Paul Cooper is Professor of Education at the School of Education, University of Leicester, UK. Paul is also Co-chair of ENSEC, and the ENSEC representative at the European Centre for Educational Resilience and Socio-Emotional Health, University of Malta. Carmel Cefai, is Director of the European Centre for Educational Resilience and Socio-Emotional Health and Lecturer in Psychology at the University of Malta. Carmel is also Co-chair of the European Network for Social and Emotional Competence (ENSEC).

[this book] is bang up to date with its subject. There's a growing library here but this is one of the best volumes because of its lucid, authoritative and informative content. It is a very practical book, full of suggestions for activities, while also looking at child-centred strategies and approaches.

• Introduction. Chapter 1. Emotional Education: Connecting With Students' Thoughts and Emotions. Carmel Cefai, University of Malta, and Paul Cooper, University of Leicester, UK. Part 1: Listening To Students' Voices. Chapter 2. The Perspectives of Young People With SEBD about Educational Provision. Frances Toynbee, Huntington School, York. Chapter 3. The Narratives of Secondary School Students with SEBD. Carmel Cefai and Paul Cooper. Chapter 4. The Perspectives of Ex-Students on Their Experiences at a School For SEBD. Damian Spiteri, College of Arts, Science and Technology, Malta. Chapter 5. The Perspectives of Students on Personal and Social Development in School. Mark G. Borg, University of Malta and Andrew Triganza Scott, PSD Teachers Association, Malta. Part 2: Mobilising Peer Support. Chapter 6. Peer Support Challenges School Bullying. Helen Cowie, University of Surrey, UK. Chapter 7. Classwide Peer Tutoring and Students With SEBD. Anastasia Karagiannakis and Ingrid Sladeczek, Both of Mcgill University, Canada. Chapter 8. Students with SEBD as Peer Helpers. Claire Beaumont, University of Laval, Quebec, Canada. Chapter 9. Circle Time and Socio-Emotional Competence in Children and Young People. Jenny Mosley, Quality Circle Time Consultancy. Part 3: Working With Students' Emotions. Chapter 10. Nurture Groups: An Evaluation of the Evidence. Paul Cooper. Chapter 11. Nurture Groups: Early Relationships and Mental Health. Marion Bennathan, Chair of the Nurture Group Network, UK. Chapter 12. Kangaroo Groups: An Adaptation of Nurture Groups. Caroline Couture, Université Du Québec A Trois-Rivières, Canada. Chapter 13: Aggression Replacement Training: Decreasing Behaviour Problems by Increasing Emotional Competence. Knut Gundersen and Frode Svartdal, Both of Diakonhjemmet University College Rogaland, Norway. Chapter 14. From the Needs of Children to the Need for Children: Contemporary Values and their Implications for the Social and Emotional Well Being of Children. Paul Cooper and Carmel Cefai. The Contributors. Index

Paul Cooper is Professor of Education at the School of Education, University of Leicester, UK. Paul is also Co-chair of ENSEC, and the ENSEC representative at the European Centre for Educational Resilience and Socio-Emotional Health, University of Malta. Carmel Cefai, is Director of the European Centre for Educational Resilience and Socio-Emotional Health and Lecturer in Psychology at the University of Malta. Carmel is also Co-chair of the European Network for Social and Emotional Competence (ENSEC).

[this book] is bang up to date with its subject. There's a growing library here but this is one of the best volumes because of its lucid, authoritative and informative content. It is a very practical book, full of suggestions for activities, while also looking at child-centred strategies and approaches.

• Introduction. Chapter 1. Emotional Education: Connecting With Students' Thoughts and Emotions. Carmel Cefai, University of Malta, and Paul Cooper, University of Leicester, UK. Part 1: Listening To Students' Voices. Chapter 2. The Perspectives of Young People With SEBD about Educational Provision. Frances Toynbee, Huntington School, York. Chapter 3. The Narratives of Secondary School Students with SEBD. Carmel Cefai and Paul Cooper. Chapter 4. The Perspectives of Ex-Students on Their Experiences at a School For SEBD. Damian Spiteri, College of Arts, Science and Technology, Malta. Chapter 5. The Perspectives of Students on Personal and Social Development in School. Mark G. Borg, University of Malta and Andrew Triganza Scott, PSD Teachers Association, Malta. Part 2: Mobilising Peer Support. Chapter 6. Peer Support Challenges School Bullying. Helen Cowie, University of Surrey, UK. Chapter 7. Classwide Peer Tutoring and Students With SEBD. Anastasia Karagiannakis and Ingrid Sladeczek, Both of Mcgill University, Canada. Chapter 8. Students with SEBD as Peer Helpers. Claire Beaumont, University of Laval, Quebec, Canada. Chapter 9. Circle Time and Socio-Emotional Competence in Children and Young People. Jenny Mosley, Quality Circle Time Consultancy. Part 3: Working With Students' Emotions. Chapter 10. Nurture Groups: An Evaluation of the Evidence. Paul Cooper. Chapter 11. Nurture Groups: Early Relationships and Mental Health. Marion Bennathan, Chair of the Nurture Group Network, UK. Chapter 12. Kangaroo Groups: An Adaptation of Nurture Groups. Caroline Couture, Université Du Québec A Trois-Rivières, Canada. Chapter 13: Aggression Replacement Training: Decreasing Behaviour Problems by Increasing Emotional Competence. Knut Gundersen and Frode Svartdal, Both of Diakonhjemmet University College Rogaland, Norway. Chapter 14. From the Needs of Children to the Need for Children: Contemporary Values and their Implications for the Social and Emotional Well Being of Children. Paul Cooper and Carmel Cefai. The Contributors. Index