The Routledge international companion to emotional and behavioural difficulties
著者
書誌事項
The Routledge international companion to emotional and behavioural difficulties
（Routledge handbooks）
Routledge, 2013
- : hbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
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.
目次
- 1. Introduction to the international Companion to EBD - dilemmas and scope SECTION I DEFINITIONS, LABELLING AND PATTERNS OF PROVISION Introduction to Section I 2. Labeling and categorizing children and youth with emotional and behavioral disorders in the USA: current practices and conceptual problems 3. The labelling and categorisation of children with EBD: a cautionary consideration 4. ADHD and Children with Social, Emotional and Behavioural Difficulties 5. Institutional labeling and pupil careers: negotiating identities of children who do not fit in 6. Youth offending and emotional and behavioural difficulties 7. Policy and provision for children with social emotional and behavioural difficulties in Scotland: inter-sections of gender and deprivation 8. How children and young people with emotional and behavioural difficulties see themselves 9. The challenge of inclusion: a full continuum model of educational provision for children with EBD in Germany SECTION II THEORIES EXPLAINING CHILD DEVELOPMENT AND MODES OF INTERVENTION Introduction to Section II 10. The Importance of a biopsychosocial approach to Interventions for students with social, emotional and behavioural difficulties 11. How affection shapes a young child's brain
- neurotransmitters, attachment and resilience 12. Psychodynamic perspectives on children's emotional growth and learning 13. Applied behaviour analysis: its applications and limitations 14. Cognitive behavioural approaches to mental health difficulties in children SECTION III ASSESSMENT AND INTERVENTION IN EDUCATIONAL SETTINGS Introduction to Section III 15. Assessing and supporting children and young people with EBD: the role of educational psychologists 16. Identifying and addresssing EBD in the early years 17. Links between Social, Emotional and Behavioral Difficulties and Speech and Language Difficulties: What every teacher should know 18. The challenge of assessing and monitoring the progress of children with SEBD - a British perspective 19. Impact of Functional Behavioral Assessment on Services for Children and Youth with Emotional and Behavioral Difficulties 20. Developing Comprehensive, Integrated, Three-Tiered Models to Prevent and Manage Learning and Behavior Problems 21. Resilience-enhancing classrooms for children with social, emotional and behavioural difficulties 22. Reducing emotional and behavioural difficulties in students by improving school ethos 23. Violence in schools: its nature and effective responses to it 24. Addressing children's learning problems through helping them control their attention difficulties 25. Beyond classroom 'management' - understanding students with SEBD and building their executive skills 26. Communicating with children in the classroom when addressing disruptive behaviours 27. Pupil voice and participation: empowering children with emotional and behavioural difficulties 28. Understanding and responding to angry emotions in children with emotional and behavioural difficulties SECTION IV SPECIFIC APPROACHES AND ISSUES Introduction to Section IV 29. The value of nurture groups in addressing emotional and behavioural difficulties and promoting school inclusion 30. Promoting social, emotional and behavioural skills through Circle Time and Circles of Support 31. Culturally responsive approaches to the challenging behaviour of minority ethnic students 32. Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships 33. The pastoral pedagogy of teaching assistants SECTION V SUPPORTING SCHOOL- BASED PROFESSIONALS Introduction to Section V 34. Working with parents and families to lessen the EBD of children and young people 35. Multi-agency working with children with EBD and their families 36. Training and professional development for educators working with children and young people with EBD: a personal checklist 37. Teacher education: dilemmas and tensions for school staff working with pupils with EBD
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