Social and emotional learning in the Mediterranean : : cross cultural perspectives and approaches / / edited by Carmel Cefai, Dominic Regester and Leyla Akoury Dirani.

• Superior document: Comparative education and the Mediterranean region ; Volume 1
• TeilnehmendeR: Cefai, Carmel,; Regester, Dominic,; Dirani, Leyla Akoury,
• Place / Publishing House: Leiden ;, Boston : : Brill Sense,, [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Comparative education and the Mediterranean region ; Volume 1.
• Physical Description: 1 online resource.

The rapid social, economic and technological changes taking place in the world today have led to the rise of social and emotional learning (SEL) as an essential requirement in positive human development and meaningful education. SEL competencies such as self-awareness, emotional regulation, problem solving, collaboration, understanding and empathising with others, embracing diversity and conflict resolution, are key 21st century competences. The turbulences taking place in the Mediterranean region such as civil strife, violence, socio-economic hardship, forced displacement, human trafficking and child abuse, have directed academics', policy makers' and practitioners' interest towards SEL. SEL became an innovative avenue in preventing and addressing some of the main challenges being faced by countries in the Mediterranean basin in the healthy development and quality education of children and young people. Social and Emotional Learning in the Mediterranean: Cross Cultural Perspectives and Approaches is the first publication of this kind to explore how the Mediterranean region is seeking to address the issues and challenges in the promotion and implementation of SEL. It is an attempt to raise awareness on the SEL policies, frameworks and practices taking place in the Mediterranean region, to share and celebrate good practices, and to critically reflect on the challenges faced in the effective implementation of SEL in the region, with recommendations for policy, interventions and research.

Table of Contents

Series Editor's Foreword -- Ronald G. Sultana -- Acknowledgments -- List of Figures and Tables -- Notes on Contributors -- Part 1: Introduction -- 1 Social and Emotional Learning across the Mediterranean -- Carmel Cefai, Dominic Regester and Leyla Akoury Dirani -- PART 2: National Policies, Curricula and Frameworks -- 2 "I Want Greeks to Be Odysseus ..." -- Maria Poulou -- 3 Social and Emotional Education in Maltese Schools -- Carmel Cefai -- 4 Social and Emotional Learning in the School System in Cyprus -- Maria Kalli -- 5 Psychosocial Skills and Holistic Education in the French Educational Context -- Katia Terriot and Emmanuelle Vignoli -- 6 Social and Emotional Learning in Palestinian K-12 Schools -- Anwar Hussein-Abdel Razeq -- 7 Social and Emotional Learning in the New Tunisian Curriculum -- Amor Ouelbani -- PART 3: Programmes and Interventions -- 8 An Integrated Social and Emotional Learning Framework for Lebanese Schools -- Claudine Aziz, Nahla Harb, Samar El Ahmadieh, Wael Kazan and Yvonne El Feghaly -- 9 Safe and Enabling Learning Environments in Lebanon -- Amina Kleit and Rémie Rhayem -- 10 Mental Health Promotion in the Early Years: Case Studies from Italy -- Valeria Cavioni -- 11 Examining 21st Century Student Outcomes in Teacher Education Programmes in Higher Education Reform in Egypt -- Nagwa Megahed and Gihan Osman -- 12 The SOYAÇ Approach with Street Involved Children and Young People in Turkey: Social and Emotional Learning in Practice -- Özden Bademci -- 13 The Assessment of Vulnerable Children's Social-Emotional Skills in MENAT -- Carly Tubbs Dolan and Roxane Caires -- PART 4: Conclusion -- 14 Epilogue -- Marc Brackett -- Index.