Many theories of children s well-being reduce the task of nurturing it to checking items off an objective list. Offering a more complex and nuanced view of the concept, Debbie Watson, Carl Emery, and Phil Bayliss argue here that well-being should be understood at the level of the subjective child and that schools should foster well-being by promoting positive relationships and greater inclusivity. Shedding new light on this critical but often taken-for-granted topic, "Children s Social and Emotional Wellbeing in Schools" holds important lessons for policymakers, practitioners, students,...
Many theories of children s well-being reduce the task of nurturing it to checking items off an objective list. Offering a more complex and nuanced...
This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (PMLD). Contrary to received wisdom, the book starts from the premise that traditional psychological approaches operating in the PMLD field are overly reductive and constrain our abilities to listen to and learn from children with PMLD. This in turn runs the risk of maintaining exclusionary practices such as segregated education, where such practices are predicated upon the notion that some children are too disabled to participate in mainstream...
This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (...
