Enabling undergraduates to put into practice learning to support emotional well-being for children and young people
In the UK policies such as the Children’s Plan 2008 -2020 through to Promoting the Emotional Health of Children and Young People (2010) identify that professionals such as teachers, youth workers, social workers and youth offending specialists, do not have the necessary underpinning knowledge to ade...
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2014-04-01
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| Series: | International Journal of Emotional Education |
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| Online Access: | http://www.um.edu.mt/__data/assets/pdf_file/0004/215158/v6i1p7.pdf |
| _version_ | 1797965678706163712 |
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| author | Wendy Turner |
| author_facet | Wendy Turner |
| author_sort | Wendy Turner |
| collection | DOAJ |
| description | In the UK policies such as the Children’s Plan 2008 -2020 through to Promoting the Emotional Health of Children and Young People (2010) identify that professionals such as teachers, youth workers, social workers and youth offending specialists, do not have the necessary underpinning knowledge to adequately support children and young people’s emotional well-being. Further that these professionals fail to recognise when a child or young person may need additional help. These findings suggest that gaining knowledge and understanding of emotional well-being for children and young people is a key requirement for those working in this field. This paper is an evaluation of an initiative that saw a partnership of developing joint learning materials from expert
emotional well-being organisations being delivered as part of an undergraduate award at a traditional Higher Educational (HE) Institution. The evaluation showed that the introduction of interactive, e-learning materials, supplemented with role play and
scenario based learning and running concurrently alongside work experiences enabled students to acquire and apply knowledge and understanding of emotional well-being for children and young people to real situations, and thus bridged the ‘practice –theory gap’. |
| first_indexed | 2024-04-11T02:03:44Z |
| format | Article |
| id | doaj.art-37ed46c0506b49b7bf512b96985a61ce |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T02:03:44Z |
| publishDate | 2014-04-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-37ed46c0506b49b7bf512b96985a61ce2023-01-03T03:27:54ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292014-04-01617694Enabling undergraduates to put into practice learning to support emotional well-being for children and young peopleWendy Turner0School of Education, University of Northampton, UK In the UK policies such as the Children’s Plan 2008 -2020 through to Promoting the Emotional Health of Children and Young People (2010) identify that professionals such as teachers, youth workers, social workers and youth offending specialists, do not have the necessary underpinning knowledge to adequately support children and young people’s emotional well-being. Further that these professionals fail to recognise when a child or young person may need additional help. These findings suggest that gaining knowledge and understanding of emotional well-being for children and young people is a key requirement for those working in this field. This paper is an evaluation of an initiative that saw a partnership of developing joint learning materials from expert emotional well-being organisations being delivered as part of an undergraduate award at a traditional Higher Educational (HE) Institution. The evaluation showed that the introduction of interactive, e-learning materials, supplemented with role play and scenario based learning and running concurrently alongside work experiences enabled students to acquire and apply knowledge and understanding of emotional well-being for children and young people to real situations, and thus bridged the ‘practice –theory gap’.http://www.um.edu.mt/__data/assets/pdf_file/0004/215158/v6i1p7.pdfemotional well-beingeducation and knowledgeapplied practicepracticetheory gap |
| spellingShingle | Wendy Turner Enabling undergraduates to put into practice learning to support emotional well-being for children and young people International Journal of Emotional Education emotional well-being education and knowledge applied practice practicetheory gap |
| title | Enabling undergraduates to put into practice learning to support emotional well-being for children and young people |
| title_full | Enabling undergraduates to put into practice learning to support emotional well-being for children and young people |
| title_fullStr | Enabling undergraduates to put into practice learning to support emotional well-being for children and young people |
| title_full_unstemmed | Enabling undergraduates to put into practice learning to support emotional well-being for children and young people |
| title_short | Enabling undergraduates to put into practice learning to support emotional well-being for children and young people |
| title_sort | enabling undergraduates to put into practice learning to support emotional well being for children and young people |
| topic | emotional well-being education and knowledge applied practice practicetheory gap |
| url | http://www.um.edu.mt/__data/assets/pdf_file/0004/215158/v6i1p7.pdf |
| work_keys_str_mv | AT wendyturner enablingundergraduatestoputintopracticelearningtosupportemotionalwellbeingforchildrenandyoungpeople |