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List of figures and tables | vi | ||
Acknowledgements | vii | ||
Introduction | ix | ||
1 What is emotional literacy and why is it important to schools? | 1 | (16) | |
2 What are we aiming at? What competences are we trying to develop? In what key ways can schools help develop these competences? | 17 | (35) | |
3 Some key principles for developing emotional literacy in schools | 52 | (26) | |
4 Emotional literacy and learning | 78 | (26) | |
5 What kind of schools promote emotional literacy? | 104 | (37) | |
6 Profiling, assessing and evaluating emotional literacy | 141 | (28) | |
7 Wider support for the emotionally literate school: the role of local education authorities and Healthy School approaches | 169 | (22) | |
Overview: key steps in becoming a more emotionally literate school | 191 | (1) | |
Contacts for developing emotional literacy and emotional well-being in schools | 192 | (13) | |
References | 205 | (10) | |
Index | 215 |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.