4. Craig, C. (2007). The potential dangers of a systematic, explicit approach to teaching social and emotional skills (SEAL). Glasgow: Centre for Confidence and Well-Being.
5. Csikszentmihalyi, M., & Csikszentmihalyi, I.S. (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
6. Damasio, A. (2000). The feeling of what happens. London: Virago.
7. Department for Education and Skills (DfES). (2003). Every Child Matters. London: DfES.
8. Department for Education and Skills (DfES). (2005). Primary national strategy. Excellence and enjoyment: Social and emotional aspects of learning. London: DfES. DfES ref: 1378-2005 G.
9. Department for Education and Skills (DfES). (2007). Secondary national strategy: Social and emotional aspects of learning. London: DfES.
10. DfES/Department of Health (2004). Choosing health. London: DfES.
11. Dweck, C. (2006). Mindset. New York: Random House.
12. Gardner, H. (1999). Who owns intelligence? Atlantic Monthly, February, pp. 67-76.
13. Garmezy, N., & Rutter, M. (1983). Stress, coping and development in children. New York: McGraw Hill.
14. Gerhardt, S. (2004). Why love matters: How affection shapes a baby's brain. London: Bruner-Routledge.
15. Gibson-Cline, J. (1990). Adolescence: From crisis to coping: A thirteen national study. Boston: Butterworth-Heinemann.
16. Giddens, A. (1990). The consequences of modernity. Stanford, CA: Stanford University Press.
17. Giddens, A. (1992). The transformation of intimacy. Stanford, CA: Stanford University Press.
18. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. London: Bloomsbury.
19. Harden, A., Rees, R., Shepherd, J., Brunton, G., Oliver, S., & Oakley, A. (2001). Young people and mental health: A systematic reviews of barriers and facilitators. London: EPPI-Centre.
20. Health Education Authority (HEA). (1997). Mental health promotion: A quality framework. London: Heath Education Authority.
21. Howard, S., Dryden, J., & Johnson, B. (1999). Childhood resilience: Review and critique of literature. Oxford Review of Education, 25, 307-323.
22. Huppert, F. (2007). Positive mental in individuals and in populations. In F. Huppert, N. Baylis, & B. Keverne (Eds.), The science of well-being. Oxford: Oxford University Press.
23. Le Doux, J. (1998). The emotional brain. London: Phoenix.
24. Marks, N., & Shah, H. (2007). A well-being manifesto for a flourishing society. In F. Huppert, N Baylis, & B. Keverne (Eds.), The science of well-being. Oxford: Oxford University.
25. Mathews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press.
26. Mayer, J.D., Salovey, P., & Caruso, D.R. (2000). Models of emotional intelligence. In R.J. Sternberg (Ed.), Handbook of Intelligence (pp. 364-420). Cambridge: Cambridge University Press.
27. Mayer, J.D., Salovey, P., & Caruso, D.R. (2004). Emotional intelligence: Theory findings and implications. Psychological Inquiry, 15, 197-215.
28. Pansepp, J. (1998). Affective neuroscience. Oxford: Oxford University Press.
29. Rutter, M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. Mastein, D. Ciccetti, K. Neuchterlain, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology. New York: Cambridge University Press.
30. Schore, A. (2003). Affect dysregulation and disorders of the self. London: W.W. Norton.
31. Seligman, M. (1991). Learned optimism. Knopf: New York.
32. Sternberg, R.J. (Ed.). (2000). Handbook of intelligence. Cambridge: Cambridge University Press.
33. Tobler, N.S. & Stratton, H.H. (1997). Effectiveness of school-based drug prevention programs: A meta-analysis of the research. Journal of Primary Prevention, 18, 71-128.
34. UNICEF Innocenti Report 7. (2007). Child poverty in perspective: An overview of child wellbeing in rich countries. Florence, Italy: Innocenti Research Centre.
35. Wang, M. (1997). Next steps in inner-city education. Focusing on resilience development and learning success. Education and Society, 29, 255-276.
36. Weare, K. (2004). Developing the emotionally literate school. London: Paul Chapman.
37. Weare & Gray (2003). What works in developing children's emotional and social competence and wellbeing? London: DfES.
38. Werner, E., & Smith, R. (1988). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: Adams, Bannister and Cox.
39. Wilkinson, M. (2006). Coming into mind. London: Taylor & Francis.
40. World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion. First International Conference on Health Promotion, Ottawa, 21 November.