KEYNOTE PRESENTATIONS

Professor Paul Cooper
Social, Emotional and Behavioural Difficulties: The Challenge for Policy Makers
Co-Chair of ENSEC
University of Leicester, UK

Professor Maurice J.Elias
Teaching Participatory Competencies for Success in School and Life: How to Bring Social-Emotional and Character Development into Every Classroom and Subject Area
Rutgers University, USA

Professor Michael Fielding
The Radical Potential of Student Voice: Creating Spaces for Restless Encounter
University of London, UK

Professor Valerie Sollars
Are Preventive Programs Necessary In Early Childhood Education And Care?
University of Malta, MALTA

Professor Cigdem Kagitcibasi
Family, Child Rearing and Development of the Self in Cultural Context
Turkish Academy of Sciences
Koc University, Turkey

Professor Ali Baykal
Openning Talk: Pre-School: Preparation and Prevention
Dean of School of Education
Bogazici University, Turkey

PRECONFERENCE WORKSHOPS

Mine Gol-Guven and Nalan Babur
Promoting social and emotional competence in children: CSEFEL Model
Bogazici University, Turkey

Knut K.Gundersen
ART (Aggression Replacement Training).What it is and how it developed in Norway
Diakonhjemmet University College, Norway

Joan Duffell and Andreas Schick
The Second Step social-emotional learning program: One universal approach, many languages
Committee for Children, USA
Prevention Center Heidelberg, Germany

Maggie Pınar and Marianne Jansson
Applying an evidence-based LS/peace education programme for social and emotional competence in younger learners
Bogazici University Peace Education Application and Research Centre (BUPERC)

Parallel Session I: 11:00-12:30
1.1 Symposium: Social and Emotional Aspects of Learning (AGORA ROOM)
Part 1: Evaluation of the primary social and emotional aspects of learning (SEAL) small group work element

• Neil Humphrey and Michael Wigelsworth: New Beginnings: Evaluation of a short social-emotional intervention for primary-aged children
• Neil Humphrey and Ann Lendrum: Implementing primary social and emotional aspects of learning (SEAL) small group interventions: a qualitative study
• Neil Humphrey and Afroditi Kalambouka: The role of Local Authority support in the implementation of primary social and emotional aspects of learning (SEAL) small group work  

1.2 Listening to Children’s and Young People’s Voices (1) (ODEON ROOM)

• Deborah Harcourt and Jonathon Sargeant: Cross constructions of childhood
• Ozhan Oztug and Helen Cowie: Making school a better place: What the children say?
• Carmel Cefai and Paul Cooper: The narratives of secondary school students with social, emotional and behaviour difficulties

1.3 Social-Emotional Education in School (CELSUS ROOM)

• Maurice J. Elias: Strategies for infusing social-emotional and character development into school culture and climate
• Vahid Motamedi: Designing instruction for emotional intelligence
• Margaret Egan: An examination of a whole school approach to emotional literacy

Parallel Session II: 13:30-15:00
2.1 Symposium: Social and Emotional Aspects of Learning (AGORA ROOM)
Part 2: Key issues in social and emotional learning

• Michael Wigelsworth: A multilevel investigation of the relationship of emotional intelligence and mental health in secondary school children
• Neil Humphrey: A review of key issues relating to the measurement of children’s social and emotional skills
• Ann Lendrum: Social and emotional learning across the world: Convergences and divergences in cultural perspectives

2.2 Listening to Children’s and Young Persons Voices (2) (ODEON ROOM)

• Carmen Huser: Children’s voices on play in a mosaic study
• Hanna-Maija Sinkkonen and Minna Kyttala: The supportive housing in foster care – the viewpoint of the adolescent
• Brian De Lord: Building social and emotional competence in potential juvenile gang members

2.3 Social-Emotional Education and Academic Learning (CELSUS ROOM)

• Helena I. Meneses and Marina Serra de Lemos: A model of social and academic school adjustment
• Giray Berberoglu, Nukhet Demirtas, Cigdem Guzel & Serkan Arikan: Affective characteristics related to student cognitive development in the Turkish Pupil Monitoring System (PMS)
• Anastasia Karagiannakis, Ingrid Sladeczek & Damian Spiteri: Classwide peer tutoring: Socio-behavioural benefits

2.4 Workshop: “But babies don’t do anything, do they?” – The Northamptonshire Baby Room Project (SELCUK ROOM)
Veronica Lawrence, Claire Stevenson & Donna Luck

Parallel Session III: 10:00-11:00
3.1 Symposium:The Education of Students with Social, Emotional, and Behavioural Difficulties (AGORA ROOM)

• Carmel Cefai, Paul Cooper & Liberato Camilleri: The education of students with Social, Emotional, and Behavioural Difficulties in Malta
• Paul Cooper: Educational interventions for students with Social, Emotional and Behaviour Difficulties: A review of the evidence

3.2 Values Education and Social and Emotional Development (ODEON ROOM)

• Zahra Tabibi: Moral development and its relation to inhibitionPromoting Social-Emotional Education: Practitioners and Researchers Exploring Evidence Based Practice 27
• Muzeyyen Sevinc and Sibel Yoleri: The effects of values education in early childhood on the aggressive behaviors of 9-10 year olds

3.3 Social-Emotional Education and Diversity Issues (CELSUS ROOM)

• Anne Lillvist: Observations of social competence
• Kathy Evans: Having comparative conversations about pupils with social, emotional and behavioural difficulties: Exploring connections between labelling and provision

3.4 Workshop: Situational Perception Training: A promising program for training Social Competence (SELCUK ROOM)
Knut K. Gundersen

Parallel Session IV:11:30-13:00
4.1 Workshop: Promoting healthy sexuality in young children (AGORA ROOM)
Aysegul Metindogan Wise, Ryan Wise & Bruce Carter

4.2 Social-Emotional education and early years (ODEON ROOM)

• Emine Eratay: Study on behavioral problems of preschool children
• Sehnaz Ceylan and Esra Omeroglu: Study of social-emotional behavior of 5-Year old children
• Sakire Anliak and Derya Sahin: A descriptive study observing behavioral patterns of preschool children in Turkey and Belgium
• Esra Omeroglu, Sener Buyukozturk, Yasemin Aydogan & Arzu Ozyurek: A study into the status of knowledge, behaviors and evaluation of preschool teachers over problem solving skills

4.3 Parents, Children and Social-Emotional Education (CELSUS ROOM)

• Liat Kulik: Explaining the sense of family coherence among adolescents
• Usa Srijindarat and Ngamta Vanindananda: The effect of psychological characteristics and child-rearing skill development on appropriate parental child-rearing practices and children’s perception of academic support
• Paul Cooper and Carmel Cefai: Culture Against Children? Some reflections on popular views of childhood and child rearing

Parallel Session V:14:00-15:30
5.1 Workshop:Teaching emotional intelligence to students aged 11-16 (AGORA ROOM)
Janet Grant

5.2 Social-Emotional Education: Early Years Interventions (ODEON ROOM)

• David Huggins and Jill Sewell: Building the bridge between health and education: Provision of care and education in the early years
• Theodora Papatheodorou: Story playing and its pedagogy
• Ibrahim Diken, Atilla Cavkaytar, Sema Batu, Funda Bozkurt & Yildiz Kurtyilmaz: First step to success early intervention program: Supporting young children with emotional and behavioral challenges in Turkey

5.3 Interventions for Emotional Difficulties (CELSUS ROOM)

• Anne Graham and Robyn Fitzgerald: Supporting children’s social and emotional wellbeing: Does ‘Having a Say’ matter?
• Annemieke Mol Lous and J. Marianne Riksen-Walraven: Depression markers in young children‘s play: A play questionnaire for teachers of young children
• Sibel Sonmez, Nilay Dereobali & Sevinc Cirak Karadag: An investigation of preschool teachers’ recognition of child abuse and neglect

Parallel Session VI: 10:30-12:00
6.1 Teacher Training in Social-Emotional Education (AGORA ROOM)

• Wendy Turner and Tania Morris: Embedding knowledge: Emotional/mental health
• Nina Raud and Anna Dzalalova: Multicultural competences in teachers who work with children in multilingual educational contexts: A teacher training model in Estonia
• Murat Akpinar: The role of social and emotional education in ending conflicts between native and immigrant students

6.2 Social-Emotional Education across Cultures (ODEON ROOM)

• Christopher Clouder: Social and Emotional Education in Europe
• Mehnaz Aziz: Modifying global teaching best practices to build social-emotional competence amongst children in developing country contexts
• Johannes Langeveld, Frode Svartdal & Knut K. Gundersen: ART(Aggression Replacement Training) in Norway: Pathways to behavioural improvement

6.3 Predictors of Social-Emotional Education (CELSUS ROOM)

• Maria Poulou: Predictors of adjustment at schools
• Omer Faruk Kabakci: Relationships between academic success, social emotional learning skills and self-concept of Turkish students

• Derya Sahin and Sakire Anliak: The effects of child-teacher relationships on interpersonal problem solving skills of children