Social and Emotional Learning in the Mediterranean

Cross Cultural Perspectives and Approaches


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.

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Carmel Cefai, PhD, FBPS, is the director of the Centre for Resilience and Socio-Emotional Health, and Professor at the Department of Psychology, University of Malta. He has published extensively in the area of resilience and social-emotional learning, including Mental Health Promotion in Schools (Sense Publishers, 2017).
Dominic Regester is programme director at Salzburg Global Seminar, Austria, responsible for designing and implementing programmes on education, conservation and societies of the future. He is on the Executive Committee for Karanga: The Global Alliance for Social Emotional Learning and Life Skills.
Leyla Akoury Dirani, PhD, is a child and adolescent psychologist and associate professor of psychiatry at the American University of Beirut, Lebanon. Her research and her teaching encompass child development, child psychopathology, and parenting.
Series Editor’s Foreword
Ronald G. Sultana
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

All interested in social and emotional learning, wellbeing and mental health in school, including educators, practitioners, policy makers, researchers, academics and university students
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