ABSTRACT
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:
- looking at the overlaps between EBD, ADHD and mental health difficulties;
- outlining the types of appropriate schooling for children with EBD;
- urging readers to look beyond pupils’ challenging behaviour in order to understand and respond to the social, biological and psychological causation;
- considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings;
- 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.
TABLE OF CONTENTS
part |75 pages
Definitions, Labelling and Patterns of Provision
chapter |7 pages
Labeling and Categorizing Children and Youth with Emotional and Behavioral Disorders in the USA
chapter |8 pages
Institutional Labeling and Pupil Careers
chapter |11 pages
Policy and Provision for Children with Social, Emotional and Behavioural Difficulties in Scotland
chapter |9 pages
The Challenge of Inclusion
part |45 pages
Theories Explaining Child Development and Modes of Intervention
chapter |8 pages
How Affection Shapes a Young Child's Brain
part |130 pages
Assessment and Intervention in Educational Settings
chapter |8 pages
Assessing and Supporting Children and Young People with EBD
chapter |7 pages
Links Between Emotional and Behavioral Difficulties and Speech and Language Difficulties
chapter |9 pages
The Challenge of Assessing and Monitoring the Progress of Children with SEBD
chapter |11 pages
Beyond classroom ‘management'
chapter |8 pages
Pupil voice and participation
part |42 pages
Specific approaches and issues
chapter |8 pages
Volunteer engagement with young people at risk of exclusion
part |37 pages
Supporting school-based professionals