Search

Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. It's little wonder that the 'EBD' (often known as 'BESD' or 'SEBD') category is one of the most common forms of SEN around the world. This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators' key concerns by: (1) looking at the overlaps between EBD, ADHD and mental health difficulties; (2) outlining the types of appropriate schooling for children with EBD; (3) urging readers to look beyond pupils' challenging behaviour in order to understand and respond to the social, biological and psychological causation; (4) considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings; and (5) outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils. Containing contrasting views on controversial topics, this Companion's approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education. Following the Introduction to the International Companion to EBD -- Dilemmas and Scope by Ted Cole, Harry Daniels and John Visser, the book is divided into five sections. Section I, Definitions, Labelling and Patterns of Provision, contains the following chapters: (1) Introduction to Section I (Ted Cole, Harry Daniels And John Visser); (2) Labeling and Categorizing Children and Youth with Emotional and Behavioral Disorders in the USA: Current Practices and Conceptual Problems (James Kauffman); (3) The Labelling and Categorisation of Children with EBD: A Cautionary Consideration (Roger Slee); (4) ADHD and Children with Social, Emotional and Behavioural Difficulties (Katherine Bilton and Paul Cooper); (5) Institutional Labeling and Pupil Careers: Negotiating Identities of Children who Do Not Fit in (Eva Hjorne And Roger Saljo); (6) Youth Offending And Emotional and Behavioural Difficulties (Carol Hayden); (7) Policy And Provision for Children with Social Emotional and Behavioural Difficulties in Scotland: Inter-Sections of Gender and Deprivation (Sheila Riddell and Gillian McCluskey); (8) How Children and Young People with Emotional and Behavioural Difficulties See Themselves (Gale Macleod); and (9) The Challenge of Inclusion: A Full Continuum Model of Educational Provision for Children with EBD In Germany (Marc Willmann). Section II, Theories Explaining Child Development and Modes of Intervention, contains: (1) Introduction to Section II (Ted Cole, Harry Daniels and John Visser); (2) The Importance of a Biopsychosocial Approach to Interventions for Students with Social, Emotional and Behavioural Difficulties (Paul Cooper, Katherine Bilton, and Michalis Kakos); (3) How Affection Shapes a Young Child's Brain; Neurotransmitters, Attachment and Resilience (Sue Gerhardt); (4) Psychodynamic Perspectives on Children's Emotional Growth and Learning (Paul Greenhalgh); (5) Applied Behaviour Analysis: Its Applications and Limitations (Louise Porter); and (6) Cognitive Behavioural Approaches to Mental Health Difficulties in Children (Paul Stallard). Section III, Assessment and Intervention in Educational Settings, contains the following chapters: (1) Introduction to Section III (Ted Cole, Harry Daniels and John Visser); (2) Assessing and Supporting Children and Young People with EBD: The Role of Educational Psychologists (Jane Leadbetter); (3) Identifying and Addressing EBD in the Early Years (Janet Kay); (4) Links between Social, Emotional and Behavioral Difficulties and Speech and Language Difficulties: What Every Teacher Should Know (Jodi Tommerdahl); (5) The Challenge of Assessing and Monitoring the Progress of Children with SEBD - A British Perspective (Jane McSherry); (6) Impact of Functional Behavioral Assessment on Services for Children and Youth with Emotional and Behavioral Difficulties (Robert A. Gable, Lyndal M. Bullock, and Mickie Wong-Lo); (7) Developing Comprehensive, Integrated, Three-Tiered Models to Prevent and Manage Learning and Behavior Problems (Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, and Pamela Harris); (8) Resilience-Enhancing Classrooms for Children with Social, Emotional and Behavioural Difficulties (Carmel Cefai); (9) Reducing Emotional and Behavioural Difficulties in Students by Improving School Ethos (Marilyn Tew and James Park); (10) Violence in Schools: Its Nature and Effective Responses to It (Eric Debarbieux and Catherine Blaya); (11) Addressing Children's Learning Problems through Helping Them Control Their Attention Difficulties (Tatiana Akhutina and Gary Shereshevsky); (12) Beyond Classroom 'Management' - Understanding Students with SEBD and Building Their Executive Skills (Rob Long); (13) Communicating With Children in the Classroom When Addressing Disruptive Behaviours (Bill Rogers); (14) Pupil Voice and Participation: Empowering Children with Emotional and Behavioural Difficulties (Paula Flynn, Michael Shevlin and Ann Lodge); and (15) Understanding and Responding to Angry Emotions in Children with Emotional and Behavioural Difficulties (Adrian Faupel). Section IV, Specific Approaches and Issues, presents the next series of chapters in the book: (1) Introduction to Section IV (Ted Cole, Harry Daniels and John Visser); (2) The Value of Nurture Groups in Addressing Emotional and Behavioural Difficulties and Promoting School Inclusion (Caroline Couture); (3) Promoting Social, Emotional and Behavioural Skills through Circle Time and Circles of Support (Jenny Mosley and Zara Niwano); (4) Culturally Responsive Approaches to the Challenging Behaviour of Minority Ethnic Students (Janice Wearmouth Mere Berryman and Ted Glynn); (5) Volunteer Engagement with Young People at Risk of Exclusion: Developing New Perceptions of Pupil and Adult Relationships (Richard Rose); and (6) The Pastoral Pedagogy of Teaching Assistants (Roger Hancock). Section V, Supporting School- Based Professionals, contains the concluding chapters of the book: (1) Introduction to Section V (Ted Cole, Harry Daniels and John Visser); (2) Working with Parents and Families to Lessen the EBD of Children and Young People (Terje Ogden); (3) Multi-Agency Working with Children with EBD and Their Families (Barrie O'Connor); (4) Training and Professional Development for Educators Working with Children and Young People with EBD: A Personal Checklist (Egide Royer); and (5) Teacher Education: Dilemmas and Tensions for School Staff Working with Pupils with EBD (Philip Garner).