Abstract
Across various sectors of professional practice, children’s emotions are being diagnosed, fostered and regulated. Driven by the rationales of mental health and wellbeing (Cowie et al., 2004), youth justice and prevention (Berelowitz and Hibbert, 2011), therapy (Southam-Gerrow, 2013) or education (Schutz and Pekrun, 2007), examinations, interventions and elicitations no longer target only children’s behaviour, social environment and cognitive learning, but also the qualities of how they feel.
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© 2015 Matej Blazek and Petra Hricová
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Blazek, M., Hricová, P. (2015). Understanding (How to Be with) Children’s Emotions: Relationships, Spaces and Politics of Reconnection in Reflections from Detached Youth Work. In: Blazek, M., Kraftl, P. (eds) Children’s Emotions in Policy and Practice. Studies in Childhood and Youth. Palgrave Macmillan, London. https://doi.org/10.1057/9781137415608_13
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DOI: https://doi.org/10.1057/9781137415608_13
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