The Routledge International Companion to Emotional and Behavioural Difficulties

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. Cover -- Title -- Copyright Page -- Contents -- List Of Illustrations -- List Of Contributors -- List Of Abbreviations -- 1 Introduction: Dilemmas And Scope Of The Companion -- Section I: Definitions, Labelling And Patterns Of Provision -- Introduction To Section I -- 2 Labeling And Categorizing Children And Youth With Emotional And Behavioural 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: Intersections 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 Addressing Ebd In The Early Years -- 17 Links Between 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 -- 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 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 For Educators -- 37 Teacher Education: Dilemmas And Tensions For School Staff Working With Pupils With Ebd -- Author Index -- Subject Index.