Welcome to the first issue of the new decade. As you will have noticed the wrong cover was affixed to issue 24–4. Taylor and Francis will reprint the issue with the correct cover and issue a correction notice. In the first paper Poonam Dhaka and Antonia Shitilitha Mukwiilongo discuss the assessment of emotional maturity of children living in residential homes in Namibia. They argue that their findings can be used to develop the appropriate strategies for psychological support and wellbeing of children in care in their setting. In the second paper Katie Finning, Polly Waite, Kate Harvey, Darren Moore, Becky Davis, and Tamsin Ford, who are members of a highly influential team who work in the field of mental health and wellbeing, report the findings of a qualitative study of secondary school practitioners’ beliefs about risk factors for school attendance problems. They suggest that school staff have an important role to play in identifying pupils who require additional support to regularly attend school, but their beliefs about risk factors might influence their decisions regarding intervention. They identified poor mental health as a risk factor, but practitioners primarily focused on anxiety rather than other mental health problems like depression or behavioural disorders. They present a strong argument for the need for increased awareness of the role of school factors in attendance problems, focus on promoting positive peer and pupil-teacher relationships, and collaborative working between young people, families and schools. In the next paper Ane Wilhelmsen-Langeland, Hanna Aardal, Vanja Hjemseth, Kristin Hannevik Fyhn, and Signe Hjelen Stige consider whether a 2-day Emotion Focused Family Therapy workshop strengthened parental self-efficacy, satisfaction and beliefs regarding their ability to help their children regulate emotions and reduce the children’s symptoms of behavioural or psychological difficulties. The results were generally very encouraging. In the fourth paper Bree Wagner, Donna Cross, Emma Adams, Martyn Symons, Trevor Mazzucchelli, Rochelle Watkins, Edie Wright, Jane Latimer, Jonathan Carapetis, John Boulton, and James Fitzpatrick report on an evaluation of a teacher-delivered programme to improve the selfregulation of children attending Australian Aboriginal community primary schools. Again there are suggestions here of significant benefits for those working with young people who face significant challenges in their lives. In paper five Nicole Dingwall makes the case for reconfiguring traditional classrooms. She does so through an exploration of reconfiguring a classroom space in a drama intervention, and outlines the affordances provided to young vulnerable people and the adults that they work with. Importantly she suggests that altering or defamiliarisng pedagogic space affords a potential relational change for both students and adults. Marianne Coleman discusses the establishment of a whole school nurturing culture. She draws attention to the importance of leadership in changing the culture of a school. More specifically she emphasis the vital role played by the head and the Senior Leadership Team in bringing about a change in culture. This raises the very important question of whether such a change could survive the departure of senior leaders from the school. In paper seven Silje Hukkelberg and Terje Ogden interrogate the notion of social competence. They report on an investigation into the concept among children with behavioural problems. Their results showed that parents reported higher levels of overall social competence among the girls compared to the boys, but this difference vanished about age 12. They discus these and other findings. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2020, VOL. 25, NO. 1, 1–2 https://doi.org/10.1080/13632752.2020.1726603

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社论

欢迎阅读新十年的第一期。正如您会注意到的那样，第 24-4 期的封面贴错了。泰勒和弗朗西斯将使用正确的封面重印该问题并发出更正通知。在第一篇论文中，Poonam Dhaka 和 Antonia Shitilitha Mukwiilongo 讨论了对纳米比亚住宅中儿童情绪成熟度的评估。他们争辩说，他们的发现可用于制定适当的策略，为在其环境中接受照料的儿童提供心理支持和福祉。在第二篇论文中，Katie Finning、Polly Waite、Kate Harvey、Darren Moore、Becky Davis 和 Tamsin Ford，他们是在心理健康和福祉领域工作的极具影响力的团队的成员，报告对中学从业者对上学问题风险因素的看法的定性研究结果。他们建议学校工作人员在识别需要额外支持才能定期上学的学生方面可以发挥重要作用，但他们对风险因素的看法可能会影响他们关于干预的决定。他们认为心理健康不佳是一个风险因素，但从业者主要关注焦虑，而不是其他心理健康问题，如抑郁症或行为障碍。他们提出了一个强有力的论点，即需要提高对学校因素在出勤问题中的作用的认识，注重促进积极的同伴和师生关系，以及年轻人、家庭和学校之间的协作。在下一篇论文 Ane Wilhelmsen-Langeland 中，Hanna Aardal、Vanja Hjemseth、Kristin Hannevik Fyhn 和 Signe Hjelen Stige 考虑了为期 2 天的以情绪为中心的家庭治疗研讨会是否增强了父母的自我效能感、满意度和信念，他们有能力帮助孩子调节情绪并减少孩子的行为症状或心理困难。结果总体上非常令人鼓舞。在第四篇论文中，Bree Wagner、Donna Cross、Emma Adams、Martyn Symons、Trevor Mazzucchelli、Rochelle Watkins、Edie Wright、Jane Latimer、Jonathan Carapetis、John Boulton 和 James Fitzpatrick 报告了对教师提供的计划的评估，以提高就读澳大利亚土著社区小学的儿童的自我调节。这里再次提出了一些建议，为那些与生活中面临重大挑战的年轻人一起工作的人受益匪浅。在论文五中，Nicole Dingwall 提出了重新配置传统教室的理由。她通过探索在戏剧干预中重新配置教室空间来做到这一点，并概述了为弱势青年和与他们一起工作的成年人提供的启示。重要的是，她建议改变或陌生化的教学空间为学生和成人提供潜在的关系变化。玛丽安·科尔曼 (Marianne Coleman) 讨论了建立完整的学校培育文化。她提请注意领导力在改变学校文化方面的重要性。更具体地说，她强调了负责人和高级领导团队在带来文化变革方面所发挥的重要作用。这就提出了一个非常重要的问题，即这种变化能否在高级领导离开学校后继续存在。在论文七中 Silje Hukkelberg 和 Terje Ogden 询问了社会能力的概念。他们报告了对有行为问题儿童的概念的调查。他们的结果表明，与男孩相比，父母报告说女孩的整体社会能力水平更高，但这种差异在 12 岁时消失了。他们讨论了这些和其他发现。情绪和行为困难 2020，VOL。25，没有。1, 1–2 https://doi.org/10.1080/13632752.2020.1726603 这就提出了一个非常重要的问题，即这种变化能否在高级领导离开学校后继续存在。在论文七中 Silje Hukkelberg 和 Terje Ogden 询问了社会能力的概念。他们报告了对有行为问题儿童的概念的调查。他们的结果表明，与男孩相比，父母报告说女孩的整体社会能力水平更高，但这种差异在 12 岁时消失了。他们讨论了这些和其他发现。情绪和行为困难 2020，VOL。25，没有。1, 1–2 https://doi.org/10.1080/13632752.2020.1726603 这就提出了一个非常重要的问题，即在高层领导离开学校后，这种变化能否继续存在。在论文七中 Silje Hukkelberg 和 Terje Ogden 询问了社会能力的概念。他们报告了对有行为问题儿童的概念的调查。他们的结果表明，与男孩相比，父母报告说女孩的整体社会能力水平更高，但这种差异在 12 岁时消失了。他们讨论了这些和其他发现。情绪和行为困难 2020，VOL。25，没有。1, 1–2 https://doi.org/10.1080/13632752.2020.1726603 他们的结果表明，与男孩相比，父母报告说女孩的整体社会能力水平更高，但这种差异在 12 岁时消失了。他们讨论了这些和其他发现。情绪和行为困难 2020，VOL。25，没有。1, 1–2 https://doi.org/10.1080/13632752.2020.1726603 他们的结果表明，与男孩相比，父母报告说女孩的整体社会能力水平更高，但这种差异在 12 岁时消失了。他们讨论了这些和其他发现。情绪和行为困难 2020，VOL。25，没有。1, 1–2 https://doi.org/10.1080/13632752.2020.1726603