Schools in numerous countries around the world have become key sites for interventions designed to enhance the emotional well-being of children and young people, offering new forms of pedagogy and curriculum knowledge informed in ad hoc and eclectic ways by various strands of psychology, counselling and therapy.
Responding to C. Wright Mills’ famous injunction for a ‘sociological imagination’, this unique inter-disciplinary collection of papers explores ideologies and imperatives that frame contemporary education policy and practice around emotional well-being, ideas and assumptions about the state of childhood today, and the changing nature of the curriculum subject and associated forms of knowledge.
In bringing together British and American advocates of behavioural interventions in social and emotional learning alongside critics who draw on historical, philosophical and sociological perspectives, it highlights new and important debates for policy makers, the designers, implementers and evaluators of interventions and those who participate in them.
This book was originally published as a special issue of Research Papers in Education.
Table of Contents
Introduction: Emotional well-being in education policy and practice: the need for interdisciplinary perspectives and a sociological imagination Kathryn Ecclestone 1. Effective evidence-based interventions for emotional well-being: lessons for policy and practice Tracey Bywater and Jonathan Sharples 2. Marking time: some methodological and historical perspectives on the ‘crisis of childhood’ Kevin Myers 3. Developing social and emotional aspects of learning: the American experience Maurice J. Elias and Dominic C. Moceri 4. The contribution of religious education to the well-being of pupils Stephen Pett 5. We need to talk about well-being Ruth Cigman 6. From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’ Kathryn Ecclestone 7. Educating the emotions from Gradgrind to Goleman Thomas Dixon 8. What difference does it make? Philosophical perspectives on the nature of well-being and the role of educational practice Beverley Clack
Kathryn Ecclestone is Professor of Education at the University of Sheffield, UK. Her research, teaching and publications explore the impact of education policy on everyday teaching, assessment practices and curriculum knowledge, with a particular interest in the effects of wider ‘therapeutic culture’ and concerns about emotional well-being on education policy and practice in Britain and internationally.