Transforming Troubled Lives

Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties

John Visser, Harry Daniels, Ted Cole, Chris Forlin, John Visser

• Publisher: Emerald Group Publishing Limited
• Year: 2012
• Print ISBN: 9781780527109
• eBook ISBN: 9781780527116
• Topic: Education
• Subtopic: Inclusive Education

As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools - too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.

Table of contents

• FRONT COVER
• TRANSFORMING TROUBLED LIVES: STRATEGIES AND INTERVENTIONS FOR CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
• COPYRIGHT PAGE
• CONTENTS
• LIST OF CONTRIBUTORS
• INTRODUCTION
• DEVELOPING EMOTIONAL LITERACY – APPROACHES FOR STAFF AND STUDENTS DEVELOPING AN APPROACH IN THE SEBD SCHOOL
• AT-RISK CHILDREN’S ATTITUDES TOWARDS THE QUALITY OF SCHOOL LIFE
• THE PALS SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT MODEL IN NORWEGIAN PRIMARY SCHOOLS – IMPLEMENTATION AND EVALUATION
• NATIONAL BEHAVIOUR SUPPORT SERVICE AND OCCUPATIONAL THERAPY IN SCHOOL: AN IRISH EXPERIENCE
• THE SCHOOL BEHAVIOURS RATING SCALE: A MEASURE TO ASSESS BEHAVIOURAL STRENGTHS AND NEEDS AND INFORM SUPPORTIVE PROGRAMMING
• DEVELOPING STAFF SKILLS THROUGH EMOTIONAL LITERACY TO ENABLE BETTER PRACTICES WITH CHILDREN WITH SOCIAL EMOTIONAL AND BEHAVIOURAL DIFFICULTIES (SEBD)
• CHANGING PROFESSIONAL CULTURE – WHAT NURTURE GROUPS CAN ACHIEVE
• SETTING UP A NURTURE GROUP IN YOUR SECONDARY SCHOOL
• PREVENTING TEACHER BURNOUT: EXPLORING THE PERCEPTIONS OF TEACHERS FOR CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES (SEBD) IN THAILAND
• THE INTEGRATION OF SOCIALLY DISADVANTAGED PUPILS IN THE CZECH REPUBLIC: A QUALITATIVE VIEW ON A QUANTITATIVE PHENOMENON
• ELECTIVE HOME EDUCATION: SUPPORTING ACCESS TO EDUCATION FOR CHILDREN AND YOUNG PEOPLE WITHIN THE GYPSY, ROMA AND TRAVELLER COMMUNITY
• EXPERIENCING PHYSICAL EDUCATION THROUGH THE FILTER OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
• PROFESSIONAL DEVELOPMENT: THREE CASE STUDIES IN RESIDENTIAL HOMES – A HOLISTIC PERSONAL DEVELOPMENT PROGRAMME
• A NORTH EAST PUPIL REFERRAL UNIT’S RESPONSE TO THE CHALLENGE OF NEETS
• PEER MASSAGE IN THE CLASSROOM
• ’IT WASNAE (ONLY) ME’ – THE DEVELOPMENT OF SELF-REGULATION AND SELF-RESPONSIBILITY IN PUPILS EXPERIENCING SOCIAL AND EMOTIONAL BEHAVIOURAL DIFFICULTIES
• THE CHALLENGE FOR THE SQUARE PEG AND THE ROUND HOLE: A SENSE OF BELONGING TO SCHOOL
• MAKING SCHOOLS FITTING PLACES FOR ALL: A CREATIVE APPROACH FOR GIRLS EXCLUDED FROM MAINSTREAM EDUCATION
• DEVELOPING PREVENTATIVE RESPONSES TO DISRUPTIVE AND HIGH-RISK BEHAVIOURS
• SCHOOL SHOOTERS: MONSTERS OR VICTIMS
• SEBDS AND THE MENTAL PROCESSING BIASES SUGGESTED BY SCHOOL-BASED DATA COLLECTION WITH CHILDREN AGED 8–12 IN GREECE: AN IMPORTANT FINDING AND SUGGESTIONS FOR FUTURE RESEARCH
• EARLY FAMILY INTERVENTIONS AS PREVENTION OF ESCALATION OF BEHAVIORAL AND EMOTIONAL PROBLEMS IN INTERNATIONALLY ADOPTED CHILDREN
• THE ’F’ FACTOR: THE POSITIVE IMPACT OF WORKING IN PARTNERSHIP WITH FAMILIES
• PUNITIVE TRENDS IN GERMANY: NEW SOLUTIONS FOR DEVIANT BEHAVIOUR OR OLD WINE IN NEW BOTTLES?
• SUBJECT INDEX