Teaching and ancillary staffs' perceptions of, and practices for promoting emotional literacy (E.L.) in children with behavioural, emotional and social difficulties (BESD)
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After years of exclusive focus on cognition and behaviour the current education system acknowledges the importance of emotional wellbeing and development. Furthermore it is commonly regarded by educators and policy makers that understanding a pupil's emotional literacy (EL) can add force to developing the'whole child.' This project investigates teaching and ancillary staffs perceptions of and practices for promoting emotional literacy in children with behavioural, emotional and social difficulties. Chapter one provides an introduction to the concept of emotional literacy, a rationale for the study and offers a description of the research setting which will be referred to as SchoolA. Chapter two reviews relevant theoretical literature, while chapter three details the methodology employed for this study. The findings presented in chapter four reveal the perceptions and the practices of teachers and ancillary staff within the research setting, and these are discussed with comparison to the literature review. ln Chapter 5 conclusions are drawn from analysis of the results, this section acknowledges the perceptions and practices of the staff in School A and discusses several key themes from the findings that may hinder the development of EL in the setting.
B.A. (Hons) Education studies and psychology
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